Model Konseptual Manajemen Kelas Pendidikan Agama Islam Berbasis Gamifikasi dalam Mendukung Keterlibatan Peserta Didik

Abstract

Low student engagement remains a challenge in Islamic Religious Education (PAI), particularly when teacher-centered approaches dominate instruction. This study analyzes gamification-based PAI classroom management and develops a conceptual model to support student engagement. A qualitative narrative literature review was employed by examining relevant national and international journal articles, scholarly books, and research reports. Data were analyzed using content and thematic analysis to identify relationships among classroom management functions, gamification elements, student engagement, and Islamic educational values. The findings indicate that points, badges, levels, missions, challenges, teamwork, progress boards, and immediate feedback can support behavioral, emotional, and cognitive engagement when aligned with instructional objectives and learner characteristics. This study proposes a three-phase model comprising planning, implementation and engagement monitoring, and evaluation-adaptation. Its novelty lies in positioning gamification not merely as an instructional medium or assessment technique, but as an integrated and adaptive framework for PAI classroom management. The model also emphasizes ethical considerations to prevent excessive competition, unequal participation, and reward-oriented religious behavior. Since the model remains conceptual, empirical studies are required to examine its feasibility and effectiveness across different educational settings.