Bridging Tradition and Technology: Gamification in Modern Islamic Boarding Schools
DOI:
https://doi.org/10.61987/jsse.v3i1.668Keywords:
Gamification, Learning Motivation, Learning InnovationAbstract
This study aims to analyze the implementation strategy of gamification in Islamic boarding school education as an innovative effort to increase students' learning motivation at the Al-Qodiri 02 Islamic Boarding School. This study uses a qualitative approach with a case study method, where data is collected through non-participant observation, in-depth interviews, and documentation. The data validation process was carried out through focus group discussions (FGD) involving several online and offline participants. The results of the study indicate that the implementation of gamification elements, such as the point system, levels, badges, and leaderboards, increased the involvement and motivation of students in the learning process. In addition, the gamification integration strategy, which involved the leadership of the boarding school as the main driver, succeeded in creating a more dynamic and engaging learning atmosphere. This study provides important implications on how gamification can be integrated with the Islamic boarding school education approach to support learning relevant to technological developments and improve the overall quality of learning.
References
Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernández-López, L., De Saa-Pérez, P., & Pérez-Jiménez, R. (2021). Gamification and Deep Learning Approaches in Higher Education. Journal of Hospitality, Leisure, Sport and Tourism Education, 29, 100290. https://doi.org/10.1016/j.jhlste.2020.100290
Barroga, E., Matanguihan, G. J., Furuta, A., Arima, M., Tsuchiya, S., Kawahara, C., Takamiya, Y., & Izumi, M. (2023). Conducting and Writing Quantitative and Qualitative Research. Journal of Korean Medical Science, 38(37). https://doi.org/10.3346/jkms.2023.38.e291
Bastrygina, T., Lim, W. M., Jopp, R., & Weissmann, M. A. (2024). Unraveling the Power of Social Media Influencers: Qualitative Insights into the Role of Instagram Influencers in the Hospitality and Tourism Industry. Journal of Hospitality and Tourism Management, 58, 214–243. https://doi.org/10.1016/j.jhtm.2024.01.007
Borgstede, M., & Scholz, M. (2021). Quantitative and Qualitative Approaches to Generalization and Replication–A Representationalist View. Frontiers in Psychology, 12, 605191. https://doi.org/10.3389/fpsyg.2021.605191
Brauner, P., & Ziefle, M. (2022). Beyond Playful Learning – Serious Games for the Human-Centric Digital Transformation of Production and a Design Process Model. Technology in Society, 71, 102140. https://doi.org/10.1016/j.techsoc.2022.102140
Da Silva Júnior, J. N., Castro, G. D. L., Melo Leite Junior, A. J., Monteiro, A. J., & Alexandre, F. S. O. (2022). Gamification of an Entire Introductory Organic Chemistry Course: A Strategy to Enhance the Students’ Engagement. Journal of Chemical Education, 99(2), 678–687. https://doi.org/10.1021/acs.jchemed.1c00766
El-Sabagh, H. A. (2021). Adaptive E-Learning Environment Based on Learning Styles and Its Impact on Development Students’ Engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
Giráldez, V. A., Sanmiguel-Rodríguez, A., Álvarez, O. R., & Navarro-Patón, R. (2022). Can Gamification Influence the Academic Performance of Students? Sustainability (Switzerland), 14(9), 5115. https://doi.org/10.3390/su14095115
Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing Student Motivation and Engagement Through a Gamified Learning Environment. Sustainability (Switzerland), 15(19), 14119. https://doi.org/10.3390/su151914119
Hu, Y. Z., Wei, H. T., & Chignell, M. (2023). Impact of Rewards on Cognitive Game Performance: Competition with Peers Increases Enjoyment in Easy, but Not Difficult Tasks. Computers in Human Behavior, 149, 107952. https://doi.org/10.1016/j.chb.2023.107952
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of E-Learning in Higher Education: A Systematic Literature Review. Smart Learning Environments, 10(1), 10.
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences (Switzerland), 12(13), 6809. https://doi.org/10.3390/app12136809
Lewis, K. O., Popov, V., & Fatima, S. S. (2024). From Static Web to Metaverse: Reinventing Medical Education in the Post-Pandemic Era. Annals of Medicine, 56(1), 2305694. https://doi.org/10.1080/07853890.2024.2305694
Li, L., Hew, K. F., & Du, J. (2024). Gamification Enhances Student Intrinsic Motivation, Perceptions of Autonomy and Relatedness, but Minimal Impact on Competency: A Meta-Analysis and Systematic Review. Educational Technology Research and Development, 72(2), 765–796. https://doi.org/10.1007/s11423-023-10337-7
Li, X., & Chu, S. K. W. (2021). Exploring the Effects of Gamification Pedagogy on Children’s Reading: A Mixed-Method Study on Academic Performance, Reading-Related Mentality and Behaviors, and Sustainability. British Journal of Educational Technology, 52(1), 160–178. https://doi.org/10.1111/bjet.13057
Loose, F., Hudders, L., De Jans, S., & Vanwesenbeeck, I. (2023). A Qualitative Approach to Unravel Young Children’s Advertising Literacy for YouTube Advertising: In-Depth Interviews with Children and Their Parents. Young Consumers, 24(1), 74–94.
Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review. Sustainability (Switzerland), 13(8), 4587. https://doi.org/10.3390/su13084587
Miri, D. H., & Macke, J. (2022). Gamification, Motivation, and Engagement at Work: A Qualitative Multiple Case Study. European Business Review, 34(2), 263–276. https://doi.org/10.1108/EBR-04-2020-0106
Moseikina, M., Toktamysov, S., & Danshina, S. (2022). Modern Technologies and Gamification in Historical Education. Simulation and Gaming, 53(2), 135–156. https://doi.org/10.1177/10468781221075965
Mukul, E., & Büyüközkan, G. (2023). Digital Transformation in Education: A Systematic Review of Education 4.0. Technological Forecasting and Social Change, 194, 122664. https://doi.org/10.1016/j.techfore.2023.122664
Ng, L. K., & Lo, C. K. (2022). Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education. Sustainability (Switzerland), 14(9), 5428. https://doi.org/10.3390/su14095428
Oda Abunamous, M., Boudouaia, A., Jebril, M., Diafi, S., & Zreik, M. (2022). The Decay of Traditional Education: A Case Study Under COVID-19. Cogent Education, 9(1), 2082116. https://doi.org/10.1080/2331186X.2022.2082116
Pyo, J., Lee, W., Choi, E. Y., Jang, S. G., & Ock, M. (2023). Qualitative Research in Healthcare: Necessity and Characteristics. Journal of Preventive Medicine and Public Health, 56(1), 12–20. https://doi.org/10.3961/jpmph.22.451
Rodríguez-Abitia, G., & Bribiesca-Correa, G. (2021). Assessing Digital Transformation in Universities. Future Internet, 13(2), 1–17. https://doi.org/10.3390/fi13020052
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification Applications in E-Learning: A Literature Review. Technology, Knowledge and Learning, 27(1), 139–159. https://doi.org/10.1007/s10758-020-09487-x
Tan, S. C., Chan, C., Bielaczyc, K., Ma, L., Scardamalia, M., & Bereiter, C. (2021). Knowledge Building: Aligning Education with Needs for Knowledge Creation in the Digital Age. Educational Technology Research and Development, 69(4), 2243–2266. https://doi.org/10.1007/s11423-020-09914-x
Thompson Burdine, J., Thorne, S., & Sandhu, G. (2021). Interpretive Description: A Flexible Qualitative Methodology for Medical Education Research. Medical Education, 55(3), 336–343. https://doi.org/10.1111/medu.14380
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The Effectiveness of Blended Learning on Students’ Academic Achievement, Self-Study Skills and Learning Attitudes: A Quasi-Experiment Study in Teaching the Conventions for Coordinates in the Plane. Heliyon, 8(12). https://doi.org/10.1016/j.heliyon.2022.e12657
Wu, R., & Yu, Z. (2024). Do AI Chatbots Improve Students Learning Outcomes? Evidence from a Meta-Analysis. British Journal of Educational Technology, 55(1), 10–33. https://doi.org/10.1111/bjet.13334
Zourmpakis, A. I., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation. Computers, 12(7), 143. https://doi.org/10.3390/computers12070143
Zvereva, E. (2023). Digital Ethics in Higher Education: Modernizing Moral Values for Effective Communication in Cyberspace. Online Journal of Communication and Media Technologies, 13(2), e202319. https://doi.org/10.30935/ojcmt/13033
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nadiatul Maziyyah Attarwiyah, Indah Rizqiyatul Wasi’ah, Siti Nurul Jennah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
