THE USE OF GAMIFICATION IN LEARNING ARABIC VOCABULARY IN FOURTH GRADE MI IN THE DIGITAL ERA
Keywords:
Gamification, Arabic vocabulary, , Arabic language learning, elementary education, Digital LearningAbstract
Learning Arabic vocabulary in Islamic elementary schools is often considered difficult and boring by students, which affects their vocabulary mastery and motivation to learn. This study aims to describe the design of gamification implementation in learning Arabic vocabulary, analyze the effectiveness of gamification use in improving vocabulary mastery, and identify students' responses to learning with a gamification approach in grade IV MI. This research uses a quantitative approach with a quasi-experimental design of the nonequivalent control group type, involving 58 grade IV students of MI Muhammadiyah 1 Yogyakarta, consisting of 29 students in the experimental group and 29 students in the control group. Data collection was carried out through vocabulary mastery tests, student response questionnaires, learning observations, and documentation. Data analysis used the Independent Sample t-Test, N-Gain calculations, and descriptive analysis. The research results show that there is a significant difference between the vocabulary mastery of students in the experimental group and the control group, with a t-value of 8.342 and a significance of 0.000 (p<0.05). The average posttest score of the experimental group was 86.48, higher than the control group at 71.38, with a difference of 15.10 points. The N-Gain score of the experimental group was 0.67 (medium category), higher than the control group at 0.33 (medium category), indicating that gamification provides a greater improvement effect. Student responses to gamified learning were very positive at 86.0%, particularly in the aspects of interest in gamification (89.0%) and perceived benefits (86.4%). Observation results showed that the implementation of gamification ran very well, with an average score of 3.75 out of 4, with the student enthusiasm aspect receiving the highest score (3.92). It can be concluded that the use of gamification with points, levels, badges, leaderboards, quests, and rewards through the Kahoot!, Quizizz, and Wordwall platforms effectively enhance the vocabulary mastery of fourth-grade MI students in Arabic and create an enjoyable learning experience according to the characteristics of students in the digital era.
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