Pemanfaatan Media Interaktif Berbasis Gamifikasi sebagai Instrumen Evaluasi Formatif pada Pembelajaran Fiqih Ibadah di MTs Darul Ikhlas

Abstract

Formative assessment plays an important role in Fiqh al-Ibadah learning because it not only functions to measure students’ understanding but also serves as a means of obtaining feedback for improving the learning process. However, conventional formative assessment practices often fail to encourage active student engagement and provide timely feedback. Therefore, this study aims to describe the implementation of gamification-based interactive media as a formative assessment instrument in Fiqh al-Ibadah learning, analyze its influence on students’ understanding, identify its ability to assist teachers in obtaining learning feedback, and examine its limitations. This study employed a mixed-method approach with an explanatory sequential design. The research was conducted in Grade VIII of MTs Darul Ikhlas, involving 12 students and one Fiqh teacher selected using a total sampling technique. Data were collected through observation, interviews, documentation, and tests in the form of pre-tests and post-tests. The research instruments included observation sheets, interview guidelines, documentation, and a 12-item achievement test. Quantitative data were analyzed using the Normalized Gain (N-Gain) formula, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that gamification-based interactive media were implemented through the use of Quizizz Paper Mode and educational games that integrated elements of challenge, interaction, and immediate feedback. The average score of students increased from 68.75 on the pretest to 84.03 on the posttest. The N-Gain analysis yielded a score of 0.49, which falls into the moderate category, while the Paired Sample t-Test produced a significance value of 0.000 (p < 0.05). These findings indicate that the use of gamification-based interactive media significantly improved students’ understanding of Fiqh Ibadah material. The identified limitations included classroom lighting conditions, the quality of scanning devices, the physical condition of the media used, classroom management challenges, and the relatively longer time required for implementation. Therefore, gamification-based interactive media have the potential to serve as an effective formative assessment instrument in supporting Fiqh al-Ibadah learning.