INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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, http://jurnal.
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Learning Transformation of History and Islamic Culture (SKI):
Application of Baamboozle Gamification with 4D Model Siti Khumairotul Lutfiyah1*.
Irma Soraya2.
Mohammad Kurjum3 UIN Sunan Ampel Surabaya*1, 2, 3 email: 02040824042@uinsa.
email: irmasoraya@uinsby.
email: mkurjum@uinsby.
Abstract The research objective is to find out how gamification can increase students' motivation and engagement in SKI Using a descriptive qualitative approach, data was collected through field observation, analysis of learning challenges, and literature review related to gamification, 4D Baamboozle Implementation was carried out by designing interactive SKI learning activities that integrate gamification elements such as challenges, rewards, and social interaction, followed by expert validation and limited student trials to refine the learning instruments.
The results show that this gamification approach is able to increase students' motivation, participation, and understanding of the material compared to conventional methods.
The systematic stages of the 4D model-Define.
Design.
Develop and Disseminate-provide a structured framework for designing learning activities that are relevant and appropriate to students' needs and Keywords:
Development Model.
Transformation.
History of Islamic Culture.
Artikel Info Received:
March 15, 2025 Revised:
April 17, 2025 Accepted:
May 16, 2025 Published:
June 10, 2025 Learning Abstrak Tujuan penelitian adalah untuk mengetahui bagaimana gamifikasi dapat meningkatkan motivasi dan keterlibatan siswa dalam pelajaran SKI.
Dengan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi lapangan, analisis tantangan pembelajaran, dan tinjauan literatur terkait gamifikasi, model pengembangan 4D, serta fitur-fitur Baamboozle.
Implementasi dilakukan dengan merancang aktivitas pembelajaran SKI interaktif yang mengintegrasikan elemen gamifikasi seperti tantangan, penghargaan, dan interaksi sosial, dilanjutkan dengan validasi ahli dan uji coba terbatas terhadap siswa untuk menyempurnakan instrumen This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/23932
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1 (June 2.
Hasil penelitian menunjukkan bahwa pendekatan gamifikasi ini mampu meningkatkan motivasi, partisipasi, serta pemahaman siswa terhadap materi dibandingkan metode konvensional.
Tahapan sistematis dari model 4DAiDefine.
Design.
Develop, dan DisseminateAi memberikan kerangka kerja yang terstruktur untuk merancang kegiatan pembelajaran yang relevan dan sesuai dengan kebutuhan serta karakteristik siswa.
Kata Kunci: Model Pengembangan 4D.
Transformasi Pembelajaran.
Sejarah Kebudayaan Islam.
engagement (Deterding et al.
, 2.
Introduction Digital Globally, gamification platforms such as revolutionized the world of education.
Kahoot!.
Quizizz, and Bamboozle are accelerating the adoption of digital increasingly used in online and face-to- technology at various levels of learning.
face learning processes (Qureshi & This phenomenon creates an urgency to Khatoon, 2023.
Rahmania et al.
, 2.
redesign learning methods to be more Even in Indonesia, digital learning has interactive, inclusive and relevant to the become part of the post-pandemic digital era (Amelia, 2.
A global national education policy.
However, the application of this digital technology has learning methods are increasingly less not been evenly distributed and has not effective in capturing students' attention, especially among millennials and Z learning local or religious content such as History of Islamic Culture (SKI).
technological environment (Asni et al.
In Indonesia, learning History of Therefore, it is important to Islamic Culture (SKI) is often considered explore more interactive and engaging as one of the subjects that is less learning methods, such as gamification.
interesting, boring, easily bored, and Gamification, which refers to the makes you lose enthusiasm for learning application of game elements in a non- (Aprilia et al.
, 2020.
Lubis et al.
, 2.
game context, has been shown to According to research by Rahman .
, many students find it difficult to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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SKI has attracted widespread attention, as it monotonous and less interactive teaching brings together interactive elements such The pedagogical approach is as challenges, points, scoreboards and rewards in learning (Nooviar et al.
teacher-centered, namely with conventional lecture and (Nurmalasari.
In a study by Aina .
, the use This has the potential to reduce of Bamboozle as one of the gamification students' interest in a subject that should media can significantly improve the be a window to understanding the writing skills of junior high school cultural heritage and history of Muslims students in Banyumas (Aina, 2.
(Azizeh, 2.
addition, previous research mentioned In line with research by Al that, this platform offers flexibility for Anshory .
, based on the results of teachers to create interactive quizzes that observations at MIS Ma'arif Darul can trigger active student engagement Hikmah Gresik Regency, it shows that (E.
Alsadoon et al.
, 2022.
Alsadoon.
SKI Buckley & Doyle, 2016.
Jimynez- learning is only memorizing material.
Synchez & Gargallo-Camarillas, 2.
memorizing a lot of years, character Although widely used in language or names, place names, foreign names and science learning, the application of coherent events.
Therefore, there is a Bamboozle in the context of Islamic education, still specifically SKI, is rarely approaches that are contextual, fun, and technology-based (Siki, 2019.
Susanti et further studies are needed that explore , 2.
the effectiveness of Bamboozle in this One approach that has attracted Therefore, offers many benefits, challenges in its elements to create a more interactive and implementation remain.
One of the main fun learning environment (Fakhrunnisaa et al.
, 2023.
Hakim et al.
, 2.
Gamification as a pedagogical approach gamification technologies and methods This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
However.
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effectively (Mantau & Talango, 2.
context of SKI learning.
Existing studies In addition, there are also concerns focus more on improving cognitive regarding the accessibility of technology learning outcomes in general, not on the affective dimension and character values infrastructure may not be adequate in SKI.
For example, research by Hamari (Putra & Caroline, 2.
Therefore, it is et al.
showed that gamification important to conduct further research on can increase learning motivation, but did the application of gamification in the not specifically discuss its application in context of SKI learning, especially with SKI subjects (Hamari et al.
, 2.
the 4D development model (Define.
Design.
Develop, and Disseminat.
The 4D learning development (Define.
Design.
Develop.
In addition, research by Alharbi .
highlights the importance of cultural context in the application of gamification, but does not provide Disseminat.
is a systematic framework used to design effective learning media Within Indonesia, very and methods.
The model has been few studies have explicitly integrated Bamboozle as a media in SKI learning technology-based learning innovations based on the 4D model.
In fact, this that are structured and adaptable in a approach has the potential to make a variety of educational contexts (Farhan et al.
, 2.
In combination with students' interest and understanding of gamification, the 4D approach can materials that are full of Islamic and bridge the implementation challenges historical values (Lestari et al.
, 2.
that often arise in digital-based learning Therefore, this research to answer (Qureshi & Khatoon, 2.
However, this gap by exploring the application of there are not many studies that combine Bamboozle gamification using the 4D the use of 4D models and gamification in SKI learning specifically.
Hopefully, this approach can contribute A number of previous studies have SKI to the innovation of SKI learning in the explored the application of gamification in education, but there is still a gap in the Given the urgency of This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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contextual, interactive, and applicable gamification-based Baamboozle gamification with the 4D applicable alternative.
The results of this development model is expected to study can also be replicated in various provide a new learning experience that is other Islamic educational institutions as interesting, effective, and in accordance an effort to renew learning methods.
with the characteristics of the digital Thus.
Thus, this article is expected theoretical, but also practical.
This study also has the potential to contribute to the development of a The contributions in the world of digital Islamic education.
digital-based curriculum that is relevant to Islamic values.
The implementation of SKI learning that is oriented towards experiential learning can foster interest, critical attitudes, and appreciation for history of Islamic culture.
By using Baamboozle, students interact directly in educational, as shown in Aina's study .
, enthusiastic in learning writing skills If this approach proves effective in transformed into other learning, such as Akidah Akhlak.
Al-QurAoan Hadis and Fiqh.
Thus, the impact could be broader than just method innovation.
In short, this study departs from the need for SKI Methods The research method used in this study is a qualitative method with a This problems that occur in learning History of Islamic Culture (SKI), especially related to the effectiveness of learning methods and the level of student learning Observations were made in through gamification (Aina, 2.
SKI,
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
the fifth grade environment of MIS Ma'arif Darul Hikmah Gresik Regency in SKI subjects to obtain an overview of the methods that have been applied and the challenges faced by teachers and Based observations, researchers then analyzed INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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various obstacles or obstacles in SKI culture related to events, time, and The identification of these events related to Islamic civilization problems is done to find out the aspects (Fadillah & Achadi, 2.
As part of that need to be improved, so that the the Islamic Religious Education (PAI) in learning process becomes more effective Madrasah.
SKI has a broad scope, and interesting for students.
After the covering the life journey of Muslims problems were found, the research from time to time in various aspects, continued with a literature study to find relevant solutions.
morals, to the development of a system This of life and the spread of Islamic literature analysis on gamification in teachings based on faith (Syurgawi & education, the 4D learning development Yusuf, 2.
(Define.
Design.
Develop.
This subject not only presents Disseminat.
, and the utilization of the historical facts, but also seeks to provide Baamboozle platform as an interactive learning media.
The results of this development or progress of Islamic literature study then become the basis for culture in its historical perspective (Lubis et al.
, 2.
In fact.
SKI improve the quality of SKI learning.
All discusses the history of Islamic culture these stages aim to gain an in-depth since the time before the arrival of Islam, understanding of the condition of SKI the process of entering Islam, to the learning and find theory-based solutions development of Islam during the time of that can be applied in developing more the Prophet Muhammad SAW and the interesting and effective learning.
present (Zainurrohmah, 2.
in-depth The learning objectives of SKI in Results and Discussion Learning History of Islamic Culture (SKI): Concepts.
Objectives and Challenges History of Islamic Culture (SKI) is a subject that specifically discusses the history of the development of Islam and This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Madrasahs One objectives is to develop students who have in-depth knowledge of Islamic history and culture (Fadillah & Achadi.
More than just knowledge.
SKI
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learning aims to equip students with the emulate outstanding figures, and relate ability to take ibrah .
, values, them to various social, cultural, political, historical event (Isnaini, 2.
This is artistic, and other phenomena to develop expected to instill a strong appreciation Islamic culture and civilization.
This and willingness in students to have noble subject also contributes to motivating character based on stories in Islamic students to recognize, understand, and In addition.
SKI also aims to appreciate the history of Islamic culture (Darmalinda & Fadriati, 2.
as well as importance of learning the foundation of shaping student character through the Islamic teachings, values, and norms that internalization of Islamic moral and ethical values (Djuanda, 2.
Prophet Muhammad in order to develop Islamic culture and civilization (Fadillah & learning SKI is to introduce important Achadi, 2.
This learning is also designed to Islamic development, introduce changes in the life and civilization of the people importance of time and place as a brought by Islam, and instill Islamic values in the life of society, nation and (Zainurrohmah, state (Lubis et al.
, 2.
Furthermore.
SKI aims to train understanding historical facts correctly based on a scientific approach and foster Transforming Learning and the Role of Gamification Transformative appreciation and respect for historical concept oriented towards fundamental heritage as evidence of the civilization of changes in the way individuals learn.
Muslims in the past (Zainurrohmah, (Rosmilawati.
More broadly.
SKI learning is Transformative learning is not only expected to develop students' abilities to about increasing knowledge, but also This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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evaluating, and revising the assumptions are more dynamic, interactive, and and perceptions of learners towards what relevant to learners (Perdana, 2.
they experience and learn.
The essence Gamification of learning transformation is a change in recognized as an effective strategy in the way learners think or mindset, which transforming learning.
By applying game often occurs through a social process elements into an educational context, where individuals understand that social gamification aims to increase student and cultural relationships influence their engagement and motivation to learn beliefs and feelings (Rosmilawati, 2.
(Nooviar et al.
, 2.
This method Transformative adopts elements such as challenges, process of changing one's old meaning points and rewards to make the learning towards a new meaning based on the process more interesting and interactive.
results of revising the interpretation of Gamification not only increases students' the meaning of experience as a reference learning motivation, but also creates a for future actions (Abror, 2.
This more dynamic and interactive learning theory emphasizes the importance of environment, so that students become critical reflection on experience to direct more active and motivated in the subsequent actions (Moedzakir, 2.
learning process (Srimuliyani, 2.
In the context of education in Indonesia.
This approach provides additional Merdeka Belajar's goal is in line with the impetus for students to achieve learning objectives and overcomes the potential namely so that each student develops for boredom that often occurs.
Learning essential characters and competencies to materials presented in an engaging and (Badan competitive format through gamification Standar Kurikulum Asesmen can create a more enjoyable learning Kementerian Pendidikan experience (Praptomo et al.
, 2.
Kebudayaan Riset dan Teknologi, 2.
addition, gamification also contributes to Technological developments are also the the development of important skills such as communication, collaboration and transformation, enabling methods that problem solving (Wangi et al.
, 2.
Pendidikan Thus, gamification has great potential to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
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collaborative skills through teamwork and interaction in games (Hakeu et al.
engaging, interactive, and relevant for Furthermore, gamification can improve retention and understanding of making the learning process The application of gamification in repetition, builds critical thinking and learning, offers a range of significant problem-solving skills, and encourages One of the main benefits is that between students (Eka, 2.
material as it involves interaction and interactive (Hakeu et al.
, 2.
The Overall, gamification has great added elements of play and competition potential to improve students' learning in gamification can create a greater desire in students to learn (Fathoni et al.
In addition, gamification gives opportunities to compete, explore and learners the opportunity to see real-world achieve, and increase self-efficacy and applications of the material they are knowledge retention (Rosina Zahara et learning through practical scenarios in The Gamification directly in the gamification environment learning is a necessity and encourage also helps students to immediately know them to be more active in creating what they are doing right and what needs learning content, foster a healthy spirit of to be improved (Eka, 2.
With competition, get them used to working engaging game elements, gamification together, and train their courage to take motivation to learn and engage more (Septiana Fadhilah, 2.
actively in the learning process (Hakeu et al.
, 2.
Gamification according to students' individual needs, as well as improve students' social and This is an open acces article under the CC-BY-SA lisence .
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The 4D Learning Development Model as a Transformation Framework The 4D learning development model, which consists of four main stages of Define.
Design.
Develop and INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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Disseminate, is a systematic framework various contexts and to develop various for developing effective learning tools learning materials, including in the field and strategies (Hariyanto et al.
, 2.
of Islamic studies for SKI, this model is The 4D model has been developed since the early 1970s and is often considered simpler and more practical than other Baamboozle SKI The learning development models (Maulida integration of the 4D model with the et al.
, 2.
application of Baamboozle gamification The 4D model has been widely used in various educational contexts to in SKI learning can be done through the following stages:
The first stage.
Define, aims to (AdminLP2M, 2.
Examples of its implementation include the development of digital books for Basic Electronics analysis, student characteristics, learning tasks, material concepts, and formulating development of learning videos for clear learning objectives (Salsabila et al.
classroom management skills (Salsabila At this stage, an in-depth analysis et al.
, 2.
, the development of online- of SKI learning needs was conducted, (Dewy et programming courses (Harjanto et al.
traditional learning and the learning 2.
, development of time line-based objectives to be achieved.
Islamic The characteristics of Madrasah materials (Asnidar, 2.
, development of android application learning media for understand their learning preferences Isra' Mi'raj material in SKI learning and comprehension levels.
Relevant SKI (Rizal materials were analyzed to be integrated development of snakes and ladders into the Baamboozle game format.
The concept of gamification and the features Fanani SKI (Endriyanis, 2.
Based of Baamboozle were also carefully implementation of the 4D model in This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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Based on this analysis.
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transformative learning objectives for appraisal of the design and learning SKI were formulated to be achieved materials, followed by revisions based through the gamification integration of Baamboozle.
developmental testing on the target The second stage.
Design, is the student group to obtain feedback and make further improvements (Salsabila et , 2.
At this stage, the SKI learning preparation of criterion tests to measure materials that have been designed are the achievement of learning objectives, converted into an interactive game selection of appropriate learning media, format on the Baamboozle platform.
selection of material presentation format.
This process involves creating and initial design of learning activities are carried out (Salsabila et al.
, 2.
answer, giving points, and setting other This gamification elements.
After the game material was created, it was validated by activities that integrate gamification SKI material experts and learning design elements such as points, challenges, experts to ensure the accuracy of the rewards and leaderboards.
Quizzes and material and the effectiveness of the games relevant to the SKI material were game design.
A limited trial was also developed by considering the level of conducted with a group of students to get difficulty and learning objectives.
The feedback on the game experience and material presentation format .
ndividual understanding of the material.
Based on or grou.
is also determined based on Baamboozle-based SKI Baamboozle game.
instrument is designed to measure the The Baamboozle gamification-based learning.
In addition, an evaluation Disseminate, involves validation testing of learning products, packaging of products in an The third stage.
Develop, is the appropriate format, and dissemination stage to produce the designed learning and adoption of products by users This stage involves expert (Hariyanto et al.
, 2.
The last stage is This is an open acces article under the CC-BY-SA lisence .
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Baamboozle gamification-based SKI learning in the The teacher provides an explanation to students about how to play and the learning objectives to be During teachers monitor student participation and provide guidance if needed.
After implementation, the effectiveness of learning is evaluated through various methods, such as observation, student questionnaires, and analysis of learning The results of this evaluation are then disseminated to the teaching solutions to overcome challenges in SKI Table 1: Stages of the 4D Model and its Application in Baamboozle Integration for SKI Learning Key Application in Model Activities Baamboozle Stage in the 4D Integration for Model SKI Learning Define Needs Analyzing SKI of Madrasah formulatio and n of Baamboozle objectives formulating This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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objectives for SKI Design Criterion Designing SKI developme activities based nt, media on Baamboozle preliminar developing y design relevant quizzes and games.
Develop Expert Creating SKI assessmen materials in t, revision.
Baamboozle game format, student testing, revision based on feedback Dissemi Validation Implementation of Baamboozle packaging, gamificationdiffusion, based SKI learning in the evaluation of of results and good practices INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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The Implication of Baamboozle Gamification Strategy in Increasing Student Motivation in SKI Learning Baamboozle is a game-based online learning platform that offers a variety of interactive and engaging As a web-based application.
Baamboozle is easily accessible through various devices such as laptops or mobile phones (Amalinda, 2.
The platform is community-based, which means teachers can utilize thousands of games and quizzes that have been created and shared by other users Baamboozle is the ease for teachers to create their own games according to the subject matter they want to convey.
The initial display of Baamboozle is very intuitive, with features such as quiz question display, game start display, quiz question zoom in display, and quiz Baamboozle's interactive quiz feature makes subject groups (Azizah et al.
, 2.
Each game on Baamboozle comes with different questions and features, including point addition and subtraction, which adds to the excitement and spirit of competition (Saffitri et al.
, 2.
The different types of games are engaging and allow students to work well together.
addition, the use of Baamboozle can also increase students' learning motivation (Khoiro involvement in the teaching and learning process (Pabela et al.
, 2.
, so that it can improve student learning outcomes (Wardani, 2.
One think critically and work together in interesting and motivates students to actively participate (Putri et al.
, 2.
The platform allows teachers to present material in a more dynamic and fun format, encouraging students to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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(Putri et al.
, 2.
One of the most prominent effects of the use of gamification is the emergence of student motivation, which is an internal or external drive that affects a person in carrying out learning activities with the aim of achieving the desired results (Soraya, 2.
Dornyei and Otto stated that motivation has an changing passion in a person because it processes, where initial desires and INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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operationalized and acted upon (Soraya, interactions in the learning environment.
According to (Santrock, 2.
If these three needs are met, then learning motivation can be divided into students will be more intrinsically two types, namely intrinsic and extrinsic motivated to learn.
Intrinsic motivation comes within the such as Relevance.
Confidence, and Satisfactio.
curiosity, satisfaction in understanding theory developed by Keller .
also the material, or pleasure in learning.
Meanwhile, extrinsic motivation comes student motivation in learning (Katili & from external factors, such as gifts.
Wali, 2.
This model consists of four grades, praise, or punishment given by main components, namely Attention teachers or the surrounding environment.
Thus, learning.
Relevance which connects the gamification tend to be more diligent, material with students' experiences or focused, and active in participating in learning compared to students who have students' confidence in their abilities, low motivation.
and Satisfaction which provides a sense Several In addition, the ARCS (Attention.
Confidence of satisfaction after completing learning developed to explain the concept of tasks (Katili & Wali, 2.
If these four learning motivation.
One influential aspects are considered in the learning theory is the Self-Determination Theory process, students will be more motivated proposed by Deci and Ryan .
This to learn actively.
theory emphasizes that humans have In this case, gamification is one of three main psychological needs in the strategies that can be applied to learning, namely autonomy, competence increase student motivation (Deterding et al.
, 2.
Furthermore, gamification Autonomy refers to students' feelings can also fulfill basic psychological needs that they have control over their learning process, competence refers to the belief Determination theory.
For example, in that they are able to complete tasks well, (Legault.
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Baamboozle, students are given the While the game elements and rewards such as points and certificates in questions or strategies, which supports Baamboozle can also serve as extrinsic Baamboozle provides a variety of learning media that is more interesting for students, thus motivation to participate.
In addition.
Dornyei underlines the overcoming boredom that may arise from using monotonous media.
motivational conditions in the classroom The platform can also facilitate (Soraya Through students' psychological development by gamification.
Baamboozle helps create a providing challenges that match their supportive learning atmosphere, where level of understanding.
Moreover, the incrementally structured challenges help The positive interactions built students feel the improvement of their in a game format can strengthen the competence, while the group game feature allows them to work together and Dornyei's motivation theory addition, the challenges and puzzles in also mentions that setting specific and the game can improve problem-solving relevant goals is essential to maintaining abilities as well as develop students' creative thinking skills.
Dornyei's Baamboozle, challenges that can be tailored to emphasizes that student motivation is students' SKI learning needs, so students influenced by internal .
and have clear goals and can feel a sense of .
accomplishment that contributes to their The (Soraya, motivation to learn more.
Baamboozle, which is a gamification Furthermore.
Dornyei also notes platform, creates a fun and interactive that motivation can fluctuate (Soraya, learning environment.
This stimulates 2.
, making it important to use a students' intrinsic motivation to learn variety of motivational strategies that SKI material in a more interesting way.
can be adapted to different situations and This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/23932
Vol.
No.
1 (June 2.
The application of gamification subjects such as History of Islamic through Baamboozle allows for quick Culture (SKI), can be an effective and responsive adjustment of teaching strategy to increase students' motivation.
strategies based on student feedback, making the learning experience more Therefore.
Baamboozle in SKI learning is not only Dornyei's motivation, but it can also strengthen motivation, allowing students to be actively involved in the learning process through hands-on experience in the form of active games.
Thus, gamification not only makes learning more interesting, but can also increase students' overall theories and the concept of gamification, it can be concluded that gamification, especially through interactive platforms such as Baamboozle, has great potential to increase students' learning motivation.
By combining elements of challenge, gamification can create a more engaging learning environment and encourage students to be more active in learning.
Therefore.
Conslusion The application of gamification through the Baamboozle platform in learning History of Islamic Culture (SKI) integrating gamification elements such as challenges, rewards and social connected and active in the learning This learning method provides a fun atmosphere and makes students more enthusiastic in understanding the motivation and engagement.
Based gamification in learning, particularly in This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
material, compared to conventional learning methods that tend to be monotonous and boring.
In addition, the results indicate that the application of the 4D model, which includes the stages of Define.
Design.
Develop and Disseminate, provides a clear structure in designing These stages enable teachers to systematically identify students' needs and characteristics, and design innovative solutions in SKI learning.
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/23932
Vol.
No.
1 (June 2.
With the successful implementation of Baamboozle gamification, this research educational process to improve the quality of learning, so as to contribute to the development of better education in Indonesia.
Bibliography