<![CDATA[Arabic morphosyntax (Nahwu–Sharaf) instruction plays a central role in Islamic educational institutions; however, it is often perceived by learners as abstract, cognitively demanding, and monotonous, resulting in low motivation and limited engagement. Addressing this challenge, the present study investigates the implementation of gamified instruction in Nahwu–Sharaf education and examines its impact on learner motivation. Employing a mixed-methods sequential explanatory design grounded in Self-Determination Theory, the study was conducted in a pesantren context involving 36 students. Quantitative data were collected through pre- and post-intervention motivation questionnaires, while qualitative data were obtained from classroom observations and semi-structured interviews. The findings reveal a statistically significant improvement in learners’ motivation following the gamified intervention, with notable increases in learning interest, classroom engagement, persistence, and enjoyment. The paired-samples t-test confirmed a significant motivational gain with a large effect size (d = 1.64). Qualitative evidence further indicates that gamified activities reduced learners’ anxiety toward grammatical rules, fostered a sense of competence, and encouraged active participation. These results suggest that gamified instruction effectively transforms Nahwu–Sharaf learning into a more engaging and learner-centered experience. The study contributes to Arabic language pedagogy by integrating motivation-oriented gamification within classical grammar instruction and offers practical implications for enhancing learner engagement in Islamic educational settings.]]>
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