IMPLEMENTATION OF WORDWALL-BASED GAMIFICATION TO IMPROVE STUDENT PARTICIPATION IN LEARNING ISLAMIC CULTURAL HISTORY

Abstract

This study aims to improve the participation of eleventh-grade students at MAN 2 Kota Bogor in learning Islamic Cultural History through the implementation of Wordwall-based gamification. The background of this research is the low level of student participation in Islamic Cultural History lessons, which is caused by the use of monotonous and unengaging teaching methods. The method employed in this study was Classroom Action Research (CAR), implemented in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The data collection techniques included observation sheets of teacher and student activities, interviews with the Islamic Cultural History teacher, and student participation questionnaires at MAN 2 Bogor City. The findings of this study indicate that the implementation of Wordwall-based gamification effectively enhanced both teacher performance and student participation in Islamic Cultural History learning. Teacher activity increased from 61.90% in Cycle I to 95.23% in Cycle II. This improvement was accompanied by an increase in the average student learning activity score, which rose from 27 to 31. Furthermore, student participation demonstrated a significant improvement, increasing from a score of 56, categorized as "fair," in Cycle I to a score of 81, categorized as "very active," in Cycle II. This enhancement was further supported by improvements in both individual and group achievement scores in Cycle II, indicating that the use of Wordwall-based gamification not only fostered greater student engagement and participation in the learning process but also had a positive impact on students’ understanding of Islamic Cultural History materials.