DIGITAL EDUCATIONAL GAMES FOR ENHANCING GEOMETRY PROBLEM-SOLVING SKILLS: A SYSTEMATIC LITERATURE REVIEW

Abstract

Geometry represents a demanding mathematical domain requiring spatial visualization, abstract reasoning, and structured cognitive strategies. This qualitative systematic literature review examines empirical evidence regarding digital educational game implementations for enhancing students' geometry problem-solving skills. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, relevant peer-reviewed studies published between 2015 and 2025 were retrieved from major academic databases using targeted keywords. Fourteen empirical articles satisfied the inclusion criteria and were analyzed across game genres, pedagogical designs, and learning outcomes. The synthesis reveals that interactive platforms, visual modeling software, and mobile educational applications foster problem-solving proficiency by supporting dynamic spatial manipulation, algorithmic reasoning, task persistence, and collaborative inquiry. Challenge-driven game mechanics mitigate cognitive overload by translating abstract geometric principles into intuitive exploratory spaces. Consequently, game-based learning serves as an effective instructional methodology for advancing geometric problem-solving competencies. Future educational research must explore adaptive learning architectures, artificial intelligence integration, and tailored scaffolding mechanics to address diverse student aptitudes across spatial domains and longitudinal mathematical development. ABSTRAK Geometri merupakan ranah matematika yang menuntut dan membutuhkan visualisasi spasial, penalaran abstrak, serta strategi kognitif yang terstruktur. Tinjauan pustaka sistematis kualitatif (qualitative systematic literature review) ini mengkaji bukti empiris mengenai implementasi permainan edukasi digital (digital educational games) untuk meningkatkan keterampilan pemecahan masalah (problem-solving skills) geometri siswa. Mengikuti kerangka kerja Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), studi-studi peer-reviewed relevan yang diterbitkan antara tahun 2015 dan 2025 dikumpulkan dari basis data akademik utama menggunakan kata kunci yang ditargetkan. Sebanyak empat belas artikel empiris memenuhi kriteria inklusi dan dianalisis berdasarkan genre permainan, desain pedagogis, serta capaian pembelajaran. Sintesis ini mengungkapkan bahwa platform interaktif, perangkat lunak pemodelan visual, dan aplikasi edukasi seluler mendorong kemahiran pemecahan masalah dengan mendukung manipulasi spasial dinamis, penalaran algoritmik, ketekunan tugas, dan inkuiri kolaboratif. Mekanika permainan berbasis tantangan (challenge-driven game mechanics) memitigasi beban kognitif berlebih (cognitive overload) dengan menerjemahkan prinsip-prinsip geometri abstrak ke dalam ruang eksplorasi yang intuitif. Akibatnya, pembelajaran berbasis permainan (game-based learning) berfungsi sebagai metodologi instruksional yang efektif untuk memajukan kompetensi pemecahan masalah geometris. Penelitian pendidikan di masa depan harus mengeksplorasi arsitektur pembelajaran adaptif (adaptive learning architectures), integrasi kecerdasan buatan (artificial intelligence), dan mekanika scaffolding yang disesuaikan untuk mengatasi keragaman bakat siswa di seluruh ranah spasial serta perkembangan matematika longitudinal.