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| Illustration by Ai |
The rapid growth of digital
technology has transformed education, particularly the way teachers deliver
lessons and engage students. Modern education increasingly emphasizes
interactive, student-centered learning experiences that encourage
participation, creativity, and collaboration. Despite these developments, many
elementary classrooms still rely heavily on lectures and textbooks, often
resulting in monotonous learning environments that fail to capture students’
interest.
This challenge was also observed
at UPTD SDN 4 Maroangin. According to classroom observations and interviews
conducted by the research team, Islamic Religious Education and Character
Education classes were largely dependent on traditional teaching approaches,
with limited use of digital learning tools. As a result, students were often
reluctant to ask questions, participate in discussions, or engage actively
during lessons.
The researchers emphasized that
learning motivation is one of the most important factors influencing student
success. Highly motivated students tend to be more active, persistent, and
enthusiastic throughout the learning process. In contrast, low motivation often
leads to reduced participation and weaker academic performance. In Islamic
Religious Education and Character Education, motivation also plays a critical
role in strengthening students’ moral values, character development, and
spiritual understanding.
To address this issue, the
research team introduced Blooket, a game-based learning platform that
allows teachers to deliver quizzes and learning activities through various
interactive game modes. The platform includes gamification features such as
leaderboards, point systems, rewards, virtual characters known as “Blooks,” and
instant feedback mechanisms. These features are designed to make learning more
engaging and enjoyable while encouraging active participation from students.
The study was conducted between
April and May 2026 and involved 38 fourth-grade students. The
participants were divided into two groups. Nineteen students were assigned to
the experimental group, which used Blooket during instruction, while the
remaining nineteen students formed the control group and learned through group
worksheets and conventional assessments. Importantly, both groups were taught
using the Student Teams Achievement Division (STAD) cooperative learning
model, ensuring that differences in outcomes could be attributed primarily to
the learning media rather than instructional methods.
Student motivation was measured
through questionnaires administered before and after the learning intervention.
The results revealed that motivation increased in both groups, but the
improvement was substantially greater among students who used Blooket.
Key findings from the study
include:
- The experimental group’s average motivation score
increased from 40.84 to 87.58.
- The control group’s average motivation score
increased from 41.16 to 79.11.
- Students using Blooket recorded a 46.74-point
increase in motivation.
- Students in the control group showed a 37.95-point
increase.
Further statistical analysis
confirmed the significance of these results. The study produced a significance
value of 0.023, which is below the accepted threshold of 0.05. This
indicates that the use of Blooket had a statistically significant positive
effect on students’ learning motivation. Students who learned through Blooket
demonstrated higher motivation levels than those who participated in
conventional learning activities.
According to Hildayanti and her
colleagues from Makassar State University, the improvement can largely be
explained by the gamification elements embedded in the platform. Features such
as points, rewards, rankings, and instant feedback create a learning environment
that is both challenging and rewarding. Students become more engaged because
their progress is visible and recognized throughout the learning process.
The researchers also noted that
well-designed digital learning media can provide a more stimulating educational
experience than conventional methods. When students enjoy the learning process
and feel actively involved, they are more likely to remain focused, build
confidence, and develop a stronger desire to achieve academic success.
The findings carry important
implications for elementary education in Indonesia. Teachers, particularly
those teaching Islamic Religious Education and Character Education, may
consider incorporating Blooket into their instructional practices as a way to enhance
student motivation and classroom participation. The platform aligns well with
the learning preferences of today’s digitally connected students, who are
accustomed to interactive technology and game-based experiences.
The study also highlights the
importance of institutional support. Schools can strengthen digital learning
initiatives by providing adequate technological infrastructure and professional
development opportunities that help teachers effectively integrate innovative
educational technologies into classroom instruction.
Overall, the researchers
concluded that Blooket is more than just a digital quiz tool. It is an
effective learning medium capable of significantly increasing student
motivation at the elementary school level. Future studies may explore its
impact on other subjects, educational levels, and learning outcomes to further
understand its potential in supporting innovative teaching practices.
Author Profiles
Lukman is a researcher
from Makassar State University whose work focuses on elementary
education, educational technology, and Islamic Religious Education.
Ainun Najib Alfatih is an
academic at Makassar State University specializing in innovative
teaching methods, elementary education, and technology-enhanced learning media.
Hildayanti is a lecturer
and researcher at Makassar State University with expertise in digital
learning, elementary education, and student motivation. She served as the
corresponding author of the study.
Research Source
Article Title: The
Effect of the Blooket Platform on Fourth-Grade Students' Learning Motivation in
Islamic Religious Education and Character Education at UPTD SDN 4 Maroangin
Authors: Lukman, Ainun Najib Alfatih, Hildayanti
Affiliation: Makassar State University (Universitas Negeri Makassar)
Journal: International Journal of Applied and Advanced
Multidisciplinary Research (IJAAMR), Volume 4, Issue 7, 2026, Pages 635–646
DOI: https://doi.org/10.59890/ijaamr.v4i7.270
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