<![CDATA[Low motivation to learn Arabic at the madrasa level often stems from conventional and stressful initial assessment processes for students. This study aims to analyze the effectiveness of implementing cognitively diagnostic assessments based on the gamification media Quizalize in transforming the Arabic learning motivation of tenth-grade students at MAN Sidoarjo. Amid the implementation of the Merdeka Curriculum, this study emerges as an effort to digitalize initial assessments to create more inclusive and enjoyable differentiated learning. The research method used was quantitative with a pre-experimental design: One-Group Pretest-Posttest. The research subjects consisted of 37 students of class X-9 selected through purposive sampling. Data collection instruments included cognitive diagnostic tests via the Quizalize platform and a validated learning motivation questionnaire. Data analysis techniques employed the Shapiro-Wilk normality test and the Paired Sample T-Test hypothesis test using SPSS software. The research results indicate a significant increase in students' learning motivation. This is evidenced by the rise in the average motivation score from 38.27 in the pre-test phase to 42.35 in the post-test phase. The Paired Sample T-Test statistical analysis yielded a significance value (2-tailed) of 0.028, which is less than the significance level of 0.05 (p < 0.05), thus supporting the acceptance of the working hypothesis (H1). Further analysis shows that the gamification elements in Quizalize, particularly the Team vs Team and Leaderboard features, play a crucial role in reducing language anxiety and fostering students' emotional engagement. This study concludes that the integration of gamification into cognitive diagnostic assessments not only assists teachers in accurately mapping students' initial cognitive abilities but is also effective in enhancing students' enthusiasm for learning in the context of the Independent Curriculum era. The practical implications of this research encourage educators to utilize interactive media during the assessment phase to support the effectiveness of student-centered foreign language teaching.]]>
