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All Journal Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Referensi Islamika: Jurnal Studi Islam
Ely Surayya
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Religion Humanities Education

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WHEN GAMIFICATION MEETS AQIDAH AKHLAK: THE ROLE OF BAAMBOOZLE IN STUDENTS’ LEARNING ACHIEVEMENT Misraturrabiah; Ely Surayya; Edi Saputra
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 3 (2026): JUNE
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i3.849

Abstract

This study aimed to investigate the effectiveness of Baamboozle, a gamification-based learning platform, in improving students’ learning achievement in Aqidah Akhlak, particularly on the topics of honesty and responsibility. The study employed Classroom Action Research based on the Kemmis and McTaggart model, involving planning, action, observation, and reflection stages conducted over two cycles. The participants were 28 seventh-grade students at Madrasah Tsanawiyah Nurul Yaqin, Indonesia. Data were collected through classroom observations, learning achievement tests, questionnaires, and documentation, then analyzed using descriptive quantitative and qualitative techniques. The findings showed a consistent improvement in students’ learning achievement after the implementation of Baamboozle. The mean score increased from 65 in the pre-cycle stage to 74 in Cycle I and 86 in Cycle II. The learning mastery rate also improved from 40% to 68% and finally reached 89%. Classroom observations further indicated that students became more active, engaged, collaborative, and willing to participate in discussions and learning activities. These results suggest that Baamboozle-assisted gamification created a more interactive and student-centered learning environment. The study implies that gamification can be an effective pedagogical strategy for improving learning achievement and classroom engagement in Aqidah Akhlak instruction. It also highlights that successful digital gamification requires careful instructional planning, clear guidance, and effective classroom management. This study contributes to the limited empirical literature on gamification in Islamic education by examining Baamboozle in Aqidah Akhlak instruction within a Madrasah Tsanawiyah context. Unlike studies focusing mainly on motivation, perception, or technology acceptance, this study provides classroom-based evidence of improved measurable achievement, participation, and engagement in Islamic moral education.
The Efforts of Akidah Akhlak Teachers in Shaping Students’ Religious Behavior at MTS Al-Munawaroh Tabir Raya Irdawati; Ely Surayya
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 5 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v5i3.2964

Abstract

This study aims to describe the efforts of Akidah Akhlak teachers in shaping students' religious behavior at MTs Al-Munawaroh Tabir Raya. The study employed a qualitative descriptive approach with data collected through observation, in-depth interviews, and documentation. Research informants consisted of an Akidah Akhlak teacher, the school principal, and eighth-grade students selected through purposive sampling. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing. The findings reveal that Akidah Akhlak teachers implement three principal strategies in shaping students' religious behavior, namely role modeling (uswah hasanah), systematic religious habituation including Qur'anic recitation and congregational prayers, and the deliberate integration of moral values throughout the instructional process. Behavioral evaluation is conducted formatively through continuous observation and personalized guidance. These three strategies operate synergistically and mutually reinforce one another. The study concludes that effective religious character formation requires a holistic approach that simultaneously integrates the instructional, exemplary, and institutional religious culture dimensions in a sustained and coherent manner.
Co-Authors Edi Saputra Irdawati Misraturrabiah