Educational Communication Through Snake Ladder Gamification Media in Increasing Learning Motivation at Madrasah Ibtidaiyah

Muhamad Hanif Fuadi; Nina Nurlina; Frista Fitriany Ramadhanita

doi:10.62448/jppai.v1i1.472

Authors

Muhamad Hanif Fuadi Institut Nahdlatul Ulama Tasikmalaya, Indonesia
Nina Nurlina Universitas Islam Darussalam Ciamis, Indonesia
Frista Fitriany Ramadhanita Sekolah Tinggi Agama Islam Al-Jawami Bandung, Indonesia

DOI:

https://doi.org/10.62448/jppai.v1i1.472

Keywords:

Educational Communication, Gamification, Learning Motivation, Akidah Akhlak, Madrasah Ibtidaiyah

Abstract

This study addresses the persistent challenge of low learning motivation in Akidah Akhlak (Moral Beliefs) education at Madrasah Ibtidaiyah, where traditional teacher-centered approaches create passive learning environments. The research examines the effectiveness of educational communication through snake and ladder gamification media in enhancing student motivation at MIN 8 Ciamis. Using a quasi-experimental pretest-posttest control group design, 60 fourth-grade students were divided into experimental (n=30) and control (n=30) groups. Data were collected through ARCS Model-based motivation questionnaires, systematic classroom observations, semi-structured interviews, and achievement tests. Results demonstrate significant transformation from one-way to multi-directional communication patterns, encompassing vertical dialogic, horizontal collaborative, learning mediation, and intrapersonal reflective communication. The experimental group showed substantial motivation improvement (78.45%) with N-Gain score of 0.76 (high category), compared to 20.78% in the control group (p<0.05). ARCS dimensions revealed increases in Attention (85.2%), Satisfaction (78.9%), Relevance (74.6%), and Confidence (70.3%). This gamification approach effectively addresses communication barriers in religious education by transforming students from passive receivers to active constructors of knowledge, creating more dialogic, participatory, and engaging learning environments that strengthen internalization of religious values

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