Main Article Content
This study aims to identify the construction of gamification modules with student involvement. This study involved KAFA teachers in the state of Perak. The Islamic Development Department of Malaysia (2015) showed that the approach of teachers who tend to use traditional teaching methods has caused students to feel bored and less active in KAFA classes. The factor of teaching class time that takes place in the evening also reduces the interest of students to pay attention to PdPc in the KAFA class. A statistical report in the United Kingdom (2014) Global Gaming Stat states that 74% of K-8 educators use digital games to promote the learning process and 33% use games to increase student motivation and skill levels while 29% are reported to conduct formative assessment of skills and knowledge student base. In addition, 56% of parents stated that the use of games to educate students has a positive impact on their children. All of these data collection instruments were constructed by the researcher with modifications of instruments from previous studies and the content was verified by an expert reference panel. The level of Cronbach’s alpha reliability value obtained is high which is between (0.82173). A total of 100 teachers were randomly selected to answer the set questionnaire instrument. Overall, the results of the study found that the construction of the gamification module with student involvement is at a moderate level based on the findings and analysis of the questionnaire obtained. Significantly, this study provides guidance to KAFA teachers to implement gamification-based pedagogy especially for KAFA subjects in line with the transformation of mainstream education based on the shared prosperity vision 2030, JAKIM Strategic Plan 2019-2025 core 3 which is Building Superior Personality Through Empowering the Islamic Education System Towards Prosperity Ummah and PPPM 2013-2025.