Guardado en:
| Autores principales: | , , , , , |
|---|---|
| Formato: | Preprint |
| Publicado: |
2025
|
| Materias: | |
| Acceso en línea: | https://arxiv.org/abs/2602.03851 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1866911420531081216 |
|---|---|
| author | Uriawan, Wisnu Firmansyah, Denis Mulyana, Devi Pratama, Dika Haekal Firza Lerian, Adly Juliarta Wiguna, Fajar Satria |
| author_facet | Uriawan, Wisnu Firmansyah, Denis Mulyana, Devi Pratama, Dika Haekal Firza Lerian, Adly Juliarta Wiguna, Fajar Satria |
| contents | The mastery of Hijaiyah letters is a crucial foundation for reading and comprehending the Quran, yet conventional pedagogical approaches based on repetitive memorization frequently struggle to maintain the engagement of young learners in contemporary educational contexts. This research presents the design and implementation of an innovative gamification-based methodology for Hijaiyah literacy acquisition, systematically developed through the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) to optimize student motivation, participation, and educational outcomes. The resulting technological solution, engineered using Unity 2D and Firebase, strategically incorporates game design elements such as points, badges, leaderboards, and progressive leveling, while integrating multifaceted learning components including visual animations, authentic tajwid-based audio pronunciation, and interactive letter tracing exercises to simultaneously develop cognitive recognition capabilities and fine motor skills. Empirical evaluation involving 50 elementary school participants revealed substantial quantitative improvements, with mean assessment scores increasing from 42.8 to 88.6 (107% improvement, p < 0.001), demonstrating an exceptionally large effect size (Cohen's d = 4.87), complemented by strong user engagement metrics (4.2 average daily sessions) and high satisfaction ratings (4.82 out of 5 mean motivation score). Beyond cognitive learning outcomes, the gamified approach effectively fostered intrinsic Islamic values such as perseverance, responsibility, and disciplined practice, thereby establishing an innovative educational paradigm that successfully integrates traditional Islamic pedagogical principles with modern digital learning technologies to create a transformative, engaging, and meaningful framework for Hijaiyah literacy development in contemporary Islamic education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2602_03851 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Gamification-Based Learning Method for Hijaiyah Letters Uriawan, Wisnu Firmansyah, Denis Mulyana, Devi Pratama, Dika Haekal Firza Lerian, Adly Juliarta Wiguna, Fajar Satria Human-Computer Interaction The mastery of Hijaiyah letters is a crucial foundation for reading and comprehending the Quran, yet conventional pedagogical approaches based on repetitive memorization frequently struggle to maintain the engagement of young learners in contemporary educational contexts. This research presents the design and implementation of an innovative gamification-based methodology for Hijaiyah literacy acquisition, systematically developed through the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) to optimize student motivation, participation, and educational outcomes. The resulting technological solution, engineered using Unity 2D and Firebase, strategically incorporates game design elements such as points, badges, leaderboards, and progressive leveling, while integrating multifaceted learning components including visual animations, authentic tajwid-based audio pronunciation, and interactive letter tracing exercises to simultaneously develop cognitive recognition capabilities and fine motor skills. Empirical evaluation involving 50 elementary school participants revealed substantial quantitative improvements, with mean assessment scores increasing from 42.8 to 88.6 (107% improvement, p < 0.001), demonstrating an exceptionally large effect size (Cohen's d = 4.87), complemented by strong user engagement metrics (4.2 average daily sessions) and high satisfaction ratings (4.82 out of 5 mean motivation score). Beyond cognitive learning outcomes, the gamified approach effectively fostered intrinsic Islamic values such as perseverance, responsibility, and disciplined practice, thereby establishing an innovative educational paradigm that successfully integrates traditional Islamic pedagogical principles with modern digital learning technologies to create a transformative, engaging, and meaningful framework for Hijaiyah literacy development in contemporary Islamic education. |
| title | Gamification-Based Learning Method for Hijaiyah Letters |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2602.03851 |