Enhancing Learning Interest Through Game-Based Peer Tutoring in Islamic Religious Education: Evidence from Elementary School Students

Rani Fuji Astuti; Ulfah; Nur'ainiyah; Kewulere Adam Olasunkanmi

Authors

Rani Fuji Astuti SDN Astakrama
Ulfah Universitas Islam Nusantara
Nur'ainiyah Universitas Islam Nusantara
Kewulere Adam Olasunkanmi Lagos State University

Keywords:

Peer tutoring, Game-based learning, Learning interest, Student engagement, Islamic Religious Education

Abstract

Students' learning interest plays an important role in determining the effectiveness of the learning process, particularly during the final instructional period when students often experience fatigue and reduced concentration. Preliminary observations at SDN Tenjolaya 03 indicated that students showed low participation, limited enthusiasm, and declining attention during Islamic Religious Education classes. Therefore, this study aimed to examine the effect of game-based peer tutoring on students’ learning interest in Islamic Religious Education. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The participants consisted of 55 fifth-grade students divided into an experimental group and a control group. The experimental group received instruction through a game-based peer tutoring approach, while the control group received conventional instruction. Data were collected using a learning-interest questionnaire and analyzed using descriptive statistics, paired sample t-tests, and independent sample t-tests. The findings revealed that students in the experimental group demonstrated a significant increase in learning-interest scores after the intervention. The mean score increased from 70.66 in the pre-test to 80.17 in the post-test. Furthermore, the independent sample t-test indicated a statistically significant difference between the experimental and control groups (p < 0.001). These findings suggest that the integration of peer tutoring and game-based learning effectively enhances students’ learning interest by promoting active participation, collaboration, and enjoyable learning experiences. In conclusion, game-based peer tutoring represents an effective instructional strategy for increasing students’ learning interest in Islamic Religious Education at the elementary school level. The findings provide practical implications for teachers seeking innovative approaches to improve student engagement and participation in classroom learning.

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