EFEKTIVITAS MEDIA INTERAKTIF BLOOKET TERHADAP PENINGKATAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM DI SMK BINA NUSA BEKASI

Nurlaili Rahmawati (STAI Al-Marhalah Al-'Ulya Bekasi, Jalan K. Haji Jl. KH. Mas Mansyur No.30, RT.007/RW.002, Bekasi Jaya, Bekasi Timur, Bekasi, Jawa Barat 17112)
Nur Laily Fauziyah (STAI Al-Marhalah Al-'Ulya Bekasi, Jalan K. Haji Jl. KH. Mas Mansyur No.30, RT.007/RW.002, Bekasi Jaya, Bekasi Timur, Bekasi, Jawa Barat 17112)
Hadi Winarno (STAI Al-Marhalah Al-'Ulya Bekasi, Jalan K. Haji Jl. KH. Mas Mansyur No.30, RT.007/RW.002, Bekasi Jaya, Bekasi Timur, Bekasi, Jawa Barat 17112)
M. Agung Hidayatulloh (UIN Salatiga, Jalan Lingkar Salatiga Km. 2, Pulutan, Sidorejo, Kota Salatiga, Jawa Tengah)

PeTeKa
Vol 9, No 2 (2026): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)

This study aims to determine the effectiveness of the interactive medium Blooket in Islamic Religious Education (PAI) instruction and to observe the increase in students' learning motivation after using the medium. The research subjects were students from class X MPLB 1 at SMK Bina Nusa Bekasi. The study was conducted through observation, questionnaires, and the implementation of Blooket across three instructional sessions covering the topics of Morality (*Akhlak*), Faith (*Iman*), and Worship (*Ibadah*)Research findings indicate that the implementation of Blooket in Islamic Religious Education (PAI) instruction elicited a highly positive response. Based on observational data, the effectiveness of the interactive Blooket medium reached an average of 86.6%, falling into the "Very Good" category. The most prominent indicators are the suitability of the media to the material (90%), an enjoyable learning atmosphere (88%), and student engagement (86%). This medium has proven to make learning more lively, interactive, and engaging. Student learning motivation also saw a significant increase following the use of Blooket. The average learning motivation was 86%, placing it in the "Very Good" category. Improvements were observed in students' learning interest, active participation, perseverance, attentiveness, and desire to understand Islamic teachings. The indicator for learning attentiveness reached the highest score—90%—demonstrating that game-based learning effectively captures students' focus. Overall, this study concludes that the use of Blooket is highly effective in enhancing the quality of Islamic Religious Education (PAI) instruction and fostering student learning motivation. Interactive media such as Blooket can serve as an engaging alternative for creating learning experiences that are more enjoyable, meaningful, and aligned with students' needs in the digital era.