--- title: "Enhancing Self-Efficacy Through Gamified Learning — Ghofur 2026" description: "The authors ran a quasi-experimental study at Universitas Hasyim Asy'ari with about 50 undergraduates majoring in Arabic Language Education. 33 references." authors: ["Abdul Ghofur", "Ariga Bahrodin", "Siti Durotun Naseha", "Immas Anggung Mestuti Kaprawiran", "Rizki Fitra Rahman", "Ittaqi Haitsumakunti", "Abdullah Syamil Imanuddin", "Roudhotul Jannah"] year: 2026 venue: "Al-Ta'rib 14" source: "https://e-journal.iain-palangkaraya.ac.id/tarib/article/view/10599" doi: "10.23971/altarib.v14i1.10599" licence: "CC BY-SA (journal licence per DOAJ; Al-Ta'rib)" summary_licence: "Elamur Cosmic License" canonical: "https://research.elamur.ai/free/en/papers/ghofur-2026-enhancing-self-efficacy-through-gamified/" --- [Elamur Research](https://md.research.elamur.ai/free/en/) · [this page in HTML](https://research.elamur.ai/free/en/papers/ghofur-2026-enhancing-self-efficacy-through-gamified/) [home](https://md.research.elamur.ai/free/en/) / [papers](https://md.research.elamur.ai/free/en/papers/) / [2026](https://md.research.elamur.ai/free/en/papers/2026/page/6/) / Enhancing Self-Efficacy Through Gamified Learning: Evidence from Arabic Morphology (Ṣarf) Instruction in Higher Education # Enhancing Self-Efficacy Through Gamified Learning: Evidence from Arabic Morphology (Ṣarf) Instruction in Higher Education **Authors:** Abdul Ghofur, Ariga Bahrodin, Siti Durotun Naseha, Immas Anggung Mestuti Kaprawiran, Rizki Fitra Rahman, Ittaqi Haitsumakunti, Abdullah Syamil Imanuddin and Roudhotul Jannah · **Year:** 2026 · **Venue:** Al-Ta'rib 14 · **Licence:** CC BY-SA (journal licence per DOAJ; Al-Ta'rib) **Links:** [Publisher's page](https://doi.org/10.23971/altarib.v14i1.10599) · [PDF](https://jurnal.uin-palangkaraya.ac.id/tarib/article/download/10599/3489) · [DOI 10.23971/altarib.v14i1.10599](https://doi.org/10.23971/altarib.v14i1.10599) · [OpenAlex](https://openalex.org/W7164332682) **Citations:** 0 citations (OpenAlex, 2026-10-14) ## Summary The paper asks whether turning Arabic morphology (Ṣarf) classes into a game-like experience raises how confident students feel about their own ability to handle the subject. Ṣarf is known for dense derivational patterns and many exceptions, which often erode learner confidence. The authors ran a quasi-experimental study at Universitas Hasyim Asy'ari with about 50 undergraduates majoring in Arabic Language Education. Participants were chosen by purposive sampling and split into a gamified class and a conventionally taught class, with both groups tested before and after the intervention. Self-efficacy was measured with a questionnaire that experts reviewed and whose reliability was checked with Cronbach's Alpha. Students' written reflections added qualitative evidence. Paired and independent t-tests showed that the gamified group ended with significantly higher self-efficacy (p = 0.026). The reflections pointed to engagement, a sense of challenge and sustained motivation. The authors read these results through Bandura's theory and note that the intervention was short. The study matters because evidence on gamification comes mostly from EFL, while Arabic grammar instruction has received little attention. ## Key points - Design: a pretest–posttest quasi-experiment with an experimental (gamified) group and a control (conventional) group, n ≈ 50, selected by purposive sampling at Universitas Hasyim Asy'ari, Indonesia. - Instruments: an expert-validated self-efficacy questionnaire with reliability confirmed by Cronbach's Alpha, plus students' qualitative reflections analyzed thematically. - Analysis: paired-samples t-tests compared each group's pretest and posttest, and independent-samples t-tests compared the two groups. The between-group difference was significant (p = 0.026) in favor of the gamified group. - The authors explain the gain through three of Bandura's routes to self-efficacy: mastery experiences, social persuasion (feedback and competitive-collaborative interaction) and affective regulation (lower anxiety). - Limitations they acknowledge include only three sessions over roughly three weeks, a possible novelty effect, and confounds such as the instructor, group dynamics, digital readiness and prior motivation. ## Interesting ideas - Each group is measured before and after, and the gains are then compared against a parallel control group, so a change is credited to the intervention only when it beats the change in the untreated condition. - The authors flag the novelty effect explicitly and separate a short-term boost from a durable change, calling for longer, longitudinal follow-up. - Confidence is built through step-by-step mastery, where small, achievable wins come before harder material. - Quantitative scores are paired with qualitative reflections so that the numbers come with an account of why they moved. - The observed outcome is mapped onto named, theory-defined causal pathways (mastery, persuasion, affect) instead of being reported as an unexplained effect. ## For Mova How these ideas could serve Mova, our small open language model — its files, stages and tests: - **I1** (learn): Any new repair rule or training tweak could be evaluated against a matched untouched baseline on the same pre/post sets, so that drift alone is never counted as improvement. - **I2** (learn): Gains from a fresh silver-data batch or teacher tier should be re-measured later on held-out material to confirm they persist and are not an artifact of the first evaluation. - **I3** (answer): Student readers could follow a graded curriculum of school-course tests, moving from easy to hard and advancing only after passing a level, which yields a clear, explainable progress trace. - **I4** (learn): Evaluation reports could attach per-error explanations (which frame or tree decision failed) to the aggregate scores, keeping improvements explainable rather than reduced to a single metric. - **I5** (frames): Wrong answers could be attributed to specific pipeline stages, such as a role assignment or an implicature step, so that fixes target the mechanism that actually failed. *Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.* Fields: [Linguistics & languages](https://md.research.elamur.ai/free/en/shelves/linguistics/) Topics: [🧩 Morphology](https://md.research.elamur.ai/free/en/topics/morphology/) · [🐪 Semitic languages](https://md.research.elamur.ai/free/en/topics/semitic-languages/) ## Institutions - [Universitas Islam Negeri Maulana Malik Ibrahim](https://md.research.elamur.ai/free/en/universities/universitas-islam-negeri-maulana-malik-ibrahim/) — University, Malang, Indonesia · 2 works Also on the byline: [Universitas Hasyim Asy'ari](https://ror.org/03gz5yh89). ## Cite Cite as: Abdul Ghofur, Ariga Bahrodin, Siti Durotun Naseha, Immas Anggung Mestuti Kaprawiran, Rizki Fitra Rahman, Ittaqi Haitsumakunti, Abdullah Syamil Imanuddin and Roudhotul Jannah. 2026. Enhancing Self-Efficacy Through Gamified Learning: Evidence from Arabic Morphology (Ṣarf) Instruction in Higher Education. Al-Ta'rib 14. The paper itself, not this page. BibTeX from the library's record of the work. ```bibtex @inproceedings{ghofur2026enhancing, title = {{Enhancing Self-Efficacy Through Gamified Learning: Evidence from Arabic Morphology (Ṣarf) Instruction in Higher Education}}, author = {Abdul Ghofur, Ariga Bahrodin, Siti Durotun Naseha, Immas Anggung Mestuti Kaprawiran, Rizki Fitra Rahman, Ittaqi Haitsumakunti, Abdullah Syamil Imanuddin and Roudhotul Jannah}, booktitle = {Al-Ta'rib 14}, year = {2026}, doi = {10.23971/altarib.v14i1.10599}, url = {https://doi.org/10.23971/altarib.v14i1.10599} } ``` - [← previous English Word Sense Disambiguation in 2026: When the Labels Become the Bottleneck](https://md.research.elamur.ai/free/en/papers/philippov-2026-english-wsd-labels/) - [next → Enhancing the Role-playing Capabilities of Reasoning-optimized Large Language Models](https://md.research.elamur.ai/free/en/papers/feng-2026-enhancing-role-playing/) - [↑ back to papers of 2026](https://md.research.elamur.ai/free/en/papers/2026/page/6/) ## References 33 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet. 1. 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Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Vol. 14, No. 1 |169‐184 Al-Ta’rib | p-ISSN 2354-5887 | e-ISSN 2655-5867 Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Vol. 14, No. 1 |169‐184 Al-Ta’rib | p-ISSN 2354-5887 | e-ISSN 2655-5867 [find](https://scholar.google.com/scholar?q=Yustikasari%2C+V%2E%2C+%26+Wahyuni%2C+S%2E+%282024%29%2E+Peningkatan+Self%2DEfficacy+Peserta+Didik+dalam+Menjalani+Penugasan+Pendidikan+Agama+Islam%2E+Sasana%3A+Jurnal+Pendidikan+Agama+Islam%2C+2%282%29%2C+121%E2%80%93126%2E+COPYRIGHT+NOTICE+)