<![CDATA[This study examined the effect of integrating Gamified Learning and Wayground on students' learning motivation in the Islamic Cultural History subject at MTs Qodiriyah Harjowinangun, Dempet, Demak. Wayground was selected as a gamification platform because it integrates interactive quizzes, real-time feedback, competitive features, and game-based assessment mechanisms that support active student engagement during learning activities. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The study involved 56 students, consisting of 28 students in the experimental class and 28 students in the control class, selected through purposive sampling. Data were collected using a validated and reliable learning motivation questionnaire and analyzed using an independent samples t-test and N-Gain analysis. The results revealed a significant difference in learning motivation between the experimental and control groups after the intervention (t(54)=13.744, p<.001), with an exceptionally large effect size (Cohen’s d=3.67). Furthermore, the N-Gain analysis indicated a moderate improvement in students’ learning motivation. These findings indicate that the integration of Gamified Learning and Wayground enhances students’ learning experiences by providing structured challenges, immediate feedback, and interactive activities that support motivation and engagement. This study contributes to the development of gamification-based learning research by providing empirical evidence that the integration of a digital gamification platform within Islamic Cultural History instruction can strengthen students’ motivation and offers a contextual model for implementing technology-enhanced learning in Islamic education. ]]>
