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Abstract

This study aims to develop a Hybrid Evaluation Model for Arabic language learning in Islamic boarding schools by integrating Wordwall gamification with the Problem-Based Learning (PBL) approach. The innovation responds to the growing need for an evaluation system that not only measures learning outcomes but also promotes reflective, collaborative, and engaging learning experiences among students. Employing a Research and Development (R&D) approach with the ADDIE framework—comprising Analysis, Design, Development, Implementation, and Evaluation—the study involved expert validation, classroom observation, and field trials. The results of expert validation indicated a high level of feasibility, with media and content scores of 86.9% and 77%, respectively, confirming the model’s pedagogical and contextual suitability for Arabic learning in pesantren. Implementation with 24 students at Darunnajah Islamic Boarding School demonstrated a significant improvement in performance, with average scores increasing from 8.0 to 9.3. Both teachers and students expressed strong positive perceptions of the model’s usability, interactivity, and visual design. Interestingly, the integration of gamified digital media did not diminish the pesantren’s spiritual values but instead enriched its reflective and collaborative pedagogical culture. The findings align with social constructivist theory, highlighting that meaningful learning occurs through active interaction, feedback, and reflection. In conclusion, the Wordwall–PBL model offers a promising framework for digital formative assessment in Islamic education. Future studies are encouraged to test this model in broader educational contexts—such as madrasah and Islamic higher education—and to explore integration with artificial intelligence for more adaptive and personalized evaluation systems.

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