From Passive to Active: Implementing AI-Supported Gamification Learning in Islamic Cultural History Learning

Septiana Purwaningrum; Uswatun Fita

Authors

Septiana Purwaningrum Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia
Uswatun Fita Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Keywords:

Artificial Intelligence in Education; Gamification Learning; Student Engagement; Islamic Cultural History; Student-Centered Learning

Abstract

Islamic Cultural History (SKI) instruction in Madrasah Aliyah continues to face challenges in fostering student engagement due to the predominance of teacher-centered learning practices. This study aimed to explore the implementation of AI-supported gamification learning in SKI instruction to transform students from passive to active learners while identifying the pedagogical mechanisms underlying this transformation. A qualitative case study design was employed. Data were collected through participant observation, semi-structured interviews, documentation, and reflective journals, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that Artificial Intelligence functioned as an instructional enabler that assisted teachers in designing instructional materials, learning media, gamified activities, and assessments without replacing their pedagogical role. The implementation of AI-supported gamification learning progressively enhanced students' behavioral, emotional, and cognitive engagement, as evidenced by greater participation in discussions, stronger learning motivation, increased self-confidence, improved critical thinking and collaboration, and deeper understanding of Islamic Cultural History. These findings suggest that the educational value of Artificial Intelligence lies not in the technology itself but in its capacity to support structured, adaptive, and student-centered instructional design. This study contributes to the literature on student engagement, gamification learning, and Artificial Intelligence in Education by proposing a pedagogical model for enhancing active learning in Islamic Cultural History instruction within the context of twenty-first-century education.

Downloads

Download data is not yet available.

References

Adawiyah, R. R., Sariyatun, & Musaddad, A. A. (2026). Needs Analysis of an SRL-Based E-Magazine Learning Medium in Islamic Cultural History Learning at MA Annaim Ajisoko. MJP Journal of Education and Teaching Learning, 4(1), 519–529. https://doi.org/https://doi.org/10.59211/mjpjetl.v4i1.222

Alenezi, A. (2023). Teacher Perspectives on AI-Driven Gamification: Impact on Student Motivation, Engagement, and Learning Outcomes. Information Technologies and Learning Tools, 97(5), 138–148. https://doi.org/10.33407/itlt.v97i5.5437

Bachiri, Y.-A., Mouncif, H., & Bouikhalene, B. (2023). Artificial Intelligence Empowers Gamification: Optimizing Student Engagement and Learning Outcomes in E-learning and MOOCs. International Journal of Engineering Pedagogy (IJEP), 13(8), 4–19. https://doi.org/10.3991/ijep.v13i8.40853

Claire, M. J., Jacqueline, M., Prudence, N., & Philogene, M. (2025). Integrating Collaborative Learning Strategies in the Curriculum: Enhancing Critical Thinking and Communication Skills in Primary Education. European Journal of Education Studies, 12(3), 14–39. https://doi.org/10.46827/ejes.v12i3.5848

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). Sage Publications.

Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Almuqren, L., Almgren, A. S., & Alshimai, A. (2025). The Effect of AI Gamification on Students’ Engagement and Academic Achievement in Malaysia: SEM Analysis Perspectives. IEEE Access, 13, 70791–70810. https://doi.org/10.1109/ACCESS.2025.3560567

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Getman, A., Boitcov, M., Adamovich, K., & Costley, J. (2025). The role of engagement strategies and path-dependency in online learning. Innovations in Education and Teaching International, 62(4), 1305–1319. https://doi.org/10.1080/14703297.2024.2413440

Gomes, S., Costa, L., Martinho, C., Dias, J., Xexéo, G., & Moura Santos, A. (2023). Modeling students’ behavioral engagement through different in-class behavior styles. International Journal of STEM Education, 10(1), 1–15. https://doi.org/10.1186/s40594-023-00407-w

Hung, P. T., & Thuy, N. T. (2026). Developing a “Learning and Creativity Ecosystem” Model in Primary Schools in the Mekong Delta Region of Vietnam. International Journal of Education and Social Science Research, 9(2), 103–115. https://doi.org/10.37500/IJESSR.2026.9207

Jaiswal, P. (2020). Integrating Educational Technologies to Augment Learners’ Academic Achievements. International Journal of Emerging Technologies in Learning, 15(2), 145–159. https://doi.org/10.3991/ijet.v15i02.11809

Jun, M., & Lucas, T. (2024). Gamification Elements and Their Impacts on Education: A Review. Multidisciplinary Reviews, 8(5), 1–7. https://doi.org/10.31893/multirev.2025155

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in science education: A systematic review of the literature. Education Sciences, 11(1), 1–36. https://doi.org/10.3390/educsci11010022

Kassenkhan, A. M., Moldagulova, A. N., & Serbin, V. V. (2025). Gamification and Artificial Intelligence in Education: A Review of Innovative Approaches to Fostering Critical Thinking. IEEE Access, 13, 98699–98728. https://doi.org/10.1109/ACCESS.2025.3576147

Lameras, P., & Arnab, S. (2022). Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education. Information, 13(1), 1–38. https://doi.org/10.3390/info13010014

Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), 1–21. https://doi.org/10.1371/journal.pone.0294350

Maryati, A., & Ulandari, T. (2025). The contribution of SNC Civilization House in enhancing Generation Alpha’s understanding of Islamic cultural history in Rejang Lebong. Waraqat: Jurnal Ilmu-Ilmu Keislaman, 11(1), 168–185. https://doi.org/10.51590/waraqat.v11i1.1319

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.

Moleong, L. J. (2018). Metodologi penelitian kualitatif. Remaja Rosdakarya.

Nasucha, M. R., Khozin, & Thoifah, I. (2023). Synergizing Islamic Religious Education and Scientific Learning in the 21st Century: A Systematic Review of Literature. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 11(1), 109–130. https://doi.org/10.15642/jpai.2023.11.1.109-130

Ramírez Ruiz, J. J., Vargas Sanchez, A. D., & Boude Figueredo, O. R. (2024). Impact of Gamification on School Engagement: A Systematic Review. Frontiers in Education, 9, 1–10. https://doi.org/10.3389/feduc.2024.1466926

Saputra, A., Neliwati, Pristiawan, E., & Siregar, P. (2025). Islamic Education Teachers’ Competencies in Managing Artificial Intelligence-Based Learning. International Journal of Graduate of Islamic Education (IJGIE), 7(2), 729–743. https://doi.org/10.37567/ijgie.v7i2.4880

Seo, K., Dodson, S., Harandi, N. M., Roberson, N., Fels, S., & Roll, I. (2021). Active Learning with Online Video: The Impact of Learning Context on Engagement. Computers & Education, 165(104132). https://doi.org/10.1016/j.compedu.2021.104132

Shofia, A. N., Mohtarom, A., Ma’ruf, A., Kirom, A., & Islahuddin. (2026). Low-cost gamification in Islamic religious education: A six-stage educational domino game model for student engagement. Al-Ishlah: Jurnal Pendidikan Islam, 24(1), 36–46. https://doi.org/10.35905/al-ishlah.v24i1.17143

Soubra, L., Al-Ghouti, M. A., Abu-Dieyeh, M., Crovella, S., & Abou-Saleh, H. (2022). Impacts on Student Learning and Skills and Implementation Challenges of Two Student-Centered Learning Methods Applied in Online Education. Sustainability, 14(15), 1–22. https://doi.org/10.3390/su14159625

Sugiyono. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D (Cetakan ke-3). Bandung: Alfabeta.

Syaleh, H. I., & Sartika, N. S. (2026). Digital Learning Technologies and Student Engagement: Evidence from Primary and Secondary Education. Journal of Educatio et Didactica, 2(2), 1–22. https://doi.org/10.67171/z0b0c987

Tang, K. H. D. (2024). Implications of Artificial Intelligence for Teaching and Learning. Acta Pedagogia Asiana, 3(2), 65–79. https://doi.org/10.53623/apga.v3i2.404

Tsay, C. H.-H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009

Umar, Suhendi, Murtadlo, G., Harjati, P., & Harun, M. (2026). Artificial Intelligence-Enhanced Instructional Media Design: Phenomenological Insights from Pre-Service Islamic Education Teachers. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 11(1), 193–211. https://doi.org/10.25217/ji.v11i1.6999

Wajdi, M., Susanto, B., Sumartana, I. M., Sutiarso, M. A., & Hadi, W. (2024). Profile of Generation Z Characteristics: Implications for Contemporary Educational Approaches. Kajian Pendidikan, Seni, Budaya, Sosial Dan Lingkungan, 1(1), 33–44. https://doi.org/10.58881/kpsbsl.v1i1.8

Wedayanthi, L. M. D., Adiwijaya, P. A., & Kusuma, I. K. N. (2026). Gamified pedagogy for fostering deep learning in English as a foreign language higher education. Berkala Ilmiah Pendidikan, 6(2), 301–311. https://doi.org/10.51214/bip.v6i2.2006

Wijesekara, O. (2025). Game-based learning and gamification in digital education: A systematic review of engagement strategies. International Journal of Recent Advances in Engineering and Technology, 14(1), 254–264. https://doi.org/10.65521/intjournalrecadvengtech.v14i1.1863

Wittayakom, S., Kanjanavisutt, C., & Wongwanich Rumpagaporn, M. (2024). Online Training by Active Learning Approaches: A Systematic Literature Review. Higher Education Studies, 14(4), 53–72. https://doi.org/10.5539/hes.v14n4p53

Wu, Z., Abdul Halim, H., & Mohd Saad, M. R. (2024). Artificial intelligence (AI) and gamification in blended learning: Enhancing language and literacy in Shanxi, China. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(12), 1–20. https://doi.org/10.47405/mjssh.v9i12.3159

Yanuarini, D., & Masykur, M. (2024). Educational Transformation in the Digital Era. PPSDP International Journal of Education, 3(1), 68–76. https://doi.org/10.59175/pijed.v3i1.189