This study aims to address the challenges of Arabic language learning in junior high schools by integrating Construct 2-based gamification as an assessment method. A quantitative research approach was employed using a true experimental design, specifically a post-test-only design with a non-equivalent group. The sample comprised 38 seventh-grade students from SMP Darul Faqih, divided into an experimental group (19 students) and a control group (19 students). Research instruments included tests, questionnaires, and observation sheets, all validated according to educational measurement theory. Data analysis involved normality tests, reliability as sessments, and hypothesis testing using independent-sample t-tests or Mann-Whitney U Tests. The findings demonstrate that Construct 2-based gamification significantly enhanced students'Arabic language competence,with the experimental group achieving higher average scores compared to the control group (24.26 vs. 19.26).Interactive elements of gamification boosted student engagement, although no significant improvements were observed in listening skills and vocabulary acquisition. These results underscore the importance of a more integrated gamification design to optimize learning outcomes. This study contributes significantly to the development of technology-based assessment methods that align with the needs of the digital era, opening opportunities for integrating gamification into the educational curriculum in Indonesia.
Ahsanuddin et al. (Tue,) studied this question.
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