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Ikhwan, Subaiki, Sugiarti, Sri, Hidayati, Dewi, Slamet, Joko, Hidayat, Yusuf. (1404). A Gamification-Based Reading Comprehension Course in Learning Management System: Enhancing Learning Outcomes, Critical Thinking, and Self-Directed Learning Skills for Islamic Undergraduate Students. , (), -. doi: 10.22108/are.2025.146587.2609
Subaiki Ikhwan; Sri Sugiarti; Dewi Hidayati; Joko Slamet; Yusuf Hidayat. "A Gamification-Based Reading Comprehension Course in Learning Management System: Enhancing Learning Outcomes, Critical Thinking, and Self-Directed Learning Skills for Islamic Undergraduate Students". , , , 1404, -. doi: 10.22108/are.2025.146587.2609
Ikhwan, Subaiki, Sugiarti, Sri, Hidayati, Dewi, Slamet, Joko, Hidayat, Yusuf. (1404). 'A Gamification-Based Reading Comprehension Course in Learning Management System: Enhancing Learning Outcomes, Critical Thinking, and Self-Directed Learning Skills for Islamic Undergraduate Students', , (), pp. -. doi: 10.22108/are.2025.146587.2609
Ikhwan, Subaiki, Sugiarti, Sri, Hidayati, Dewi, Slamet, Joko, Hidayat, Yusuf. A Gamification-Based Reading Comprehension Course in Learning Management System: Enhancing Learning Outcomes, Critical Thinking, and Self-Directed Learning Skills for Islamic Undergraduate Students. , 1404; (): -. doi: 10.22108/are.2025.146587.2609

A Gamification-Based Reading Comprehension Course in Learning Management System: Enhancing Learning Outcomes, Critical Thinking, and Self-Directed Learning Skills for Islamic Undergraduate Students

Applied Research on English Language
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 آبان 1404
نوع مقاله: Research Article
شناسه دیجیتال (DOI): 10.22108/are.2025.146587.2609
نویسندگان
Subaiki Ikhwan1؛ Sri Sugiarti2؛ Dewi Hidayati3؛ Joko Slamet* 4؛ Yusuf Hidayat2
1Sekolah Tinggi Agama Islam Nurul Iman Bogor
2Sekolah Tinggi Agama Islam Putra Galuh Ciamis
3Sekolah Tinggi Agama Islam Diponegoro Tulungagung
4Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia
چکیده
While gamification has been extensively examined as an innovative teaching strategy, its potential to strengthen reading comprehension, critical thinking, and self-directed learning (SDL) in Islamic higher education has not been fully explored. Much of the existing research focuses primarily on its motivational impact, with less attention given to how gamified learning management system (LMS) environments can simultaneously support cognitive and metacognitive development. To address this gap, the present study evaluated the effectiveness of an LMS-based gamified reading comprehension course on undergraduate students’ learning outcomes at STAI Diponegoro Tulungagung, Indonesia. A quasi-experimental design was applied, involving 70 students who were randomly assigned to an experimental group (n = 35) and a control group (n = 35). Data were collected through pretest and posttest on reading comprehension and critical thinking, a structured SDL questionnaire based on Garrison’s framework (self-management, self-motivation, and self-monitoring), and follow-up interviews with six purposively selected students from the experimental group. Results indicated that students exposed to the gamified LMS course showed significantly higher gains in comprehension, critical thinking, and SDL than those in the control group. Qualitative findings further suggested that gamification fostered continuous engagement and sustained motivation, though certain challenges, including technological constraints and external distractions. Overall, the study underscores the promise of integrating gamification into LMS-based reading courses to support cognitive, affective, and metacognitive advancement in Islamic higher education.
کلیدواژه‌ها
critical thinking؛ gamification؛ LMS؛ reading comprehension؛ SDL
آمار
تعداد مشاهده مقاله: 101


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