Gamification and Active Learning Engagement: A Quasi-Experimental Study at MTs Sunan Ampel
(Gamifikasi dan Keterlibatan Belajar Aktif: Studi Kuasi-Eksperimental di MTs Sunan Ampel)
Keywords:
Gamification, Active Learning Engagement, Student Engagement, Islamic Secondary Education, Quasi-Experimental StudyAbstract
Passive learning remains a persistent challenge in junior secondary education, particularly in Islamic school settings where teacher-centered instruction continues to dominate classroom practice. This study aimed to examine the effect of a structured gamification intervention on students’ active learning engagement at MTs Sunan Ampel. A quantitative quasi-experimental design employing a pre-test–post-test control group structure was conducted with 64 Grade 8 students, consisting of an experimental group receiving gamified instruction and a control group receiving conventional instruction over a ten-week period. The findings revealed significant improvements in behavioral, cognitive, and emotional engagement among students exposed to gamification. Overall engagement increased by 29.9%, with a large effect size (d = 1.14), while behavioral engagement recorded the highest gain (+36.5%), followed by emotional (+29.8%) and cognitive engagement (+22.4%). ANCOVA results further confirmed that instructional condition significantly predicted post-test engagement outcomes across all dimensions. These findings provide empirical evidence that gamification is an effective strategy for enhancing active learning engagement in Islamic secondary education and highlight the value of collaborative game mechanics in fostering student participation and motivation.
Abstrak
Pembelajaran pasif masih menjadi tantangan yang berkelanjutan pada pendidikan menengah pertama, khususnya di lingkungan sekolah Islam yang masih didominasi oleh pendekatan pembelajaran berpusat pada guru. Penelitian ini bertujuan untuk menguji pengaruh intervensi gamifikasi terstruktur terhadap keterlibatan belajar aktif siswa di MTs Sunan Ampel. Penelitian menggunakan desain kuasi-eksperimen kuantitatif dengan struktur kelompok kontrol pre-test dan post-test yang melibatkan 64 siswa kelas VIII, terdiri atas kelompok eksperimen yang memperoleh pembelajaran berbasis gamifikasi dan kelompok kontrol yang menerima pembelajaran konvensional selama sepuluh minggu. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada keterlibatan perilaku, kognitif, dan emosional siswa yang mengikuti pembelajaran berbasis gamifikasi. Keterlibatan belajar secara keseluruhan meningkat sebesar 29,9% dengan ukuran efek yang besar (d = 1,14), di mana keterlibatan perilaku mencatat peningkatan tertinggi (+36,5%), diikuti keterlibatan emosional (+29,8%) dan keterlibatan kognitif (+22,4%). Hasil ANCOVA juga mengonfirmasi bahwa kondisi pembelajaran berpengaruh signifikan terhadap keterlibatan belajar pasca-intervensi pada seluruh dimensi yang diukur. Temuan ini memberikan bukti empiris bahwa gamifikasi merupakan strategi yang efektif untuk meningkatkan keterlibatan belajar aktif pada pendidikan menengah berbasis Islam serta menegaskan pentingnya mekanisme kolaboratif dalam mendorong partisipasi dan motivasi siswa.
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