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Abstract
This study aims to describe students’ learning experiences through the use of a science puzzle game in the Quran Hadith subject for Grade VII students at MTsN 1 Majene. This research employed a qualitative descriptive approach involving students who participated actively in learning using the game-based media. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The results show that the integration of a science puzzle game enhances student engagement, supports contextual understanding of Quranic verses related to scientific phenomena, and encourages collaborative learning. Students reported increased motivation, enjoyment, and a stronger grasp of the connection between religious texts and natural phenomena. The game also fostered critical thinking as students analyzed, matched, and connected puzzle elements with relevant Quranic messages. This study implies that interactive game-based media can serve as an effective alternative in Islamic education, providing a more meaningful learning experience that aligns with modern educational demands.
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References
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- Sugiarto, Fitrah. “Integration of Qur’an and Hadith Values as Pedagogical Innovation to Improve the Quality of Islamic Education.” Qalamuna 17, no. 1 (2025): 171–184. https://doi.org/10.37680/qalamuna.v17i1.6817.
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References
Almulla, Mohammed Abdullatif. “Constructivism Learning Theory: A Paradigm for Students’ Critical Thinking, Creativity, and Problem Solving to Affect Academic Performance in Higher Education.” Cogent Education 10 (2023): 2172929. https://doi.org/10.1080/2331186X.2023.2172929.
Dahal, Niroj. “Qualitative Data Analysis: Reflections, Procedures, and Some Points for Consideration.” Frontiers in Research Metrics and Analytics (2025).
https://doi.org/10.3389/frma.2025.1669578.
Humairo, A., Ubaidillah, U., Z. Anshari, and D. Nofiyanata. “Implementation of
Interactive Multimedia: A Solution to Improve Learners’ Understanding in
Islamic Education Learning.” International Journal of Multidisciplinary of Higher Education (IJMURHICA) 8, no. 3 (2025): 549–560.
PLOS ONE. “The Impact of Digital Educational Games on Student’s Motivation for Learning.” PLOS ONE 18, no. 11 (2023): e0294350. https://doi.org/10.1371/journal.pone.0294350.
Ramírez Ruiz, Judy Julieth, Ana Dolores Vargas Sanchez, and Oscar Rafael Boude Figueredo. “Impact of Gamification on School Engagement: A Systematic Review.” Frontiers in Education (2024): Article 1466926. https://doi.org/10.3389/feduc.2024.1466926.
Ratinho, Elias, and Cátia Martins. “The Role of Gamified Learning Strategies in Student’s Motivation in High School and Higher Education: A Systematic Review.” Heliyon 9, no. 8 (2023): e19033. https://doi.org/10.1016/j.heliyon.2023.e19033.
Ratnaningsih, Dwi, and Eges Triwahyuni. “Improving High School Students’ Critical Thinking and Learning Outcomes through the Contextual Teaching and Learning (CTL) Model.” JP2 8, no. 2 (2025). https://doi.org/10.23887/jp2.v8i2.99439.
Sugiarto, Fitrah. “Integration of Qur’an and Hadith Values as Pedagogical Innovation to Improve the Quality of Islamic Education.” Qalamuna 17, no. 1 (2025): 171–184. https://doi.org/10.37680/qalamuna.v17i1.6817.
Wang, Yurou, et al. “A Systematic Review and Meta-Analysis of SelfDetermination-Theory-Based Interventions in the Education Context.” Learning and Motivation 87 (2024). https://doi.org/10.1016/j.lmot.2024.101.
Wijnia, Lisette, et al. “The Effects of Problem-Based, Project-Based, and CaseBased Learning on Students’ Motivation: A Meta-Analysis.” Educational Psychology Review (2024). https://doi.org/10.1007/s10648-024-09864-3.