Gamification Learning Model to Improve Conceptual Understanding of Aqidah Akhlak Subject
Abstract
This research investigates the effectiveness of gamification methods in improving learning outcomes, focusing on conceptual understanding and instilling faith and moral values among Madrasah Ibtidaiyah (MI) students. This research uses a quantitative approach to a quasi-experimental design with a non-equivalent control group. Involving 360 MI students as a population with a sample size of 135 students from three locations as research subjects. Data collection techniques include administering tests and questionnaires. Data analysis was done using t-test statistical techniques and multiple linear regression analysis. Research findings showed significant improvements in both areas among students who participated in the gamification learning model. The analysis results show that the gamification learning model contributes 32.7% to students' understanding of religious and moral concepts, with a regression coefficient of 0.57 and a determination coefficient of 0.327, indicating a strong positive relationship between the gamification learning model and increasing conceptual understanding. Student. In addition, the results of statistical tests show that the gamification learning model positively affects the motivation, engagement and academic achievement of MI students in religious and moral subjects. Implementing this model successfully attracts attention, increases the material's relevance, builds self-confidence, and provides satisfaction to students in the learning process. Integrating the MDA Framework with game elements such as points, levels, rewards and challenges has also increased the effectiveness of religious and moral learning. These findings underscore the importance of integrating gamification into MI education to improve learning outcomes and value education, offering valuable insights for educational practitioners and researchers aiming to innovate pedagogical strategies within the MI education framework.
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References
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[28] Sahal, M., Musadad, A. A., & Akhyar, M. (2018). Tolerance in Multicultural Education: A Theoretical Concept. International Journal of Multicultural and Multireligious Understanding, 5(4), 115. https://doi.org/10.18415/ijmmu.v5i4.212
[29] Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
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[2] Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(7), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
[3] Browning, H. (2016). Guidelines for designing effective games as clinical interventions: Mechanics, Dynamics, Aesthetics, and Outcomes (MDAO) Framework. In Handbook of Research on Holistic Perspectives in Gamification for Clinical Practice (pp. 105–130). IGI Global. https://doi.org/10.4018/978-1-4666-9522-1.ch006
[4] Deb, A. (2020). Application of Gamification as a support for strategizing in Self-regulated Learning. Universitätsbibliothek der RWTH Aachen. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.rwth-aachen.de/record/783077/files/783077.pdf&ved=2ahUKEwjiptP80p2FAxU3oGMGHcEKBk0QFnoECBYQAQ&usg=AOvVaw2RoJdCkyS6m0BUthhsNZY_
[5] Dichev, C., Dicheva, D., & Irwin, K. (2020). Gamifying learning for learners. International Journal of Educational Technology in Higher Education, 17, 1–14. https://doi.org/10.1186/s41239-020-00231-0
[6] Ekaningrum, I. R., Widodo, J., Wasino, & Sugiyo. (2018). Development of Curriculum Management Model Based on Multicultural Character in Pesantren Khalafiyah. The Journal of Educational Development, 6(1), 123–131. https://doi.org/10.15294/jed.v6i1.20759
[7] Endramanto, V., Wang, G., & Tjhin, V. U. (2021). The use of gamification to improve knowledge sharing process in an utility company by using ARCS model: Case study in an utility company. Journal of Theoretical and Applied Information Technology, 99(21), 5146–5157.
[8] Fadilla, D. A., & Nurfadhilah, S. (2022). Penerapan gamification untuk meningkatkan motivasi belajar siswa dalam pembelajaran jarak jauh. Inovasi Kurikulum, 19(1), 34–43. https://doi.org/10.17509/jik.v19i1.42778
[9] Gebert, D., Buengeler, C., & Heinitz, K. (2017). Tolerance: A neglected dimension in diversity training? Academy of Management Learning & Education, 16(3), 415–438. https://doi.org/10.5465/amle.2015.0252
[10] Groening, C., & Binnewies, C. (2019). “Achievement unlocked!”-The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97(2), 151–166. https://doi.org/10.1016/j.chb.2019.02.026
[11] Hasan, K. (2021). Utilization Of Social Media In Islamic Religious Education Learning (Problem Analysis And Solutions). At-Tarbiyat: Jurnal Pendidikan Islam, 4(2). https://doi.org/10.37758/jat.v4i2.287
[12] Hasanah, N. (2021). The Role of Madrasah Ibtidaiyah in Building Student Characters in The Era Of The 4.0 Industrial Revolution. Nazhruna: Jurnal Pendidikan Islam, 4(2), 310–319. https://doi.org/10.31538/nzh.v4i2.1304
[13] Hasbi, M., Sonhadji, A., Huda, M., & Arifin, I. (2017). The Management of Religion-Based Character Education at Three Madrasah Ibtidaiyah In Gorontalo Province. IJRDO-Journal of Educational Research, 2(9), 7–17. https://doi.org/10.53555/er.v2i9.373
[14] Jamar, A., & Noh, M. A. C. (2020). Gamifikasi Aplikasi Kahoot Dalam Pembelajaran Dan Pemudahcaraan (Pdpc) Pendidikan Islam. Seminar Antarabangsa Isu-Isu Pendidikan (ISPEN 2020).
[15] Junior, R., & Silva, F. (2021). Redefining the mda framework—the pursuit of a game design ontology. Information, 12(10), 395. https://doi.org/10.3390/info12100395
[16] Kapp, K. M. (2016). Gamification designs for instruction. In Instructional-Design Theories and Models, Volume IV (pp. 351–384). Routledge.
[17] Kim, J., & Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis. International Journal of Environmental Research and Public Health, 18(7), 3550. https://doi.org/10.3390/ijerph18073550
[18] Kritz, J. S. (2020). An ontology of board games based on the MDA framework. Universidade Federal Do Rio de Janeiro. https://www.cos.ufrj.br/index.php/pt-BR/publicacoes-pesquisa/details/15/2955
[19] Lawalata, D. J., Palma, D. I., & Pratini, H. S. (2020). Model pembelajaran kooperatif berbasis gamifikasi untuk meningkatkan kemampuan strategi matematis dan motivasi belajar siswa. Prosandika Unikal (Prosiding Seminar Nasional Pendidikan Matematika Universitas Pekalongan), 1, 255–266. https://proceeding.unikal.ac.id/index.php/sandika/article/view/418
[20] Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S., & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PloS One, 12(3), e0173403. https://doi.org/10.1371/journal.pone.0173403
[21] Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. Proceedings of the 2nd International GamiFIN Conference, GamiFIN 2018.
[22] Mumpuni, I. D., Akhriza, T. M., Madenda, S., & Prasetyo, E. (2022). A Mealy Machine for Mechanic Dynamic Aesthetic (MDA) Gamification Model of Educator Career System in Indonesian Higher Education Institutions. International Journal of Information and Education Technology, 13(8), 1313. https://doi.org/10.18178/ijiet.2023.13.8.1933
[23] Negara, G. P. K., Wigati, E. K., Utomo, Y., & Suryapranata, L. K. P. (2018). Analysis of gamification models in education using MDA framework. Procedia Computer Science, 135, 385–392. https://doi.org/10.1016/j.procs.2018.08.187
[24] Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(31), 1–12. https://doi.org/10.1186/s41239-017-0069-7
[25] Pendleton, A., & Okolica, J. (2019). Creating serious games with the game design matrix. Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings 8, 530–539. https://doi.org/10.1007/978-3-030-34350-7_51
[26] Putra, S. D., & Yasin, V. (2021). MDA framework approach for gamification-based elementary mathematics learning design. International Journal of Engineering, Science and Information Technology, 1(3), 35–39. https://doi.org/10.52088/ijesty.v1i2.83
[27] Putz, L.-M., Schmidt-Kraepelin, M., Treiblmaier, H., & Sunyaev, A. (2018). The influence of gamified workshops on students’ knowledge retention. GamiFIN, 40–47. http://ceur-ws.org/Vol-2186/paper5.pdf
[28] Sahal, M., Musadad, A. A., & Akhyar, M. (2018). Tolerance in Multicultural Education: A Theoretical Concept. International Journal of Multicultural and Multireligious Understanding, 5(4), 115. https://doi.org/10.18415/ijmmu.v5i4.212
[29] Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
[30] Sardi, L., Idri, A., & Fernández-Alemán, J. L. (2017). A systematic review of gamification in e-Health. Journal of Biomedical Informatics, 71, 31–48. https://doi.org/10.1016/j.jbi.2017.05.011
[31] Sürücü, L., & Maslakçi, A. (2020). Validity and Reliability in Quantitative Research. Business & Management Studies: An International Journal, 8(3), 2694–2726. https://doi.org/10.15295/bmij.v8i3.1540
[32] Vance, D., Alnouri, G., Shah, P., O’Connell Ferster, A. P., Lyons, K., Ross, J., & Sataloff, R. T. (2022). The Validity and Reliability of the Reflux Finding Score. Journal of Voice, 37(1), 92–96. https://doi.org/10.1016/j.jvoice.2020.11.008
[33] Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management, 46(7), 210–221. https://doi.org/10.1016/j.ijinfomgt.2018.12.002
[34] Y?ld?r?m, ?., & ?en, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29(8), 1301–1318. https://doi.org/10.1080/10494820.2019.1636089
[35] Zainuri, A., Huda, M., & Maseleno, A. (2020). An Empirical Research of Madrasah Ibtidaiyyah (Islamic State Elementary School) in Indonesia. International Journal of Psychosocial Rehabilitation, 24(1), 72–90. https://doi.org/10.37200/IJPR/V24I1/PR200108
Published
2022-12-31
How to Cite
WANGI, Nisaul Barokati Seliro; WAJDI, Muh Barid Nizarudin.
Gamification Learning Model to Improve Conceptual Understanding of Aqidah Akhlak Subject.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 6, n. 2, p. 560-571, dec. 2022.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/554>. Date accessed: 19 jan. 2026.
doi: https://doi.org/10.35723/ajie.v6i2.554.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
