Pengaruh Model Pembelajaran Gamifikasi terhadap Hasil Belajar Siswa pada Mata Pelajaran Fikih di MTs Muhammadiyah Paraman Ampalu The Effect of the Gamification Learning Model on Student Learning Outcomes in the Fiqh Subject at MTs Muhammadiyah Paraman Ampalu
Article Sidebar
Page Numbers:
5112-5121
Digital Object Identifier:
10.58578/yasin.v6i4.11239
Viewed: 8 times
Downloaded: 3 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Ila Angraini1*, Deswalantri2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although the influence of learning models on students’ learning outcomes has been widely examined, studies specifically investigating the effectiveness of gamification in Fiqh learning at the madrasah tsanawiyah level remain limited. This study aimed to analyze the effect of the gamification learning model on the Fiqh learning outcomes of students at MTs Muhammadiyah Paraman Ampalu. The study employed a quantitative approach with a Pretest–Posttest Control Group Design involving 25 eighth-grade students selected through random sampling. Data were collected using learning outcome tests in the form of pretests and posttests that met the validity and reliability requirements. The data were analyzed using normality and homogeneity tests and an independent-samples t-test with the assistance of IBM SPSS Statistics. The results showed that the gamification learning model had a significant effect on students’ learning outcomes. This finding was indicated by the higher mean posttest score of the experimental class than that of the control class and a hypothesis-testing significance value of less than 0.05. These results confirm that integrating game elements into learning can improve students’ engagement and learning outcomes. This study enriches the literature on the application of gamification in Islamic Religious Education and confirms that the gamification learning model is appropriate as an alternative model for active, engaging, and student-centered Fiqh learning. Practically, the findings may serve as a consideration for teachers and madrasahs in developing innovative learning strategies to improve students’ learning outcomes.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Arikunto, S. (2021). Dasar-Dasar Evaluasi Pendidikan (Edisi ke-3). Bumi Aksara.
Azwar, S. (2021). Reliabilitas dan Validitas (Edisi ke-5). Pustaka Pelajar.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Daud Pisba, S. M., & Rahmanto, M. A. (2025). Blooket as a gamification tool in Aqidah Akhlak learning: Implications for student outcomes. Journal of Islamic Education Students (JIES), 5(1), 58–71. https://doi.org/10.31958/jies.v5i1.14778
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Husaini, Z., & Husniyah, H. (2024). Pengaruh Metode Game Based Learning (GBL) terhadap Hasil Belajar Siswa Mata Pelajaran Fiqih Kelas VIII MTs Muhammadiyah 12 Palirangan Tahun Pelajaran 2023/2024. Jurnal Mahasiswa Pendidikan, 4(1), 1–15. https://journal.stitmupaciran.ac.id/ojs/index.php/mahasiswa/article/view/254
IBM Corp. (2023). IBM SPSS Statistics for Windows (Version 29.0) [Computer software]. IBM Corporation.
Indrajit, R. E., & Yunita, L. (2022). Gamification dalam Pembelajaran Digital: Konsep, Strategi, dan Implementasi. Deepublish.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
Martdana, R. (2025). Pengaruh Model Pembelajaran Gamification terhadap Motivasi Belajar dan Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pendidikan Indonesia, 6(1), 44–56.
Maysyarah, S., & Kuswandi, D. (2025). Penerapan Blended Learning Berbasis Gamifikasi untuk Meningkatkan Motivasi dan Hasil Belajar Siswa. EDUTECH, 24(1), 234–245. https://doi.org/10.17509/e.v24i1.77034
Nirmala, D., Prasetyo, H., & Lestari, A. (2024). Efektivitas Gamification dalam Meningkatkan Keterlibatan Peserta Didik pada Pembelajaran Pendidikan Agama Islam. Jurnal Pendidikan Agama Islam, 21(2), 156–170.
Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). Open University Press.
Ramli, A. (2024). Faktor-Faktor yang Memengaruhi Hasil Belajar Peserta Didik pada Pembelajaran Pendidikan Agama Islam. Jurnal Pendidikan Islam Indonesia, 8(2), 112–124.
Safitri, D., Noviani, D., Anggraini, L., & Vitasari, D. (2024). Gamification in Islamic religious education: Effectiveness and challenges in increasing students’ learning motivation. Journal Analytica Islamica, 13(2), 416–423. https://jurnal.uinsu.ac.id/index.php/analytica/article/view/22113
Safitri, N. (2023). Penerapan Teori Behaviorism dalam Meningkatkan Motivasi Belajar Peserta Didik. Jurnal Ilmiah Pendidikan, 15(2), 97–108.
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Edisi ke-2). Alfabeta.