Persepsi murid terhadap penggunaan Global UPKK Game (GUPKKG) dalam pengajaran dan pembelajaran KAFA
[Students’ perceptions on the use of Global UPKK Game (GUPKKG) in KAFA teaching and learning]
Keywords:
Gamification, Students’ Perceptions, Global UPKK Game (GUPKKG), KAFA, Teaching and LearningAbstract
Gamifikasi dalam pendidikan Islam semakin mendapat perhatian sebagai pendekatan inovatif yang mampu meningkatkan keberkesanan pengajaran dan pembelajaran (PdP). Global UPKK Game (GUPKKG) merupakan permainan berasaskan silibus rasmi JAKIM yang dibangunkan untuk membantu murid menguasai sembilan mata pelajaran Ujian Penilaian Kelas KAFA (UPKK) melalui kaedah interaktif, menyeronokkan, dan selari dengan keperluan Pembelajaran Abad Ke-21 (PAK21). Artikel ini meneliti persepsi murid terhadap penggunaan GUPKKG dalam PdP KAFA, dengan memberi tumpuan kepada aspek ulang kaji, motivasi, dan pengalaman pembelajaran. Kajian ini menggunakan pendekatan kualitatif melalui kaedah dokumentasi. temu bual dan pemerhatian secara rawak melibatkan murid dari empat institusi KAFA terpilih iaitu Sekolah Rendah Islam (SRI) ABIM, Sekolah Rendah Agama Integrasi (SRAI) Salak Tinggi, SRA Bandar Seri Putra, dan KAFA USIM. Dapatan kajian menunjukkan bahawa majoriti murid mempunyai persepsi positif terhadap GUPKKG dalam aspek kaedah ulang kaji yang lebih menarik, meningkatkan keterlibatan aktif dan memudahkan kefahaman mereka terhadap subjek. Hasil kajian ini juga mendapati bahawa GUPKKG amat berpotensi dijadikan alat bantu mengajar termasuk sebagai salah satu inovasi PdP dalam KAFA yang berupaya memperkukuh penguasaan murid terhadap ilmu asas Islam.
Gamification in Islamic education has garnered increasing attention as an innovative approach to enhancing the effectiveness of teaching and learning (T&L). The Global UPKK Game (GUPKKG), developed based on the official JAKIM syllabus, is designed to support students in mastering the nine subjects of the Ujian Penilaian Kelas KAFA (UPKK) through interactive and engaging methods aligned with 21st Century Learning (PAK21). This study explores students’ perceptions of GUPKKG in KAFA T&L, with particular focus on revision practices, motivation, and learning experiences. Adopting a qualitative research design, data were collected through documentation, interviews, and random observations involving students from four selected KAFA institutions: Sekolah Rendah Islam (SRI) ABIM, Sekolah Rendah Agama Integrasi (SRAI) Salak Tinggi, SRA Bandar Seri Putra, and KAFA USIM. The findings reveal that most students hold positive perceptions of GUPKKG, highlighting its effectiveness in providing engaging revision strategies, fostering active participation, and facilitating comprehension of subject matter. Overall, the study suggests that GUPKKG has significant potential as a pedagogical tool and instructional innovation in KAFA, particularly in strengthening students’ mastery of foundational Islamic knowledge.
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