Pembangunan e-gamifikasi Minecraft bagi kursus falsafah Islam: Satu kajian keperluan berdasarkan kepada pandangan pakar
The development of Minecraft e-gamification for Islamic philosophy course: A needs study based on the views of experts
DOI:
https://doi.org/10.33102/abqari.vol32no2.663Keywords:
e-gamifikasi, Minecraft, Falsafah Islam, kualitatif, pakarAbstract
Lonjakan 9 dalam Pelan Tindakan Pendidikan Tinggi Malaysia 2022-2025 menjelaskan tentang kepentingan pembelajaran dalam talian dan juga penggunaan teknologi yang terkini. E-gamifikasi merupakan salah satu kaedah yang selari dengan keperluan pembelajaran atas talian dan juga menepati saranan penggunaan teknologi terkini tersebut. Oleh itu, kajian ini membincangkan tentang keperluan pembangunan e-gamifikasi bagi kursus Falsafah Islam dengan menggunakan platform permainan Minecraft. Fokus utama kajian adalah untuk menilai pandangan pakar iaitu ahli akademik dalam bidang falsafah dan pemikiran Islam terhadap penggunaan elemen gamifikasi dalam konteks pengajaran dan pembelajaran kursus tersebut. Metodologi kajian ini melibatkan pendekatan kualitatif dengan menggunakan kaedah temu bual bersama pakar. Data temu bual pakar akan dianalisis secara tematik dengan menggunakan perisian Atlas.ti. Tema kajian telah dibina berdasarkan kepada objektif dan persoalan kajian iaitu tentang keperluan, cabaran, dan manfaat berkaitan dengan pembangunan e-gamifikasi Minecraft bagi kursus falsafah Islam. Hasil kajian mendapati bahawa terdapat keperluan pengunaan teknologi seperti penggunaan kaedah e-gamifikasi dalam pengajaran kursus Falsafah Islam. Ini kerana e-gamifikasi dapat menjadi alat yang efisien untuk meningkatkan minat dan pemahaman pelajar terhadap kandungan kursus. Namun, terdapat cabaran penggunaan e-gamifikasi Minecraft dalam kursus Falsafah Islam pada aspek kandungan, teknikal dan konsep seperti penggambaran istilah abstrak falsafah di dalam dunia Minecraft. Hasil kajian diharapkan dapat memberikan pandangan tentang kepentingan gamifikasi dalam meningkatkan keberkesanan pengajaran dan pembelajaran Falsafah Islam. Kajian ini juga secara tidak langsung memberikan sumbangan kepada pemahaman tentang strategi pembelajaran inovatif dalam konteks pendidikan Islam.
Ninth leap in the Malaysian Higher Education Action Plan 2022-2025 outlines the importance of online learning and the use of the latest technology. E-gamification is one of the methods that is in line with the needs of online learning and meets the recommendations of using the latest technology. Therefore, this study discusses the need for e-gamification development for the Islamic Philosophy course using the Minecraft game platform. The focus of the study is to evaluate the views of experts, namely academics in the field of Islamic philosophy and thought, on the use of gamification elements in the context of the teaching and learning of the course. The methodology of this study involves a qualitative approach by using interview methods with experts. The expert interview data will be analyzed thematically using Atlas.ti software. The research theme has been built based on the objectives and research questions which are about the needs, challenges, and benefits related to the development of Minecraft e-gamification for Islamic philosophy courses. The results of the study found that there is a need for the use of technology such as the use of e-gamification methods in the teaching of Islamic Philosophy courses. This is because e-gamification can be an efficient tool to increase students’ interest and understanding of course content. However, there are challenges in the use of Minecraft e-gamification in the Islamic Philosophy course in term of its content, technical and conceptual aspects such as the depiction of philosophical abstract terms in the world of Minecraft. The results of the study are expected to provide insight into the importance of gamification in improving the effectiveness of teaching and learning Islamic Philosophy. This study also indirectly contributes to the understanding of innovative learning strategies in the context of Islamic education.
Downloads
References
Ali, A., Abbas, L. N., & Mohmad Sabiri, A. (2021). Keberkesanan Pembelajaran Gamifikasi dalam Pencapaian Pelajar bagi Topik Nombor Kompleks. Online Journal for TVET Practitioners , 6(2), 108–122.
Aschentrup, L., Steimer, P. A., Dadaczynski, K., Mc Call, T., Fischer, F., & Wrona, K. J. (2024). Effectiveness of gamified digital interventions in mental health prevention and health promotion among adults: a scoping review. BMC Public Health, 24(1), 69. https://doi.org/10.1186/s12889-023-17517-3
Bedwell, K., Garaccione, G., Coppola, R., Ardito, L., & Morisio, M. (2022). BIPMIN: A Gamified Framework for Process Modeling Education. Information, 14(1), 3. https://doi.org/10.3390/info14010003
Behl, A., Jayawardena, N., Pereira, V., Islam, N., Giudice, M. Del, & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting and Social Change, 176, 121445. https://doi.org/10.1016/j.techfore.2021.121445
Darejeh, A., & Salim, S. S. (2016). Gamification Solutions to Enhance Software User Engagement—A Systematic Review. International Journal of Human-Computer Interaction, 32(8), 613–642. https://doi.org/10.1080/10447318.2016.1183330
Dermeval, D., Albuquerque, J., Bittencourt, I. I., Isotani, S., Silva, A. P., & Vassileva, J. (2019). GaTO: An Ontological Model to Apply Gamification in Intelligent Tutoring Systems. Frontiers in Artificial Intelligence, 2. https://doi.org/10.3389/frai.2019.00013
Faith Fatokun, Zalizah Awang, Suraya Hamid, Johnson O. Fatokun, & Azah Norman. (2024). Cybersecurity Knowledge Deterioration and the role of Gamification Intervention. Journal of Advanced Research in Applied Sciences and Engineering Technology, 43(1), 66–94. https://doi.org/10.37934/araset.43.1.6694
Goddiksen, M. P., Allard, A., Armond, A. C. V., Clavien, C., Loor, H., Schöpfer, C., Varga, O., & Johansen, M. W. (2024). Integrity games: an online teaching tool on academic integrity for undergraduate students. International Journal for Educational Integrity, 20(1), 7. https://doi.org/10.1007/s40979-024-00154-7
Hambali, K., & Lubis, M. A. (2022). Kepentingan Gamifikasi dalam Pengajaran dan Pemudahcaraan (PDPC) Pendidikan Islam. ASEAN Comparative Education Research Journal on Islam and Civilization (ACER-J), 5(1), 58–64.
Hussin, M. N., Wazir, R., & Abd. Rahman, K. A. (2021). Kajian Awal Tentang Perlaksanaan Pembelajaran Atas Talian dalam Kalangan Mahasiswa Pengajian Islam di Kolej Universiti Islam Antarabangsa Selangor (KUIS). Jurnal Pengajian Islam, 14(1), 148–159.
Ismail, M., & Mohamad Nasri, N. (2021). Keberkesanan Pendekatan Gamifikasi dalam Pembelajaran Bahasa Inggeris dari Segi Penglibatan Murid dan Pengekalan Pembelajaran. Jurnal Penyelidikan Sains Sosial (JOSSR), 4(10), 49–61.
Kirin, A., Mustapha, A. S., Abdul Rahim, M. H., Ahmad, S., & Syed Abu Bakar, S. K. (2022). Impak Game Online Terhadap Moral dan Sosial Pelajar: Kajian Kes Pelajar UTHM Pagoh. Advances in Humanities and Contemporary Studies, 3(1), 25–33.
Matlan, S. J., & Maat, S. M. (2021). Penggunaan Aplikasi Quizizz Sebagai Alternatif Penilaian Formatif dalam Pengajaran dan Pembelajaran Matematik. Jurnal Dunia Pendidikan, 3(4), 217–227. https://doi.org/10.55057/jdpd.2021.3.4.18
Pelan Tindakan Pendidikan Tinggi Malaysia 2022-2025. (2022).
Shahid, M., Wajid, A., Haq, K. U., Saleem, I., & Shujja, A. H. (2019). A Review of Gamification for Learning Programming Fundamental. 2019 International Conference on Innovative Computing (ICIC), 1–8. https://doi.org/10.1109/ICIC48496.2019.8966685
Tangkui, R. (2021). Kesan Penggunaan Minecraft Terhadap Pencapaian dan Motivasi Murid Tahun 5 dalam Perimeter dan Luas. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(2), 51–66. https://doi.org/10.37134/jpsmm.vol12.2.4.2022
Tangkui, R., & Keong, T. C. (2020). Peningkatan Pencapaian dalam Pecahan: Kerangka Konseptual untuk Pembelajaran Berasaskan Permainan Digital Menggunakan Minecraft. E-Jurnal Penyelidikan Dan Inovasi, 7, 75–90. https://ojs.upsi.edu.my/index.php/JICTIE/article/view/3911
Teerawongpairoj, C., Tantipoj, C., & Sipiyaruk, K. (2024). The design and evaluation of gamified online role-play as a telehealth training strategy in dental education: an explanatory sequential mixed-methods study. Scientific Reports, 14(1), 9216. https://doi.org/10.1038/s41598-024-58425-9
Tonbuloğlu, B. (2024). An evaluation of game-based computer science course designs: The example of minecraftedu. Education and Information Technologies, 29(4), 4843–4883. https://doi.org/10.1007/s10639-023-11996-y
Wan Abdullah, W. S. (2006). Pengajian Falsafah Islam di Institusi Pengajian Tinggi Awam Malaysia: Sukatan, Masalah dan Cabaran Pengajian. Afkar: Jurnal Akidah & Pemikiran Islam, 7, 197–226.
Wan Ahmad, W. M. I. F., Mohd, S. M., Abdul Wahab, A. N., Mohamad Jan, N., Kamarudin, S., & Kaco, H. (2022). Online Game: Current Trend Among Malaysian Secondary School’s Student. International Journal of Education, Psychology and Counseling, 7(45), 492–500. https://doi.org/10.35631/IJEPC.745037
Zakaria, I., & Long, A. S. (2013). Titik Temu Antara Falsafah dan Kehidupan Praktis. International Journal of Islamic Thought, 3(1), 37–44. https://doi.org/10.24035/ijit.03.2013.003
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kamal Azmi Abd Rahman
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of this article will be vested to author(s) and granted the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
