A The application of geminification in the evaluation of Islamic Education learning in the digital era.

Abstract

Islamic Religious Education (PAI) learning in elementary schools often 
faces challenges in increasing student interest and participation. One 
strategy that can be used to increase learning motivation is to implement 
a gamification-based learning model. This study aims to describe the 
implementation of a gamification-based PAI learning model and to 
determine the supporting and inhibiting factors in increasing student 
interest and participation at SDN 1 Sembungharjo. This study uses a 
field research type with a qualitative approach. The method used is 
descriptive research. The subjects of this study were Islamic Religious 
Education teachers, curriculum directors, and student representatives. 
Data collection techniques used observation, interviews, and 
documentation. The study shows that the implementation of the 
gamification-based Islamic Religious Education learning model can 
increase student interest and participation in religious learning. 
Supporting factors that are seen include interactive games, giving points 
and prizes, and the use of technology that facilitates access to 
information. Meanwhile, the inhibiting factors found include limited 
technological infrastructure and lack of teacher awareness in 
implementing this model. Gamification-based learning has been shown 
to increase student learning motivation through previous research. In 
the context of Islamic Religious Education, this model can be integrated 
with religious material to make learning more interesting and 
interactive. Islamic Religious Education teachers must innovate in using 
technology to create a dynamic and enjoyable learning environment.