<![CDATA[This research aims to design and implement Arabic language learning materials incorporating gamification through the Quizizz application to enhance students’ motivation and interactivity. Grounded in the ADDIE model, this R&D study involved 60 students of MTs Al-Huda Gorontalo and one Arabic teacher, with expert validations from media, language, and content specialists. The needs analysis indicated that 89% of students perceived gamification as essential to overcoming boredom and passive engagement in Arabic learning. The developed media was validated as highly feasible by three experts: media (88%), content (89%), and language (92%). Implementation results showed a very positive response from students (83%) and the teacher (93%). The evaluation phase included a pretest-posttest analysis using SPSS 27. Descriptive statistics revealed a significant improvement: the average pretest score was 63.98 (CI 95%: 60.76–67.19), and the posttest score rose to 84.40 (CI 95%: 81.18–87.62). Normality tests indicated that the data did not fully meet the assumption of normality based on the Shapiro-Wilk test (pretest Sig. = 0.013; posttest Sig. = 0.001), although the Kolmogorov-Smirnov test for pretest was acceptable (Sig. = 0.200), allowing for parametric testing. The paired samples t-test confirmed a statistically significant difference (t = -12.677, df = 59, Sig. 0.000) with a mean difference between -23.639 and -17.194. These findings affirm that gamified learning materials significantly enhance student performance and engagement in Arabic instruction.]]>
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