<p class="0abstract"><span lang="EN-US">Gamification has become a new trend in learning in the 21st century, by utilizing technology with game elements to change behavior and support learning outcomes. However, few researchers have focused on the comprehensive impact of gamification in helping researchers to better understand developments over the past few years. The ScienceDirect, Taylor and Francis, Springer, Wiley, and SAGE publisher databases were surveyed and a total of forty articles from 2016-2021, were selected for review. </span><span lang="EN-US">Data analysis using NVivo 12 Plush software, with Hierarchy Chart and Mind Map methods. The main findings indicate the positive impact of gamification on student behavior and learning outcomes, including affective, cognitive, behavioral, and performance or others. The researcher recommends the continuity of gamification on learning outcomes and behavior, that interface design and teacher cognitive abilities are strategies or successful learning.</span></p>

Although students' problem-solving and critical thinking skills have been set as the main goal of the mathematics subject, the results tend to be unsatisfactory. This study aims to improve students' mathematical problem-solving and critical thinking skills using problem-based learning (PBL). A quasi-experimental design was utilized in this study which involved 78 (31 males and 47 females) fifth-grade students as the sample. The students were divided into two groups, namely the experimental group (n = 39) and the control group (n = 39). This study was conducted in an Indonesian elementary school in its first semester of the 2019/2020 school year. The Problem-Solving Skills Test (PSST) and Critical Thinking Skills Test (CTST) were administered to obtain the data. One-Way MANOVA and ANOVA tests were used to analyze the data at a significance level of .05. The results showed that students in the experimental group had higher post-test scores compared to the control group in terms of mathematical problem-solving and critical thinking skills. Thus, it can be concluded that PBL effectively promoted fifth-grade students' problem-solving and critical thinking skills.

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students' skills are less satisfying. Thus, this study aims to improve students' problemsolving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasiexperimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre-and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students' problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students' problem-solving and mathematical communication skills.

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