Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

Although Game-Based Learning (GBL) has attracted increasing attention in educational research, limited evidence explains how interactive pedagogy can support holistic learning within Islamic Religious Education (IRE). Existing studies have primarily focused on motivation, academic achievement, or technology integration, with less attention to the pedagogical processes through which interactive learning fosters multidimensional student engagement and the contextual enactment of Islamic values. This study investigates the implementation of GBL integrated with the Roaming the Stairs strategy in IRE at an Indonesian Islamic senior high school. Adopting a qualitative case study design, data were collected through classroom observations, in-depth interviews, and document analysis. They were analyzed thematically using an integrated framework comprising Game-Based Learning Theory, Student Engagement Theory, and the Islamic educational philosophy of ta’dīb. The findings reveal that the integrated pedagogical design fostered interconnected behavioral, emotional, cognitive, and social engagement through collaborative, movement-based, and scaffolded learning activities. These learning experiences enabled students to contextualize and demonstrate Islamic values through authentic classroom interactions, indicating that interactive pedagogy functions as a mechanism linking active learning with ethical practice. Based on these findings, the study proposes the Interactive Pedagogical Framework for Islamic Religious Education (IPFIRE), which explains how interactive pedagogy, multidimensional student engagement, and value-based learning operate as complementary dimensions of learner-centered Islamic Religious Education.

Keywords

Educational Technology Game-Based Learning Islamic Pedagogy Islamic Relgious Education Student-Centered Learning

Article Details

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Wulandari, R., Syahidin, S., Fakhruddin, A., Fazar, F., Mukhlisin, M., Lasmini Ritonga, R., … Fitriani, R. (2026). Toward an Interactive Pedagogical Framework for Islamic Religious Education: Linking Interactive Pedagogy and Islamic Values Through Student Engagement. Jurnal Pendidikan Islam. Retrieved from https://journal.uinsgd.ac.id/index.php/jpi/article/view/45512
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ab Rahman, R., Ahmad, S., & Hashim, U. R. (2018). The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia. International Journal of Educational Technology in Higher Education, 15(1), 1-16. https://doi.org/10.1186/s41239-018-0123-0
  2. Acharya, A., & Gupta, M. (2020). Do skills and challenge affect perceived learning? Mediating role of engagement. Journal of Electronic Commerce in Organizations (JECO), 18(2), 64-79. https://doi.org/10.4018/JECO.2020040105
  3. Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the game-design and learning (GDL) after-school program. Computers & Education, 75, 72-81. https://doi.org/10.1016/j.compedu.2014.02.003
  4. Anshari, I., Mujiburrahman, M., Rijal, F., Alfadhil, M., & Tihalimah, T. (2025). Learning Innovation in Dayah: The Effectiveness of Experiential Learning Methods in Developing Students’ Skills. Jurnal Ilmiah Peuradeun, 13(3), 2363-2338. https://doi.org/10.26811/peuradeun.v13i3.2202
  5. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.. https://doi.org/10.46743/2160- 3715/2008.1573
  6. Braghirolli, L. F., Ribeiro, J. L. D., Weise, A. D., & Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior, 58, 315-324.https://doi.org/10.1016/j.chb.2015.12.063
  7. Campillo-Ferrer, J. M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822.https://doi.org/10.3390/SU12124822
  8. Chen, C. H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212. https://doi.org/10.1016/j.chb.2015.03.010
  9. Christopoulos, A., & Mystakidis, S. (2023). Gamification in education. Encyclopedia, 3(4), 1223-1243. https://doi.org/10.3390/encyclopedia3040089
  10. Deterding, S. (2019). Gamification in management: Between choice architecture and humanistic design. Journal of Management Inquiry, 28(2), 131-136. https://doi.org/10.1177/1056492618790912
  11. Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159. https://doi.org/10.1111/bjet.12977
  12. Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & education, 67, 156-167. https://doi.org/10.1016/j.compedu.2013.02.019
  13. Erickson, L. V., & Sammons-Lohse, D. (2021). Learning through video games: The impacts of competition and cooperation. E-Learning and Digital Media, 18(1), 1-17. https://doi.org/10.1177/2042753020949983
  14. Faria, D., Oliveira, J., Zezzo, L. V., et al. (2025). Games as a resource to promote climate change education. SN Social Sciences, 5, 191. https://doi.org/10.1007/s43545-025-01229-z
  15. Froland, T. H., Heldal, I., Ersvær, E., and Sjøholt, G. (2021). Merging 360-videos and game-based virtual environments for phlebotomy training: Teachers and students view. In 2021 International Conference on e-Health and Bioengineering (EHB) (pp. 1-6). IEEE.https://doi.org/10.1109/EHB52898.2021.9657611
  16. Gao, F., Rogers, K. C., & Li, L. (2024). Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game. E-Learning and Digital Media, 20427530241251407. https://doi.org/10.1177/20427530241251407
  17. García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8), 813.https://doi.org/10.3390/educsci13080813
  18. Grande-de-Prado, M., Baelo, R., García-Martín, S., and Abella-García, V. (2020). Mapping role-playing games in Ibero-America: An educational review. Sustainability, 12(16), 6298. https://doi.org/10.3390/SU12166298
  19. Gupta, P., & Goyal, P. (2022). Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education. International Journal of Educational Management, 36(3), 341-356. https://doi.org/10.1108/IJEM-04-2021-0126
  20. Gutiérrez, R., Navarro, A. M., Villegas-Ch, W., & Mera-Navarrete, A. (2025). The use of interactive narratives in educational games to assess vocational interests: An application of the RIASEC test integrated with OpenAI. IEEE Transactions on Learning Technologies, 18, 639–651. https://doi.org/10.1109/TLT.2025.3579226
  21. Hanafi, R., Timera, M. B., Bousso, S., & Bruneaud, J. F. (2026). Islamic religious education and state school policies in France and Senegal. British Journal of Religious Education, 48(1), 92–104. https://doi.org/10.1080/01416200.2025.2474518
  22. Hasmawati, H., & Muktamar, A. (2023). Asesmen dalam kurikulum merdeka perspektif pendidikan agama Islam. Indonesian Journal of Multidisipliner Research, 1(3), 197-211. https://doi.org/10.31004/ijim.v1i3.20
  23. Huang, W., Li, X., & Shang, J. (2023). Gamified project-based learning: A systematic review of the research landscape. Sustainability, 15(2), 940. https://doi.org/10.3390/su15020940
  24. Huizenga, J. C., Ten Dam, G. T., Voogt, J. M., and Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers & Education, 110, 105-115. https://doi.org/10.1016/j.compedu.2017.03.008
  25. Kamal, M. A. A., & Khaidzir, M. F. S. (2025). The impact of game-based learning on beginner english learners: Motivation, engagement, and anxiety. Multidisciplinary Reviews, 9(6), 2026275. https://doi.org/10.31893/multirev.2026275
  26. Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification science, its history and future: Definitions and a research agenda. Simulation & Gaming, 49(3), 315-337. https://doi.org/10.1177/1046878118774385
  27. Luo, Q., Zhang, S., & Gu, Z. (2026). Development and validation of a game-based assessment tool for abstraction skills in lower primary students. Thinking Skills and Creativity, 59, 101955. https://doi.org/10.1016/j.tsc.2025.101955
  28. Ma, T., Zheng, B., Wang, W., & Liu, H. (2026). Balancing fun and function: How gamification designs and family communication shape continuous usage in online learning platforms. Technological Forecasting and Social Change, 224, 124464. https://doi.org/10.1016/j.techfore.2025.124464
  29. Mahavong, A., & Fejes, J. B. (2026). How are Lao teachers’ goals for teaching associated with their instructional practices? Instructional Science, 54(6). https://doi.org/10.1007/s11251-025-09756-1
  30. Mardatillah, F., Gumilang, R. M., Wahyudi, M. A., Rawanita, M., & Muhammad, M. (2025). Epistemological Reconstruction of Islamic Education: Developing a Transformative Pedagogical Model to Foster Creativity. Jurnal Ilmiah Peuradeun, 13(2), 1071-1094. https://doi.org/10.26811/peuradeun.v13i2.2200
  31. Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
  32. Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94-110. https://doi.org/10.1177/0038022920970318
  33. Rahayu, G. D. S., and Firmansyah, D. (2018). Pengembangan pembelajaran inovatif berbasis pendampingan bagi guru sekolah dasar. Abdimas Siliwangi, 1(1), 17-25. https://doi.org/10.22460/as.v1i1p17-25.36
  34. Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International journal of qualitative methods, 18, 1609406919862424. https://doi.org/10.1177/1609406919862424
  35. Rekan, A. A., Tengku Kasim, T. S. A., Bin Jamil, A. I., Mohamad Salleh, M. N., Ishak, N. S. I., & Mohammad Jodi, K. H. (2025). Creative and Active Learning of the History of Islamic Education Using the Nearpod Application. Jurnal Ilmiah Peuradeun, 13(2), 903-930. https://doi.org/10.26811/peuradeun.v13i2.1381
  36. Shi, Y. R., & Shih, J. L. (2015). Game factors and game‐based learning design model. International Journal of Computer Games Technology, 2015(1), 549684. https://doi.org/10.1155/2015/549684
  37. Sibuea, N., Marito, W., Deni, A., & Karim, A. (2022). The Effect of Teacher Competence and Work Motivation on Improving The Quality of Graduates. Nazhruna: Jurnal Pendidikan Islam, 5(3), 988-993. https://doi.org/10.31538/nzh.v5i3.2087
  38. Silva, R., Rodrigues, R., & Leal, C. (2021). Games based learning in accounting education–which dimensions are the most relevant?. Accounting Education, 30(2), 159-187.https://doi.org/10.1080/09639284.2021.1891107
  39. Thu, H. N. T., Anh, N. N., Huyen, N. T., and Chau, L. T. Q. (2024). Aoolication of information technology in designing games for elementary school teaching. European Journal of Education Studies, 11(6). https://doi.org/10.46827/ejes.v11i6.5373
  40. Trevisan, A. H., Dukovska-Popovska, I., Acerbi, F., Terzi, S., & Sassanelli, C. (2026). Teaching methods for building human capital for the twin transition: A skill-based approach. Technology in Society, 85, 103172. https://doi.org/10.1016/j.techsoc.2025.103172
  41. van den Broek, G. S. E., Scholten, S., van Thuil, B., van Rijn, H., van Gog, T., & van der Velde, M. (2026). Gamified feedback in adaptive retrieval practice: Points and progress bars enhance motivation but not learning. Computers in Human Behavior, 177, 108862. https://doi.org/10.1016/j.chb.2025.108862
  42. Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14, 1-33. https://doi.org/10.1186/s41239-017-0062-1
  43. Yu, Q., Yu, K., & Li, B. (2024). Can gamification enhance online learning? Evidence from a meta-analysis. Education and Information Technologies, 29(4), 4055-4083. https://doi.org/10.1007/s10639-023-11977-1
  44. Zeng, J., Sun, D., Looi, C. K., and Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. https://doi.org/10.1111/bjet.13471
  45. Zhang, Q., & Yu, Z. (2022). Meta‐Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game‐Based Learning. Education Research International, 2022(1), 1519880. https://doi.org/10.1155/2022/1519880

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 > >> 

You may also start an advanced similarity search for this article.