Students' Perceptions of Using Blooket for Arabic Learning in Elementary School

Abstract

Arabic language learning in elementary schools still faces challenges in creating engaging and interactive learning activities for students. Therefore, the use of gamification-based media such as Blooket becomes an alternative to increase student involvement in the learning process. This study aims to describe students’ perceptions of the use of Blooket media in Arabic language learning in the third grade of MIN 1 Kota Malang. This study employed a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, questionnaires, and documentation. The research subjects consisted of third-grade students and an Arabic language teacher at MIN 1 Kota Malang. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that the use of Blooket media was able to create Arabic language learning that was more interactive, engaging, and appropriate to the characteristics of elementary school students. Student involvement was reflected in their active participation during the game, attention to the questions, and interactions throughout the learning process. In addition, students showed positive perceptions toward the use of Blooket because the learning activities were considered more enjoyable, less monotonous, and easier to understand. The gamification elements such as points, leaderboards, and interactive games also helped increase students’ enthusiasm and focus during the learning process.