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All Journal Tadrib: Jurnal Pendidikan Agama Islam Journal of Education and Teaching Learning
Dedi Yuisman
Universitas Islam Yasni Bungo
Education Environmental Science Library & Information Science Mechanical Engineering Social Sciences Other

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Improvement in Al-Qur’an Hadith Learning Outcomes Through Kahoot Assisted Time Games Tournament Model Ervina Uli; Alrudi Yansah; Dedi Yuisman
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.10381

Abstract

Learning of Al-Qur'an Hadith in schools continues to face several pedagogical challenges, including students’ low learning interest, the dominance of teacher-centered lecture methods, and learning outcomes that frequently fail to meet the established competency standards. Addressing these issues requires an innovative and interactive learning model capable of increasing student engagement and conceptual understanding. This study aimed to improve students’ learning outcomes in the Al-Qur'an Hadith subject, particularly on the topic of Madd recitation rules, through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by the Kahoot platform in Class VIII E of MTsN 2 Bungo. The study employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 26 eighth-grade students. Quantitative data were collected through multiple-choice achievement tests administered at the end of each cycle, while qualitative data were obtained from classroom observations of students’ learning activities and participation. The findings demonstrated a significant improvement in students’ academic achievement and classroom engagement. The mean score increased from 66.7 in the pre-cycle stage to 74.5 in Cycle I and further improved to 83 in Cycle II. Likewise, classical learning mastery improved from 42.3% in the pre-cycle stage to 61.5% in Cycle I and reached 85% in Cycle II, exceeding the predetermined success criterion of 80%. The study concludes that the Kahoot-assisted TGT model is effective in enhancing students’ learning outcomes in Al-Qur'an Hadith learning. The effectiveness of the model was supported by several factors, including appropriate answer duration settings, technical guidance for students, stable internet connectivity, and the provision of rewards to increase motivation
Teacher Strategies Assisted by Game-Based Learning (GBL) Models in Overcoming Students' Low Learning Motivation at Wali Songo Madrasah Tsanawiyah Wahyu Alifia; Andryadi; Dedi Yuisman
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.357

Abstract

This study was motivated by the low learning motivation of students at MTs Wali Songo, as reflected in their limited participation, lack of attention during lessons, and low engagement in classroom activities. The study aimed to describe the condition of students' learning motivation, teachers' strategies assisted by the Game Based Learning (GBL) model to overcome low learning motivation, students' responses to the implementation of GBL, the supporting and inhibiting factors, and the impact of GBL on students' learning motivation. This research employed a qualitative approach. Data were collected through observations, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that students' low learning motivation was influenced by both internal and external factors. Teachers implemented Game Based Learning systematically through planning, implementation, and evaluation stages, creating a more interactive, enjoyable, and student-centered learning environment. Students responded positively to the implementation of GBL. Its successful implementation was supported by teachers' creativity, the principal's support, students' enthusiasm, and adequate learning facilities, although limited instructional time and differences in students' academic abilities remained challenges. Overall, the implementation of Game Based Learning effectively enhanced students' learning motivation, active participation, self-confidence, collaboration, and engagement in the learning process.  
Co-Authors Alrudi Yansah Andryadi Ervina Uli Wahyu Alifia