Overcoming the Anxiety Crisis in Learning Arabic Through Micro-Gamification: Transformation of the Nahwu-Sharf Teaching Method in Modern Islamic Boarding Schools

Abstrak

This study examines micro-gamification as a pedagogical strategy for addressing anxiety and affective barriers in Nahwu-Sharf learning at Al-Mashduqiah Modern Islamic Boarding School, Probolinggo. The study aims to analyze how micro-gamification creates a safer learning experience, enhances student participation, and strengthens students' confidence. A qualitative approach with a case study design was employed. Data were collected through interviews, observations, and documentation and analyzed through data reduction, data display, and verification. The findings reveal three main results. First, micro-gamification reduces affective barriers by providing simple challenges and opportunities to attempt tasks without excessive pressure. Second, its implementation increases student participation and confidence through short quizzes, group challenges, immediate feedback, and repeated opportunities to try. Third, micro-gamification can be integrated into Nahwu-Sharf learning in a brief, gradual, and contextual manner. The study concludes that micro-gamification represents a practical pedagogical strategy that integrates cognitive, affective, and social dimensions of Arabic language learning while creating a more active and psychologically supportive learning environment.