Gamification and Adaptive Learning Innovations for Enhancing Students' Critical Thinking and Creativity at an Islamic Boarding School in Indonesia

Abstract

This study aims to identify the factors influencing students’ critical thinking and creativity and to examine the role of gamification and adaptive learning in classroom learning activities at Cahaya Rancamaya Islamic Boarding School, Bogor, Indonesia. The study employed a mixed-methods approach using a sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with 30 teachers to explore instructional practices that support higher-order thinking skills across both general and Islamic education subjects. The qualitative findings identified four key variables associated with students’ critical thinking and creativity: (1) the use of gamification in interactive learning, (2) the implementation of deep learning within adaptive learning environments, (3) learning motivation, and (4) learning engagement. Based on these findings, a structured questionnaire comprising validated indicators for the four constructs was developed and administered to 109 tenth-grade students. Quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), which is appropriate for exploratory model development and moderate sample sizes. The results demonstrated that all four variables positively influenced students’ critical thinking and creativity. Learning engagement emerged as the strongest predictor, followed by gamification, learning motivation, and adaptive learning. The measurement model satisfied the required validity and reliability criteria, confirming the robustness of the proposed framework. These findings highlight the importance of integrating gamification and adaptive learning strategies within student-centered learning environments to enhance higher-order thinking skills and creativity among secondary school students.