International Journal of Language Education Volume 9.
Number 2, 2025, pp.
ISSN: 2548-8457 (Prin.
2548-8465 (Onlin.
Doi: https://doi.
org/10.
26858/ijole.
Digital Learning Innovation: Gamification-Based Smart System Adaptive Mobile Learning Needs Analysis Using the Tri Kaya Parisudha Approach for English Language Learning I Nyoman Laba Jayanta Universitas Pendidikan Ganesha.
Indonesia Email: laba.
jayanta@undiksha.
Suprianti Universitas Pendidikan Ganesha.
Indonesia Email: gap.
suprianti@undiksha.
Ni Nyoman Ganing Universitas Pendidikan Ganesha.
Indonesia Email: ninyoman.
ganing@undiksha.
I GA Lokita Purnamika Utami Universitas Pendidikan Ganesha.
Indonesia Email: lokitapurnamika@undiksha.
Received: 3 February 2024 Reviewed: 15 March 2025-15 May 2025 Accepted: 16 June 2025 Published:30 June 2025 Abstract Many elementary school students do not enjoy learning English due to ineffective instructional approaches that limit independent learning.
While digital technology offers potential solutions, its educational use faces challenges such as misinformation and studentsAo low digital resilience.
This study investigates the current levels of digital innovation and digital resilience among elementary students and explores strategies to enhance these skills.
A concurrent embedded mixed-methods design was used, involving 120 fifth-grade students and teachers from elementary schools across Bali, selected through purposive sampling.
Data were collected using questionnaires and analyzed both quantitatively and qualitatively.
Results show that studentsAo innovation and resilience in digital contexts remain low, and existing learning activities have not significantly improved these competencies.
However, teachers support efforts to foster these skills.
address this gap, the study proposes the development of a Smart System Adaptive Mobile Learning (SSAML) system that incorporates gamification and the Tri Kaya Parisudha philosophyAia Balinese framework emphasizing good thoughts, speech, and actions.
This culturally grounded digital learning model is intended to provide effective feedback, enhance student motivation, and promote digital innovation and resilience in English language learning.
Vol.
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tri kaya parisudha.
digital innovation.
digital resilience Introduction The development of technology today continues to grow very rapidly along with the advancement of science.
Technology accelerates and changes the world significantly, from advances in communication to changes in the way humans work (Jayanta & Agustika, 2021.
Parwata et al.
, 2023.
Yang & Miang Goh, 2.
Technological developments have a positive impact on human life.
A country can be said to be advanced if it has a high level of technological mastery, therefore technological developments are greatly needed by every country.
In addition, current technology has a significant impact on the world of education.
The use of technology in the field of education today such as online learning and the use of technology as a medium and learning resource for students (Cahyani & Jayanta, 2021.
Damayanti et al.
, 2.
Previous research findings also mention several benefits of technology in the world of education, namely adding information (Bulus, 2020.
Wahyuni et al.
, 2.
, improving learning abilities (Hao & Padman, 2018.
IvanoviN et al.
, 2.
, facilitating learning access (Siddik & Kholisho, 2019.
Yuniarni et al.
, 2.
, increasing interest in learning (Anggraeni et al.
, 2021.
Kurniawan & Soenarto, 2.
, and technology-assisted learning materials can be packaged to be more interesting (Hanifah et al.
, 2019.
Imelda et al.
, 2.
The development of digital devices such as tablets, laptops, and smartphones has become common among students even at the elementary school level.
These devices allow access to educational applications, learning games, and learning tools that support skill development (Churchill, 2020.
Marta, 2019.
Nugroho & Mutiaraningrum.
This development can be utilized especially in English learning for elementary school English learning for elementary school students plays a vital role in shaping communication skills in the era of globalization.
English has become a lingua franca in various sectors, including education and technology.
mastering this language early will provide students with a competitive advantage (Aldeaij, 2023.
Wardani & Munir, 2.
English learning in elementary schools aims to provide a strong foundation for future language skills (Ayatiningsih.
Megawati & Utami, 2.
Students are introduced to basic vocabulary and simple language structures in learning activities.
Mastery of basic vocabulary is essential because it is the foundation of communication.
By introducing words that are often used in everyday life, students will find it easier to interact (Arif, 2020.
Matruty & Que, 2.
In addition, the development of listening and speaking skills is also taught to students.
Students must practice listening to English conversations and speaking confidently in relevant contexts.
Understanding simple reading and introduction to basic grammar is also the primary focus so that students can interact with texts related to everyday life (Arif, 2020.
Ayatiningsih, 2019.
Matruty & Que, 2021.
Megawati & Utami, 2.
In achieving these goals, various learning approaches can be applied.
An appropriate learning approach can make students understand how language is used in real situations.
Relating the material to students' everyday experiences will make them more interested and involved.
However, the current problem is that many elementary school students still do not enjoy learning English.
Previous studies have also revealed that inappropriate approaches and methods make students feel bored learning English (Alianti et al.
, 2023.
Pratiwi et al.
, 2.
Other studies have also revealed that inappropriate learning media makes it difficult for students to learn independently (Rokhman & Ahmadi, 2020.
Rukmana et al.
, 2.
Students can use technology to learn English.
However, there are weaknesses in the use of technology in the world of education, such as the presence of a lot of hoax information.
Previous research findings also stated that the Vol.
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Suharyanto, 2.
The circulating hoax information certainly has several negative impacts.
First, hoax information will make students confused and distrust the source of information so that students become skeptical of the information they encounter, even if the information is true or important.
Second, getting hoax information can also damage students' ability to distinguish between false and true information.
Third, loss of time and focus.
The results of the observations that have been carried out also found that spending time on hoax information not only wastes students' valuable time but can also divert students' focus on actual learning.
This certainly has a negative impact on students' academic achievement.
In addition, this problem is reinforced by previous findings which state that students' digital resilience is still weak (Lee & Hancock, 2.
Previous research findings revealed that students' digital resilience is still weak due to a lack of understanding and supervision of parents and teachers regarding the use of technology (Armawi & Wahidin, 2.
Other research findings also stated that many students still have low digital literacy (Anggraeni et al.
, 2019.
Hanik, 2.
Previous research also stated that the low digital literacy of students in Indonesia is due to a lack of adequate access and technological facilities, as well as a lack of understanding and knowledge about digital technology (Asari et al.
, 2019.
Sholikin & Fatmawati, 2.
Other findings also confirmed that the lack of access to technological devices and opportunities to get technological education is also one of the causes of low digital innovation in students (Desi, 2020.
Listiaji & Subhan, 2.
English language skills in elementary school students are crucial in the modern era.
Students can utilize available technology to learn English.
However, innovation and digital resilience are needed to use appropriate technology in learning English.
Digital innovation skills in elementary school students are becoming very crucial in the modern era.
Digital innovation skills refer to the skills and knowledge needed to use digital technology effectively in a strategic way to create new products or services (Ainsworth & Burch, 2022.
Bingimlas & Al-Gahtani, 2.
These skills are critical to academic success and future careers as students need to discover, assess, and create increasingly complex digital resources (Bingimlas & Al-Gahtani, 2021.
Desi.
Digital innovation skills include information literacy, digital creation, and collaboration and communication (Chang & Hsu, 2023.
Velaora et al.
, 2.
Developing digital innovation skills can help and prepare them to enter the world of the future.
The ability to master technology supports the improvement of students' cognitive abilities, such as problem solving and critical In addition, digital skills enrich creativity, giving them the tools to express themselves creatively and innovate.
By learning these skills, students can create, innovate, and solve problems using digital technologies, which can lead to better learning outcomes and career opportunities (Benitez et al.
, 2022.
Kivunja, 2.
In addition to digital innovation skills, students also need to have digital resilience.
Digital resilience skills are essential for primary school students as they help them cope with the challenges and risks associated with using technology.
Digital resilience refers to studentsAo ability to understand and manage the risks and threats they face when using digital technologies such as digital platforms, social media, or online games (Barker & Kearney, 2021.
Carroll & Rogers, 2.
Digital resilience combines knowledge, skills, and strategies to manage safe online experiences (Carroll & Rogers, 2022.
Higgins & Russell, 2023.
Jung & Lee, 2.
Digital resilience is essential for students to cope with stress, challenges, or difficulties when using Improving digital resilience in education is fundamental and focuses on three main areas: online safety, cyber resilience, and data protection (Barker & Kearney, 2021.
Carroll & Rogers, 2022.
Kumari & Mishra, 2.
In addition, digital resilience is important for students to Vol.
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Through digital resilience learning, students will learn to protect themselves from negative content and maintain personal privacy, as well as manage risks such as cyberbullying (Kumari & Mishra, 2022.
Miller & Edwards, 2.
These skills also help them build healthy digital habits, such as managing screen time and maintaining mental health.
Based on the above description, digital innovation and resilience are very important for elementary school students to have.
Various efforts are needed to realize the achievement of digital innovation and resilience capabilities.
Although technology can be an effective learning tool for teachers to incorporate into pedagogy, technology must be limited and intended for educational purposes (Davidi et al.
, 2021.
Jang et al.
, 2021.
Spiteri & Chang Rundgren, 2.
Before implementing technology in the classroom, educators must consider the purpose of using it.
One effort that can be made to increase digital innovation and resilience in students is by using digital Adaptive mobile learning is a learning concept that uses mobile technology and is designed according to the needs and characteristics of students (Adaptiv.
(Chen & Huang, 2021.
Guabassi & Bousalem, 2.
This learning media can be accessed via mobile devices such as tablets or In mobile learning, evaluations are designed using game elements to increase student involvement in the learning process .
amification-base.
Adaptive mobile learning provides several benefits such as increasing learning effectiveness because it is adjusted to student needs, increasing interest and motivation, and increasing accessibility and flexibility of learning which allows learning activities to occur anywhere and anytime.
Mobile learning has been widely used as an effort to improve the quality of learning.
addition, the use of mobile learning can also increase learning efficiency by utilizing mobile Several previous studies that have been conducted over the past 5 years have revealed that mobile learning is effective in improving student skills (Koderi et al.
, 2019.
Surahman, 2.
, increasing student learning motivation (Imelda et al.
, 2019.
Irwanto et al.
, 2.
, improving problem solving in students (Ahdan et al.
, 2.
, and improving student learning outcomes (Mutambara & Bayaga, 2021.
Nuryadi et al.
, 2.
However, the development of adaptive mobile learning based on gamification has never been carried out specifically to increase digital innovation and resilience.
SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification which was developed is combined with local Balinese wisdom, namely Tri Kaya Parisudha.
Tri Kaya Parisudha can be interpreted as three sanctified actions.
Tri Kaya Parisudha consists of three parts, namely manacika which means thinking well.
Wacika which means speaking well.
Kayika which means doing good.
SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification combined with Tri Kaya Parisudha can make students have positive knowledge and attitudes towards facing the virtual world.
Based on this, the purpose of this study is to analyze digital innovation and resilience in elementary school students and provide solutions to develop digital innovation and resilience in elementary school students for english language learning.
Literature review Digital learning Digital learning has become an important focus in the development of modern education, especially in the context of the COVID-19 pandemic, which has forced educational institutions around the world to switch to online learning methods.
Research shows that this transition has not only changed the way of teaching and learning, but also influenced the opinions and satisfaction of students and teachers towards this new learning method (Diningrat et al.
, 2020.
Silalahi & Hutauruk, 2.
Digital learning refers to the educational process that utilizes information and Vol.
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In this context, learning can be done online or offline using various digital media such as computers, tablets, and smartphones (Andel et al.
, 2020.
Diningrat et al.
, 2020.
Qazi et al.
, 2020.
Silalahi & Hutauruk.
Digital learning includes the use of educational resources available online, such as learning videos, interactive applications, and learning management platforms (LMS) that enable interaction between teachers and students (Aldiab et al.
, 2019.
Tirtanawati & Prastiwi, 2.
In the world of education, the term digital learning often refers to the application of digital-based strategies and tools that aim to create a more interactive, engaging, and responsive learning environment to meet students' needs.
Thus, digital learning is not just a transfer of teaching materials to a digital format, but is a holistic and innovative approach to supporting and teaching students in today's information Along with the development of technology, digital learning also aims to provide wider access to students, allowing them to learn independently and according to their own rhythm and learning style.
Educational institutions are also increasingly adopting this method to increase flexibility and efficiency in the teaching and learning process, as well as to prepare students to face the challenges of an increasingly digital workplace (Bono et al.
, 2024.
Cigdem et al.
, 2024.
Pratama et al.
, 2.
The results of research on online teaching and learning show that there are advantages such as greater flexibility and access (Moore et al.
, 2024.
Nababan & Simamora, 2.
The potential for online learning to transform education to be more student-centered and flexible, but this can only be realized through careful development of the platforms and methods used in different learning contexts.
Therefore, the use of digital technology in education must be accompanied by understanding and adaptation from all stakeholders to achieve optimal results.
Adaptive mobile learning Adaptive Mobile Learning is a learning approach that integrates mobile technology with the principle of adaptation to meet the individual needs of students during the learning process.
this context, "mobile" refers to the use of mobile devices such as smartphones and tablets.
contrast, "adaptive" refers to the ability of the learning system to adjust the teaching materials and methods based on the characteristics, progress, and learning preferences of each student (Guabassi & Bousalem, 2018.
Nikou & Economides, 2018.
Seta et al.
, 2.
This approach allows for the delivery of personalized and relevant educational content, taking into account different levels of understanding, learning speeds, and learning styles.
Through features such as student data analysis, instant feedback, and real-time curriculum adjustments.
Adaptive Mobile Learning seeks to provide a more effective and efficient learning experience.
By using this method, students can learn anywhere and anytime, utilizing the power of mobile technology to support learning (Dias & Victor, 2017.
Matzavela & Alepis, 2021.
Rysbayeva et al.
, 2.
This is very much in line with the demands of an increasingly mobile and flexible era, allowing students to interact with experts, access diverse educational resources, and engage in more collaborative learning activities.
Overall.
Adaptive Mobile Learning focuses not only on delivering information but also on creating an intuitive and responsive learning experience, where students are able to adapt quickly to the material provided, thus becoming more independent and proactive in learning.
This approach is becoming increasingly relevant with the development of technology and changes in the way people interact with information in the digital era.
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, 2024.
Wardana & Sagoro, 2.
In practice, gamification integrates features commonly found in games, such as points, badges, levels, challenges, and reward systems, into a variety of everyday activities, including education, marketing, human resource management, and even health.
The main goal of gamification is to create an interesting and interactive experience, so that users feel more involved and motivated in achieving the set goals (Ariessanti et al.
, 2020.
Cigdem et al.
, 2024.
Lutfi.
, 2021.
Wardana & Sagoro, 2.
Gamification-based learning is an innovative approach in education that utilizes game design elements to increase student engagement, motivation, and interest in learning.
In this concept, game elements such as points, badges, challenges, and competitions are applied in learning materials with the aim of creating a more engaging and interactive learning experience.
For example, applications such as Quizizz and Gimkit have become popular as gamification-based learning media that allow students to participate in interactive quizzes, where they can earn points and badges as recognition of student achievement (Sari & Yarza, 2021.
Setiyani et al.
, 2.
Through gamification-based learning, students are expected to be not only cognitively involved but also emotionally, thereby increasing their motivation to learn.
Research shows that gamification can increase students' interest in learning (Murillo-Zamorano et al.
, 2021.
Wardana & Sagoro, 2.
By using this approach, learning materials that may have previously been considered boring can be made more interesting and fun, so that students are more motivated to participate in the learning process actively.
Tri Kaya Parisudha Tri Kaya Parisudha is a philosophical concept rooted in Hindu teachings, particularly within Balinese culture, that emphasizes harmony among thoughts, speech, and actions.
The term "Tri" means three, "Kaya" refers to actions or deeds, and "Parisudha" means holy or pure (Ayu et , 2020.
Dharma et al.
, 2.
Thus.
Tri Kaya Parisudha is interpreted as "three sacred virtues.
This principle encourages individuals to maintain internal and external harmony by aligning their thoughts, words, and behaviors, fostering well-being within themselves, their communities, and the environment.
In practice.
Tri Kaya Parisudha serves as a foundational value in Balinese education and character development.
It underscores that virtuous thoughts lead to constructive speech and ethical actions.
These values have been integrated into various educational models to enhance studentsAo moral character and competencies.
When incorporated into digital learning through the Smart System Adaptive Mobile Learning (SSAML) with a gamification approach.
Tri Kaya Parisudha can help cultivate positive attitudes and responsible digital behavior among students navigating the virtual world.
Research method Design of the study This study uses a method that combines qualitative and quantitative elements (Sugiyono, 2.
The design of this study is concurrent embedded mixed methods.
Concurrent Embedded Mixed Methods is an approach in mixed research that combines elements of quantitative and qualitative methods simultaneously in one study (Sugiyono, 2.
This design allows researchers to collect and analyze qualitative and quantitative data simultaneously, and to incorporate qualitative data into quantitative research designs or vice versa.
This design is used to gain in-depth insight into research phenomena.
Quantitative data in this study has a larger proportion when Vol.
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Qualitative data functions as verification and reinforcement of quantitative data.
Participants The population in this study were all teachers and fifth grade elementary school students in Bali.
The sample selection was carried out using Purposive Sampling.
The purposive sampling technique was carried out because it was based on considerations regarding the most appropriate sample and could represent a population .
The sample consisted of 120 fifth grade students and teachers in elementary schools throughout Bali.
Method and instruments The method used in collecting data was a questionnaire.
Qualitative and quantitative data collection was carried out using the questionnaire method and using a questionnaire sheet.
The questionnaire was distributed to teachers and students online using the Googleform platform.
The questionnaire distributed contained statements regarding the conditions of learning activities in schools, digital innovation capabilities, and digital resilience in students.
The questionnaire grid used is presented in Table 1.
Information Questionnaire for Teachers Questionnaire for Students Table 1.
Research instrument grid Aspect Curriculum aspects Aspects of digital innovation Aspects of learning needs Learning aspects Aspects of digital innovation Aspects of digital resilience Data analysis techniques The data analysis technique of this research is carried out quantitatively and qualitatively.
Quantitative analysis analyzes the results of the questionnaire.
Quantitative analysis is used to analyze the conditions of learning activities in schools, media needs, and analysis of innovation capabilities and digital resilience in students.
Qualitative descriptive analysis is used to analyze data regarding obstacles experienced by teachers and teachersAo needs in learning activities in The results of qualitative and quantitative analysis will then be integrated to provide a more comprehensive understanding of the need for the development of Smart System Adaptive Mobile Learning (SSAML) Based on Gamification with the Tri Kaya Parisudha Approach in an effort to increase innovation and digital resilience for english language learning.
Results Conditions of learning activities in elementary schools The data analysis of learning activity conditions in elementary schools addressed four main aspects, including curriculum implementation and digital innovation.
Regarding the curriculum, the findings show that 100% of participating schools have implemented the Merdeka Curriculum.
In response to the item, "learning activities have been oriented towards achieving the Pancasila Student Profile," 44.
4% of teachers indicated that their activities were oriented accordingly, while 6% stated that they were aligned but not yet optimal.
The questionnaire also explored the Vol.
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The responses revealed the following priorities: spiritual .
9%), social cognitive .
1%),
0%), collaboration .
2%), critical thinking and problem-solving .
4%),
creativity and innovation .
3%), digital resilience .
7%), and understanding of the Merdeka Curriculum .
1%).
These data are summarized in Figure 1.
Merdeka Curriculum Digital Resilience Competency Creativity & Innovation Critical Thinking & Problem Solving Collaboration Communication Social Cognitive Spiritual Percentage (%) Figure 1.
Expected competencies to develop in students Question items regarding Aucurrent conditions regarding creative aspectsAy showed 9.
very good, 64.
3% good, 25.
5% sufficient, and 1% lacking.
Question items regarding Aucurrent conditions that occur in students in your school related to the Critical Reasoning aspectAy showed 1% were very good, 57.
1% good, 32.
7% sufficient, and 6.
1% lacking.
The results of data analysis related to creative and critical reasoning aspects are presented in Figure 2.
1% 4.
Strongly Agree Agree Quite Disagree Strongly Disagree .
Figure 2.
Creative aspect, .
Critical reasoning aspect Second, the aspect of digital innovation.
In the questionnaire regarding "the use of digital media for innovative learning activities", teachers revealed that 33.
7% strongly agree, 55.
agree, and 11.
2% are sufficient.
In the item "I can edit electronic resources", teachers revealed 4% strongly agree, 64.
3% agree, 13.
3% are sufficient, and 1% disagree.
In the item "I can develop digital learning media/learning resources for learning activities" 21.
4 % strongly agree, 3% agree, and 12.
2% are sufficient.
Computer software that is often used by teachers is 73.
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7% ms PowerPoint, 32.
7% google docs, 1% ms excel, 1% Canva, and 1% Fitur on GWE.
Elements of teacher ability in using digital media in learning are presented in Figure 3.
Strongly Agree Agree Quite Disagree Strongly Disagree .
Figure 3.
Use of social media platforms, .
teacher ability to transfer files The results of the data analysis revealed that 15.
3% strongly agreed, 66.
3% agreed, 16.
were sufficient, and 2% disagreed in using social media platforms .
g Facebook.
Instagram.
Snapchat.
LINE.
TikTo.
to share ideas, participate in discussions in learning activities.
In the item 'I use digital devices to search for information and applications that I need', it was found that 9% strongly agreed, 55.
1% agreed, and 2% were sufficient.
In the item "I assess the relevance of digital information for learning at school" it was found that 30.
6% strongly agreed, 61.
agreed, 7.
1% were sufficient, and 1% disagreed.
In the item "I can separate reliable and unreliable information when searching for digital information" it was found that 27.
6% strongly agreed, 3% of teachers agreed, and 7.
1% were sufficient.
In the item "I invite students to use technology in learning activities" it was found that 28.
6% strongly agreed, 58.
2% agreed, and 13.
3% were The results of the data analysis are presented in Figure 4.
Strongly Agree Agree Quite Disagree Strongly Disagree Figure 4.
Use of technology in learning activities The results also indicate that teachers have actively integrated digital technology into their instructional practices.
On average, they demonstrate both agreement with and competence in using various digital tools and platformsAisuch as online learning applications and interactive mediaAito enhance learning quality and foster student collaboration.
These findings suggest that Vol.
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Learning media needs in English language learning The results of the data analysis showed that 100% of teachers expressed the importance of using innovative learning media.
The results of the questionnaire also showed several obstacles experienced in implementing learning media, namely first, consistency in the application of learning media so that it takes time and consistency.
Second, difficulty in managing time in designing the media to be used.
Third, the lack of creative ability in developing varied learning media that can develop several skills and can be used independently.
Based on the results of the data analysis, it can be concluded that teachers need learning media that can facilitate student learning independently.
In the questionnaire regarding "the learning media that you have applied so far is in accordance with the principles and demands of the Merdeka Curriculum" it was found that 52% stated that it was in accordance, and 48% were not fully in accordance.
The results of the data analysis are presented in Figure 5.
Already Appropriate Not Fully Appropriate Not Appropriate Figure 5.
Suitability of the learning media used with the independent curriculum The results of the analysis also showed that 49% of teachers stated that it was important, and 51% were very important regarding digital media .
tudents can access it anywhere & anytim.
for learning.
The results of the data analysis regarding "the learning media you use has been able to improve 4C skills (Critical Thinking and Problem Solving.
Creativity and Innovation.
Communication.
Collaboratio.
needed in the 21st centuryAy shows that 11.
2% have not and 88.
Based on the results of the data analysis, it can be concluded that a digital learning media is needed that can be accessed by students anywhere and anytime.
can improve 4C skills in students.
Digital innovation and resilience capabilities The results of data analysis on students' digital innovation skills showed that 37.
5% showed very low, 25.
0% showed low, 16.
7% moderate, 12.
5% high, and 8.
3% very high.
5% of students .
students with a score of 1 and 30 students with a score of .
showed low innovation skills.
The results of this analysis indicate that many students have not shown low innovation skills.
0% of students .
students with a score of 4 and 10 students with a score of .
have higher innovation The results of the data analysis are presented in Table 2.
Table 2.
Results of data analysis on students' digital innovation capabilities Number of Students Percentage (%) Information Very Low Low Vol.
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29, which indicates that overall, students' innovation ability is at a low to moderate level.
It can be concluded that the digital innovation ability of school students is at a low level, with the majority of students .
5%) in the score categories 1 and 2.
Only a small number of students .
0%) showed higher innovation ability.
The results of the data analysis on students' digital resilience abilities showed that 41.
were very low, 29.
2% were low, 16.
7% were moderate, 8.
3% were high, and 4.
2% were very high.
The results of this data analysis showed that most students .
9%) showed low digital resilience .
cores 1 and .
And only 12.
5% of students had high digital resilience .
cores 4 and .
The average data analysis of students' digital innovation abilities is 2.
15, indicating that students' digital resilience abilities are generally at a low level.
The results of the data analysis are presented in Table 3.
Table 3.
Results of data analysis on students' digital innovation capabilities Number of Students Percentage (%) Information Very Low Low Moderate High Very high The results of the data analysis show that the digital innovation and digital resilience skills of elementary school students are low.
This problem indicates the need for additional efforts in developing students' digital innovation and resilience skills, such as through improving learning methods that encourage creativity and problem solving.
These findings can be the basis for the development of Smart System Adaptive Mobile Learning (SSAML) Based on Gamification in providing more effective feedback, both in terms of intensity, method, and effectiveness in improving digital innovation skills and digital resilience in elementary school students.
Smart system adaptive mobile learning (SSAML) concept based on gamification using tri kaya parisudha approach in english language learning Smart System Adaptive Mobile Learning (SSAML) is an approach that utilizes mobile technology and the principle of adaptation to enhance students' digital innovation and resilience.
Students' digital innovation and resilience are essential in English learning due to the era's dynamics influenced by information technology advances.
In a modern context.
English learning is not only related to mastering vocabulary and grammar but must also include relevant digital skills to strengthen the learning process.
Digital resilience, including students' ability to adapt to digital challenges, is important in creating a more productive and enjoyable learning experience.
Students with digital resilience tend to be better prepared to face challenges that arise from the use of technology, such as cyberbullying or misinformation.
Innovation in learning approaches can also create a more engaging and non-monotonous experience so that students find it easier to learn Vol.
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Online learning applications and e-learning platforms have been proven effective in facilitating English learning.
By considering students' needs in adapting to modern digital tools, education can be more responsive to the needs of the younger generation who have grown up in the digital era.
Smart System Adaptive Mobile Learning (SSAML) is based on constructivism theory, which emphasizes the active role of students in constructing their own knowledge.
SSAML is designed to create a learning environment that is personalized, interactive, and responsive to students' needs.
Constructivism theory, popularized by Jean Piaget and Lev Vygotsky, emphasizes the importance of active experiences and social interactions in the learning process (Sugrah, 2020.
Suwannaphisit et al.
, 2.
In the context of SSAML, this theory is translated into a mobile application that provides interactive learning materials, exercises, and activities tailored to the individual needs of students.
This mobile learning platform includes an application that can be downloaded on studentsAo mobile devices, with an adaptive interface that adjusts to studentsAo preferences and progress.
The adaptive features of this system include data-driven assessments that analyze studentsAo progress in real-time (Batubara & Ariani, 2015.
Lima et al.
, 2.
SSAML also recommends relevant content to support personalized learning.
Learning activities on mobile applications are designed to meet the learning styles and skill levels of each student, so that students can learn in the most effective way.
This is in accordance with the theory of Adaptive learning, an approach designed to adjust teaching materials and methods according to the needs and abilities of individual students (Guabassi & Bousalem, 2018.
Hariyanto & Kyhler, 2.
The main goal is to provide a personal and effective learning experience by adjusting learning based on data and student responses in English learning.
The features presented in SSAML are adaptive interfaces, database assessments, content recommendations, and interactive Interactive activities in SSAML are developed using a gamification approach.
Gamification is the application of game elements to enhance student engagement, motivation, and experience (Bicen & Kocakoyun, 2018.
ynztyrk & Korkmaz, 2.
In the context of Smart System Adaptive Mobile Learning (SSAML), gamification theory can be used to create a more engaging, interactive, and effective learning environment.
Gamification in SSAML leverages game elements such as points, badges, challenges, and leaderboards to encourage active participation and enhance learning outcomes.
SSAML can include challenges or missions that students must complete within a certain time.
These challenges are designed to stimulate a sense of achievement and healthy competition and encourage students to use their skills and knowledge in new situations.
In the concept of gamification, the tasks and exercises given to students are in the form of games that can build innovative skills and digital resilience in students.
The application provides virtual simulations and experiments that allow students to explore new concepts in an interactive and innovative way.
Integrating features for self-reflection and group discussions allows students to evaluate the problem-solving process and share ideas.
In addition.
SSMAL also presents cybersecurity modules and security simulations.
SSAML provides educational materials on digital security practices, such as password management, personal data protection, and avoiding online This can help improve digital resilience in students.
SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification, which was developed combined with Balinese social wisdom, namely Tri Kaya Parisudha.
Tri Kaya Parisudha can be interpreted as three sanctified actions.
Tri Kaya Parisudha consists of three parts, namely manacika which means thinking well.
Wacika which means speaking well.
Kayika which means doing good (Artawan & Ardiawan, 2018.
Ayu et al.
, 2020.
Wira Dharma et al.
, 2.
Vol.
No.
2, 2025
International Journal of Language Education Various hoax information spread in cyberspace can certainly be overcome if students have understood the concept of Tri Kaya Parisudha.
In the concept of Tri Kaya Parisudha, students will be given an understanding of various things.
First, how to think well .
by teaching students to have critical thinking in understanding the information they get before receiving Second, speaking well .
by giving students an understanding in disseminating information obtained with full consideration .
he truth of the information obtaine.
, if the information obtained is correct then it may be disseminated.
Third, kayika means doing good by teaching students to do positive actions by providing valid and correct information so that hoax information spread in cyberspace is minimal.
The learning plan or syntax using SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification is presented in Table 4.
Table 4.
Steps for SSAML .
mart system adaptive mobile learnin.
learning activities based on gamification with the tri kaya parisudha approach Learning Activity Steps Description Introduction Orientation: Introduction to students about the use of SSAML Introduction to the principles of Tri Kaya Parisudha and its Learning Activities Action (Kayik.
: Activities that engage students in real-world actions such as group projects or simulations that practice learned skills.
Speech (Wacik.
: Discussion and communication, including online forums or question and answer sessions.
Thoughts (Manacik.
: Reflective activities such as personal journals to help students understand and manage their thoughts in the context of learning.
Gamification in Assessment 1.
Challenges and Games: Implementation of gamification elements such as quizzes designed to motivate students and reinforce learning concepts.
Assessment: Evaluate student progress through an adaptive system that provides immediate feedback and adapts learning materials to student abilities.
Review and Reflection Feedback: feedback session, students can rate their experience and provide suggestions for improvement.
(Closin.
Reflection: discussing learning experiences that have supported the principles of Tri Kaya Parisudha and how students can apply them in everyday life.
Discussion The data analysis results show that elementary school students' innovation and digital resilience skills are low.
The average teacher response shows that teachers generally agree with developing innovation and digital resilience skills.
However.
English learning activities have not fully improved elementary school students' innovation and digital resilience skills.
Based on the analysis results, it is necessary to develop digital learning media to improve elementary school students' innovation and digital resilience skills for English learning.
One solution that can help develop innovation and digital resilience skills is SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification, which was developed combined with local Balinese wisdom, namely Tri Kaya Parisudha.
The SSMAL workflow in improving innovation and digital resilience is presented in Figure 6.
Vol.
No.
2, 2025
Jayanta.
Suprianti.
Ganing, & Utami Figure 6.
SSMAL workflow in enhancing digital innovation and resilience First.
SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification with Balinese local wisdom, namely Tri Kaya Parisudha, can increase student digital innovation.
SSAML, combined with Balinese local wisdom, namely Tri Kaya Parisudha, creates a learning approach that is not only modern but also rooted in deep cultural values.
Applying this principle in the context of English learning focuses on forming student character, which is considered very important, especially in developing global communication skills.
In the SSMAL context, harmony of mind (Manacik.
helps students to have an open and positive attitude towards digital learning and technology, which is the foundation for creative and innovative thinking.
By inviting students to think well, they will appreciate language more as a communication tool that supports harmonious social interactions.
In this case, students are encouraged to develop critical and creative thinking while learning English, which is important for language acquisition and building a positive attitude towards learning.
An open and positive attitude towards digital learning is important for students because it influences how they interact with technology and overcome challenges (Ainsworth & Burch, 2022.
Bingimlas & Al-Gahtani, 2021.
Chang & Hsu, 2023.
Velaora et al.
, 2022.
Cardoso et al.
, 2023.
Mahmud et al.
, 2.
The concept of Wacika .
armony of speec.
supports constructive interactions and effective communication between students and teachers, facilitates helpful feedback, and inspires new ideas.
New ideas that students have can shape dynamic and innovative learning experiences (Bingimlas & Al-Gahtani, 2021.
Desi, 2.
In the context of English language learning, this leads to using polite language, respecting the perspectives of others, and communicating constructively.
Third.
Kayika .
armony of actio.
can encourage students to use technology ethically and responsibly, creating space for safe exploration and experimentation.
Positive student engagement improves English skills, provides a good social experience, and builds good collaboration skills.
In addition, gamification-based SSAML integrates game elements that increase student engagement and motivation.
Through a point and level system, students are motivated to explore learning materials more deeply and creatively (Bicen & Kocakoyun, 2018.
ynztyrk & Korkmaz.
Xu et al.
, 2.
Activities like this not only make the learning process interesting but can stimulate innovative thinking by providing challenges that encourage students to find new solutions and solve problems creatively (Fitria, 2023.
Manzano-Leon et al.
, 2022.
Senthil kumaran V et al.
, 2.
By combining the principles of Tri Kaya Parisudha that guide students' attitudes and behaviors with adaptive features and gamification that encourage active engagement.
SSAML creates a learning environment that supports innovation.
Students not only learn how to use Vol.
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International Journal of Language Education technology but also develop the ability to think out-of-the-box and adapt quickly to new situations.
In addition, it can increase students' capacity to innovate in various contexts.
Second.
SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification with local Balinese wisdom, namely Tri Kaya Parisudha, can increase digital resilience in students.
The concept of Tri Kaya Parisudha refers to the harmony between thoughts, words, and actions, providing a strong philosophical basis for building a balanced and adaptive attitude towards digital In the concept of Manacika .
armony of min.
, students are encouraged to develop a positive and resilient mental attitude towards digital challenges.
By having an open and enthusiastic mindset, students can more easily face changes in the digital environment (Carroll & Rogers, 2022.
Higgins & Russell, 2023.
Jung & Lee, 2.
In the concept of Wacika .
armony of speec.
Students are invited to communicate effectively and constructively about the use of technology, so that students can ask for help and share experiences openly.
Such learning activities will reduce anxiety related to technology use and facilitate social support that is important in overcoming digital challenges (Barker & Kearney, 2021.
Carroll & Rogers, 2022.
Kumari & Mishra, 2.
In the concept of Kayika .
armony of deed.
encourages the use of technology with ethics and responsibility.
In addition, learning activities teach students to face challenges with a good attitude and act responsibly, which is very important in building digital resilience (Barker & Kearney, 2021.
Carroll & Rogers, 2.
On the other hand.
Gamification-Based SSAML also introduces game elements that stimulate student engagement and motivation, as well as increase digital resilience.
Learning activities with challenges can teach students to overcome obstacles with creativity and resilience (Cortys-Pyrez et al.
, 2023.
Dapica et al.
, 2022.
Wirani et al.
, 2022.
Kongsaenkham et al, 2024.
Asrianti et al.
, 2.
When students face challenges or failures in the game, they learn to get up and try again, which builds mental resilience that can be applied in digital contexts (Mahardikha et al.
, 2023.
Manzano-Leon et al.
, 2.
SSAML also provides continuous feedback and motivation, which helps students manage stress that may arise from using technology.
In this way.
SSAML helps students not only adapt to technology but also become more resilient in facing the digital challenges they encounter.
The use of SSAML (Smart System Adaptive Mobile Learnin.
Based on Gamification with local Balinese wisdom, namely Tri Kaya Parisudha, students are not only trained to use technology effectively but also to develop the resilience needed to face and overcome various digital challenges.
The principles of harmonization of Tri Kaya Parisudha strengthen mental attitudes and behaviors that support digital innovation and resilience, and gamification elements strengthen adaptation and problem-solving skills.
This learning activity can help students to be better prepared to face challenges in the ever-evolving digital world (Barker & Kearney, 2021.
Bicen & Kocakoyun, 2018.
Carroll & Rogers, 2022.
Kumari & Mishra, 2022.
ynztyrk & Korkmaz.
Xu et al.
, 2.
By using a personalized and gamified approach, students are encouraged to think creatively and find innovative solutions to the problems they face.
A varied and interactive learning experience helps students develop creativity skills that are essential for innovation.
Conclusion The analysis indicates that elementary school students possess low levels of digital innovation and resilience.
While teachers generally support the development of these skills, existing learning activities have not significantly enhanced students' digital competencies.
This highlights a need for more effective and engaging learning interventions.
As a proposed solution, this study recommends the development of a Smart System Adaptive Mobile Learning (SSAML) Vol.
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Ganing, & Utami system that incorporates gamification principles and the Tri Kaya Parisudha philosophy.
This integrated approach aims to provide targeted feedback, improve learning intensity and engagement, and enhance digital innovation and resilience in English language learning.
Future research should explore the implementation and effectiveness of SSAML in real classroom settings, as well as its adaptability across different educational contexts.
Declaration of conflicting interest The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Funding Acknowledgements This research was funded by the Directorate of Research.
Technology, and Community Service.
Directorate General of Higher Education.
Research and Technology.
Ministry of Education.
Culture.
Research, and Technology through the Research Program.
Fiscal Year 2024.
References