Inovasi Pembelajaran PAI di Era Digital: Strategi Menumbuhkan Minat Belajar Gen-Z Melalui Gamifikasi

Abstract

The transformation of education in the digital era has had a significant impact on the learning pattern of Islamic Religious Education (PAI), especially in an effort to foster the interest in learning of Generation Z (Gen-Z). Gen-Z students have unique characteristics that are highly adaptive to technology, visuals, and digital interactions, so they need an innovative approach to keep religious learning relevant and interesting. The research method used in this study is library research with a descriptive qualitative approach. The data analysis in this study uses qualitative analysis. The data obtained from various literature were then categorized according to the main themes such as PAI learning innovations, characteristics of generation Z, and the application of gamification in the learning process. The results of the analysis are then presented in the form of interpretive descriptions that describe effective strategies to increase students' interest in learning through innovative digital approaches. The application of educational games also has a positive influence on students' motivation to learn. With the elements of competition and gamification, they become more enthusiastic about participating in lessons because the classroom atmosphere becomes more dynamic and not monotonous. In addition, the challenges in the quizzes encourage students to understand the material better in order to obtain better results. Educational games take advantage of students' natural tendency to compete and achieve achievements, thereby increasing their active participation in learning. Gamification is an effective learning approach in increasing students' motivation and understanding of Islamic Religious Education subjects. However, the application of gamification is inseparable from a number of obstacles, including the limitation of technological means, the lack of teacher competence in designing game-based learning, and the potential for distraction for students who are more interested in the game aspect than the subject matter.