PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

Building enthusiasm for memorising the Quran has become challenging, as interest and motivation have been found to decline. However, there is still no clear guideline on how to combine the different gamification components systematically within the environment of Quranic memorisation (Hifz), despite the significant role of gamification in the learning process. The proposed research employs the Design and Development Research (DDR) methodology, aiming to create a learning content prototype that ideally integrates gamification components and learning analytics into Quranic learning and evaluation activities. The study has four objectives structured within the three phases of the DDR method. The first phase, analysis, aims to achieve two research objectives: integrating different multimedia components within memorisation strategies and identifying the appropriate components of the gamified process. The second phase, design and development, involves designing a gamified learning application within the MDA framework. The third phase, evaluation, examines how gamification elements influence students’ motivation and engagement. A survey was distributed to 46 undergraduates. The respondents' perceptions of using a gamified system yielded high overall mean scores ranging from 4.55 to 4.91 on a 5-point Likert scale. The standard deviations ranged from 0.29 to 0.66, indicating low variability and minimal disagreement. The reliability test revealed very high internal consistency of all the items, with Cronbach's alpha values ranging from 0.965 to 0.970. This research has contributed to the field of Islamic education by demonstrating the potential of gamification to make the memorisation of the subjects more interactive, engaging and effective.