Game-Based Learning to Enhance Student Achievement in Islamic Cultural History at Indonesian Madrasah

Abstract

Islamic Cultural History (SKI) often experiences significant student disengagement within Indonesian madrasah contexts due to its dense, chronological content and the prevalence of teacher-centred pedagogical approaches. This quantitative correlational study investigates the impact of a Games-Based Learning (GBL) model—specifically an educational snake-and-ladder board game—on student learning outcomes in SKI at MA Al-Huda Pameungpeuk, Bandung Regency. Utilizing a purposive sample of 41 Grade 10 students, data were collected through a 15-item GBL implementation questionnaire (Variable X) and a 15-item essay-based achievement test (Variable Y). Descriptive analysis revealed that GBL implementation was rated as "Good" (M = 4.00), while student learning outcomes achieved a "Very Good" qualification (M = 4.28). Pearson Product-Moment correlation analysis demonstrated a statistically significant moderate positive correlation (r = 0.54, p < 0.05), with GBL implementation explaining 29.16% of the variance in SKI learning outcomes. The rejection of the null hypothesis confirms that integrating interactive, culturally familiar game mechanics into historical instruction significantly enhances cognitive achievement and active participation. These findings highlight the critical necessity of transitioning toward student-centred, active learning pedagogies to foster deeper engagement and robust academic resilience in Islamic educational settings.