DAMPAK MEDIA PEMBELAJARAN INTERAKTIF TERHADAP PENINGKATAN PENGETAHUAN MAHASISWA DI PERGURUAN TINGGI: SYSTEMATIC LITERATURE REVIEW (2020–2025)
Abstract
This article presents a systematic review following the PRISMA 2020 protocol, synthesizing 20 experimental and quasi-experimental penelitianes published between 2020 and 2025. It evaluates the impact of interactive teaching media—including Virtual Reality (VR), Augmented Reality (AR), gamification, and digital interactive platforms—on knowledge improvement and learning outcomes in higher education. The evidence consistently shows a positive correlation between the use of these technologies and enhanced academic performance across disciplines such as engineering, mathematics, nursing, business, and accounting. Key quantitative findings include a 29.2% improvement in knowledge retention using VR in engineering education, a mean quiz score of 8.31 for VR users compared to 7.55 for traditional learners (p = 0.0468), and a substantial score increase from 21.08 to 70.60 in an accounting course using AR. Supplemental online modules in biotechnology also contributed to a 6%–10% improvement in exam performance. However, the effectiveness of interactive media is moderated by the quality of infrastructure, faculty digital literacy, and pedagogical alignment. This review concludes that interactive media represents a transformative shift in higher education pedagogy, provided that implementation is strategically managed to address technical and institutional barriers
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DOI: https://doi.org/10.30601/dedikasi.v10i2.7832
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