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All Journal At-Tadzkir: Islamic Education Journal Managere: Indonesian Journal of Educational Management
Zakiyah BZ
Universitas Nurul Jadid, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media

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Implementation of Ice Breaking Strategis in Increasing Student Learning Motivation in Islamic Religius Education Ismi Maisyaroh; Zakiyah BZ
At-tadzkir: Islamic Education Journal Vol. 5 No. 2 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i2.293

Abstract

This research is motivated by students’ low learning motivation in Islamic Religious Education (PAI) subjects, characterized by a lack of concentration, participation, and Classroom interaction. One of the main causes is the use of monotonous learning methods, such as lecturing, which can lead to boredom and decrease learning enthusiasm. Therefore, this study aims to examine the implementation of ice-breaking strategies to increase student motivation for PAI learning. This research uses a qualitative approach with a case study design. The research subjects were 25 female students at the Zainul Bahar Language Institute in Bondowoso. Data collection techniques included observation, interviews, and documentation. The obtained data were analyzed through data reduction, data display, and verification to yield valid, in-depth findings. The results showed that applying ice-breaking strategies, such as educational games, mufrodat (vocabulary) games, and other interactive activities, increased students’ motivation to learn. This improvement was evident in increased student participation in learning, greater courage in expressing opinions, and heightened enthusiasm for learning activities. The implications of this study suggest that ice-breaking strategies can serve as an innovative alternative in PAI learning to create a more enjoyable, interactive, and conducive learning environment. Furthermore, the results of this study provide practical contributions for teachers in designing more creative and contextual learning and serve as a reference for the development of activity-based learning strategies in Islamic boarding school (pesantren) environments.
Gamification-Based Emotional Connectivity Model: Strengthening Positive Classroom Relationships to Reduce Student Academic Burnout Zakiyah BZ; Devi Fitriatin; Sri Suciani; Siti Nur Kholisa
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1305

Abstract

Academic burnout is a complex emotional condition that arises from prolonged learning pressure and weak social connections in the classroom. This study examines the effectiveness of a Gamification-Based Emotional Connectivity Model as an innovative management strategy to enhance emotional bonds between teachers and students, while reducing symptoms of academic burnout. Using a qualitative approach that incorporated participatory observation, in-depth interviews, and documentation, the research was conducted in classrooms where students had previously exhibited signs of emotional fatigue and disengagement. The gamification model integrates game-based learning elements—such as points, badges, and collaborative challenges—with emotional reinforcement through empathy, positive feedback, and reflective sharing. The findings suggest that gamification has a significant impact on enhancing the classroom climate, thereby creating a more supportive and participatory learning environment. Students who were previously passive became more active and confident in expressing their ideas, while teachers acted as emotional facilitators rather than mere instructors. The study identifies four key dimensions that support emotional well-being in learning: emotional safety, positive reinforcement, collaborative interaction, and teacher emotional presence. Through these dimensions, the gamification model transforms learning into a psychologically safe, socially engaging, and intrinsically motivating process. The results indicate that integrating emotional connectivity into gamified learning not only increases motivation and engagement but also serves as a preventive framework against academic burnout. This model offers a practical contribution to developing emotionally intelligent classrooms and advancing the pedagogy of well-being in modern education.
Co-Authors Devi Fitriatin Ismi Maisyaroh Siti Nur Kholisa Sri Suciani