IMPLEMENTASI GAMIFIKASI DALAM PEMBELAJARAN SOSIOLOGI DI PENDIDIKAN PESANTREN

Abstract

Indonesia has 28,000 Islamic boarding schools educating over 4 million students, yet educators face the challenge of modernizing learning while maintaining Islamic values. This qualitative study explores gamification as a culturally responsive innovation to enhance engagement and sociological understanding of Islamic boarding school students, using Bob Lingard's Productive Pedagogy framework encompassing four dimensions: intellectual quality, connectedness, supportive environment, and recognition of differences. Data were collected through eight-week classroom observations, in-depth interviews with students and teachers, and analysis of learning output documents. Gamification leveraged school computer laboratories with three main strategies: interactive digital quizzes using the Kahoot platform, scenario-based tasks analyzing real-life social phenomena, and group leaderboard systems. Findings demonstrate significant learning transformation: students transitioned from passive recipients to active knowledge constructors with increased intrinsic motivation, deeper understanding of abstract sociological concepts such as social stratification and social change, and strengthened collaborative problem-solving aligned with the four dimensions of Productive Pedagogy. Active student participation increased from 35 percent in early weeks to 78 percent in final weeks. The study demonstrates that low-cost laboratory-based gamification can be a transformative model for faith-based educational institutions with limited resources. This model aligns digital innovation with Islamic values such as fastabiqul Khairat, ukhuwah, and ta'awun while advancing educational quality and equity through culturally responsive pedagogy.