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All Journal ANWARUL: Jurnal Pendidikan dan Dakwah MASALIQ: Jurnal Pendidikan dan Sains
Iin Baroroh Ma'arif
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Religion Education Social Sciences Other

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Implementasi Game Based Learning untuk Meningkatkan Hasil Belajar Siswa MA Mamba’ul Ulum Megaluh Jombang Riska Fatimatus Janah; Ovidelya Ningsa Pradani; Niswah Qonita; Iin Baroroh Ma'arif
ANWARUL Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v6i1.9221

Abstract

The low learning outcomes in Fiqih are still largely associated with conventional teaching methods that limit active student participation, thereby highlighting the need for the implementation of innovative, game-based instructional strategies. This study aimed to analyze the effect of Game-Based Learning (GBL) on the learning outcomes of Grade XI students at MA Mamba’ul Ulum Megaluh Jombang in the topics of marriage and divorce. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design, involving 37 students as research participants and conducted in May 2025. Data were collected through pretest and posttest achievement tests and analyzed using the Kolmogorov–Smirnov normality test and paired t-test. The results showed a significant improvement in learning outcomes following the implementation of GBL (p = 0.01 < 0.05), with higher posttest mean scores compared to pretest scores, indicating a positive effect of GBL on Fiqih learning outcomes. The implementation of Game-Based Learning in this study was structured by incorporating elements of challenge, collaboration, and a scoring system to foster active student engagement, thereby not only enhancing cognitive aspects but also creating a more participatory and interactive learning environment. These findings affirm that GBL is a viable and effective instructional strategy in Islamic education to improve conceptual understanding and student engagement in Fiqih.
The Use of HelloTalk for Seventh Graders' Vocabulary Mastery at SMPN 1 Prambon Firosa Faizati; Iin baroroh Ma&#039;arif; Ulfa Wulan Agustina; Luluk Choirun Nisak Nur
MASALIQ Vol 6 No 5 (2026): MASALIQ: Jurnal Pendidikan dan Sains
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i5.11650

Abstract

Vocabulary mastery is fundamental to English language learning because it supports effective communication across listening, speaking, reading, and writing; however, many junior high school students experience difficulties acquiring vocabulary because of limited exposure to authentic language use and the continued predominance of conventional instructional practices. This study aimed to examine the effect of the HelloTalk application on students’ vocabulary mastery and explore students’ and their teacher’s perceptions of its implementation in English language learning. A mixed-methods approach with a convergent parallel design was employed, involving 32 seventh-grade students and one English teacher at SMPN 1 Prambon. Quantitative data were collected through vocabulary pretests and posttests and analysed using descriptive and inferential statistics, whereas qualitative data were obtained through questionnaires, interviews, and classroom observations and analysed through data reduction, data display, conclusion drawing, and verification. The findings showed that the students’ mean vocabulary score increased from 78.8 on the pretest to 92.3 on the posttest, demonstrating improved vocabulary mastery following the implementation of HelloTalk. The qualitative findings further revealed positive perceptions among the students and teacher, particularly regarding the application’s interactive features, ease of use, opportunities for authentic communication, and contribution to students’ motivation and confidence in learning English. The study concludes that HelloTalk can serve as an effective mobile-assisted language learning application for enhancing vocabulary mastery and facilitating more interactive, authentic, and learner-centred English instruction. These findings contribute empirical evidence regarding the pedagogical value of mobile-assisted language learning and provide practical implications for English teachers seeking to integrate communication-based digital applications into vocabulary instruction.
Co-Authors Firosa Faizati Luluk Choirun Nisak Nur Niswah Qonita Ovidelya Ningsa Pradani Riska Fatimatus Janah Ulfa Wulan Agustina