Implementasi Game-Based Learning Berbasis Memory Game Dalam Pembelajaran Akidah Akhlak Di Madrasah Tsanawiyah

Aqidah Akhlak learning on the obligatory attributes of Allah faces challenges due to the abstract nature of the material and the number of terms and classifications that students are required to understand. Such conditions may lead to learning that is predominantly oriented toward explanation and memorization, resulting in uneven student engagement. This study aims to analyze the implementation of Game-Based Learning (GBL) through a Memory Game in relation to students’ understanding of the material and engagement in Aqidah Akhlak learning. The study employed a descriptive qualitative approach involving seventh-grade students at MTs Plus Al Amin Banjarejo. Data were collected through classroom observations, interviews with the Aqidah Akhlak teacher and six students, and documentation of learning materials, worksheets, assessments, and game activities. Data were analyzed through selection, categorization, presentation, interpretation, and verification using source and technique triangulation. The findings indicate that the Memory Game, designed around three matching components Arabic terms, meanings, and attribute classifications was accompanied by a shift from predominantly verbal learning activities toward more interactive activities. Students demonstrated greater involvement in card-matching activities, group discussions, collaboration, and presentations, while the teacher served as both a facilitator and learning guide. Supporting factors included the suitability of the game to the characteristics of the material, student involvement, and the simplicity of the physical card media. The main challenges involved adapting to the game rules, differences in students’ levels of participation, and limited instructional time. These findings indicate that GBL through a physical-card-based Memory Game can serve as a simple, interactive, and contextual alternative for Aqidah Akhlak learning.