Implementasi Gamification Memanfaatkan Wordwall dalam Problem Based Learning untuk Meningkatkan Minat Belajar - Verawati Sarah; Mohammad Kholil; Muchamad Fauyan; Nurhasyim Nurhasyim (Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, 2026)
Rendahnya minat belajar peserta didik menjadi salah satu kendala dalam pembelajaran Pendidikan Agama Islam (PAI), terutama ketika pembelajaran masih didominasi metode ceramah dan kurang melibatkan peserta didik secara aktif. Penelitian ini bertujuan meningkatkan minat belajar PAI melalui penerapan gamification berbantuan Wordwall yang dipadukan dengan model Problem Based Learning (PBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 26 peserta didik kelas IV SDN Kadumekar. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kualitatif dan kuantitatif menggunakan persentase perkembangan minat belajar pada empat indikator, yaitu perasaan senang, ketertarikan, perhatian, dan keterlibatan aktif. Hasil pra-siklus menunjukkan sekitar 65% peserta didik memiliki minat belajar PAI yang rendah. Setelah tindakan diberikan, seluruh indikator minat belajar mengalami peningkatan. Pada Siklus I peserta didik yang mencapai kategori Meningkat Sesuai Harapan (MSH) masih berkisar antara 30,8% hingga 42,4%. Setelah dilakukan perbaikan tindakan pada Siklus II, persentase peserta didik yang mencapai kategori MSH meningkat menjadi 73,1% pada indikator perasaan senang, ketertarikan, dan perhatian, serta 76,9% pada indikator keterlibatan aktif. Hasil tersebut menunjukkan bahwa penerapan gamification berbantuan Wordwall melalui Problem Based Learning berhasil meningkatkan minat belajar Pendidikan Agama Islam peserta didik kelas IV SDN Kadumekar. Low learning interest remains one of the major challenges in Islamic Religious Education (IRE), particularly when classroom instruction is dominated by teacher-centered lectures with limited student engagement. This study aimed to improve students' interest in learning IRE through the implementation of Wordwall-assisted gamification integrated with the Problem-Based Learning (PBL) model. This study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of two action cycles: planning, acting, observing, and reflecting. The participants were 26 fourth-grade students at SDN Kadumekar. Data were collected through classroom observation, interviews, and documentation, then analyzed using qualitative and quantitative descriptive techniques based on four indicators of learning interest: enjoyment, attraction, attention, and active participation. Initial observations revealed that approximately 65% of students demonstrated low interest in learning Islamic Religious Education. Following the implementation of the intervention, students' learning interest improved across all indicators. In Cycle I, students achieving the Expected Improvement (MSH) category ranged from 30.8% to 42.4%. After revising the instructional strategy in Cycle II, the proportion increased to 73.1% for enjoyment, attraction, and attention, while active participation reached 76.9%. These findings indicate that Wordwall-assisted gamification integrated with Problem-Based Learning effectively enhances students' interest in learning Islamic Religious Education in elementary schools.