<![CDATA[Research that simultaneously examines the effect of gamification on vocabulary mastery and Arabic self-efficacy at the elementary school level, particularly in the tahfidz boarding school environment, is still very limited. This study aims to fill this gap by concurrently analyzing the vocabulary mastery and self-efficacy of third-grade MI students in gamification-based Arabic learning—an approach that has not been widely applied in the context of elementary-level tahfidz boarding schools. The study employs a quantitative approach with a one-group pretest-posttest experimental design, using total sampling technique on 32 third-grade students of Pondok Pesantren Tahfidz Al-Manshurah. Vocabulary mastery data were obtained through tests, while self-efficacy data were collected through questionnaires. Data analysis used the Shapiro-Wilk normality test, Paired Samples t-Test, and effect size calculation (Cohen’s d and Hedges’ g). The results showed that all data were normally distributed, and there was a significant increase in both vocabulary mastery and self-efficacy among students, in both female and male groups, with a very large effect category. It is concluded that gamification is proven effective in improving vocabulary mastery while also strengthening students' self-efficacy, thus having the potential to become an innovative learning strategy in boarding schools and Islamic educational institutions. ABSTRAK Penelitian yang secara simultan mengkaji pengaruh gamifikasi terhadap penguasaan mufradat dan self-efficacy bahasa Arab pada jenjang sekolah dasar, khususnya di lingkungan pesantren tahfidz, masih sangat terbatas. Penelitian ini hadir untuk mengisi kesenjangan tersebut dengan menganalisis secara bersamaan penguasaan mufradat dan self-efficacy siswa kelas III MI dalam pembelajaran bahasa Arab berbasis gamifikasi—sebuah pendekatan yang belum banyak diterapkan dalam konteks pesantren tahfidz tingkat dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen one-group pretest-posttest melalui teknik total sampling erhadap siswa kelas III Pondok Pesantren Tahfidz Al-Manshurah yang berjumlah 32 siswa. Data penguasaan kosakata diperoleh melalui tes, sedangkan data self-efficacy dikumpulkan melalui angket. Analisis data menggunakan uji normalitas Shapiro-Wilk, Paired Samples t-Test, serta perhitungan effect size (Cohen’s d dan Hedges’ g). Hasil penelitian menunjukkan bahwa seluruh data berdistribusi normal serta terjadi peningkatan yang signifikan pada penguasaan kosakata maupun self-efficacy siswa, baik pada kelompok perempuan maupun laki-laki, dengan kategori pengaruh yang sangat besar. Disimpulkan bahwa gamifikasi terbukti efektif meningkatkan penguasaan kosakata sekaligus memperkuat self-efficacy siswa, sehingga berpotensi menjadi strategi pembelajaran inovatif di lingkungan pesantren dan lembaga pendidikan Islam.]]>
