<![CDATA[ This study aims to analyze the comparison between students' learning experiences and achievement motivation using the Blooket gamification platform and conventional technology-free learning at Madrasah Aliyah (MA) Al-Fathimiyah. This study employed a descriptive qualitative approach. Data were gathered through observation, in-depth interviews, and documentation involving five key informants: one Islamic Religious Education (PAI) teacher, Yuda Maulana, S.Pd., and four students named Muhammad Fathir, Abu Bakar, Rahma, and Sa’adah. Data analysis was conducted inductively through data reduction, data display, and conclusion drawing. The results indicate that the implementation of Blooket significantly transforms classroom dynamics into a more interactive, dynamic, and enjoyable environment compared to conventional methods. Gamification elements such as points, leaderboards, and rewards effectively enhance extrinsic motivation and stimulate the need for achievement through healthy competition. On the other hand, conventional face-to-face learning plays an irreplaceable role in fostering intrinsic motivation, instilling self-discipline, and strengthening emotional bonds between teachers and students. Technical challenges include unstable internet connectivity and a tendency for students to focus overly on game scores. This study concludes that a balanced integration of gamification as a motivational driver and conventional methods as character-building anchors is essential to optimize the educational process in madrasahs. ABSTRAK Penelitian ini bertujuan untuk menganalisis perbandingan antara pengalaman belajar dan motivasi berprestasi peserta didik menggunakan platform gamifikasi Blooket dengan pembelajaran konvensional tanpa teknologi di Madrasah Aliyah (MA) Al-Fathimiyah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui teknik observasi, wawancara mendalam, dan dokumentasi yang melibatkan lima orang informan utama, terdiri dari satu orang guru Pendidikan Agama Islam (PAI) yaitu Yuda Maulana, S.Pd., serta empat orang peserta didik bernama Muhammad Fathir, Abu Bakar, Rahma, dan Sa’adah. Analisis data dilakukan secara induktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan Blooket berhasil mentransformasi suasana kelas menjadi lebih interaktif, dinamis, dan menyenangkan dibandingkan metode konvensional. Fitur gamifikasi seperti poin, leaderboard, dan reward terbukti efektif meningkatkan motivasi ekstrinsik serta mendorong dorongan berprestasi (need for achievement) melalui kompetisi yang sehat. Di sisi lain, pembelajaran konvensional tatap muka tetap memegang peranan krusial yang tidak tergantikan dalam membangun motivasi intrinsik, menanamkan kedisiplinan mandiri, dan merekatkan iklim emosional antara guru dan murid. Kendala yang dihadapi meliputi hambatan teknis jaringan internet serta kecenderungan orientasi siswa pada skor permainan semata. Penelitian ini menyimpulkan bahwa integrasi proporsional antara gamifikasi sebagai pemantik motivasi dan metode konvensional sebagai penguat nilai karakter diperlukan untuk mengoptimalkan proses pendidikan di madrasah.]]>
