Redesigning Morphology Instruction through Game-Based Learning: Integrating Linguistic and Islamic Studies to Confront Curriculum Challenges in the Digital and AI Era

Abstract

The rapid digital transformation and the advancement of artificial intelligence have urged Islamic higher education institutions to adopt an integrative pedagogical approach that bridges linguistic and Sharia studies. One persistent challenge is the gap between mastering Arabic and understanding Islamic sciences, particularly in teaching Arabic morphology (ṣarf). This study aims to redesign the teaching of morphology through a game-based learning approach (gamification) that integrates linguistic and Sharia dimensions in response to curriculum challenges in the digital era. Employing a quantitative method with a one-group pretest–posttest quasi-experimental design, the study involved 50 students from the Department of Arabic Language Education at Hasyim Asy‘ari University, Indonesia. Learning motivation was measured using a questionnaire based on the ARCS model (Attention, Relevance, Confidence, Satisfaction), and data were analyzed using the paired sample t-test. The results revealed a statistically significant difference (Sig. 2-tailed = 0.000 < 0.05), indicating that the gamified learning approach positively enhanced students’ motivation to learn morphology. The findings suggest that gamification is an effective pedagogical strategy for teaching Arabic morphology and can bridge the cognitive gap between linguistic and Islamic studies. This study contributes to developing integrative Islamic higher education curricula aligned with the demands of the digital and AI-driven era.