<![CDATA[This study aims to examine the implementation of gamification-based learning through the Enuma application to improve students’ literacy at MI Bahrul Ulum Bengle, Karawang. Motivated by low literacy skills and the need for interactive, student-centered, and technology-based learning, the study employed a descriptive qualitative approach with a case study design. Participants included the madrasah principal, assistant teachers, and first-grade students. Data were collected through observations, semi-structured interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings indicate that Enuma’s gamification features, including levels, rewards, feedback, and leaderboards, promoted interactive and engaging learning while increasing students’ participation, independence, and consistency in literacy activities. Students’ early reading skills also improved gradually from letter recognition to syllables, words, and simple sentences. Device availability, teacher facilitation, and institutional support supported implementation, while limited devices, unstable internet access, and differences in teachers’ digital competence remained challenges. Overall, Enuma-based gamification contributed to early reading literacy development and strengthened students’ motivation and engagement within the study context.]]>
Copyrights © 2026
