Mastery of Kitab Kuning in Islamic Higher Education: Bridging Linguistic Divergences Through Dual-Language Gamification

Hani'atul Khoiroh; Dyan Puspita Andhini; Risa Nabila; Nur Hidayatus Sholihah; Zahwa Athiyatul Ahsanu; Muhammad A'inul Haq

doi:10.69493/ajoal.v3i1.80

Authors

Hani'atul Khoiroh Universitas Kiai Abdullah Faqih Gresik, Indonesia
Dyan Puspita Andhini Universitas Kiai Abdullah Faqih Gresik, Indonesia
Risa Nabila Universitas Kiai Abdullah Faqih Gresik, Indonesia
Nur Hidayatus Sholihah Universitas Kiai Abdullah Faqih Gresik, Indonesia
Zahwa Athiyatul Ahsanu Universitas Kiai Abdullah Faqih Gresik, Indonesia
Muhammad A'inul Haq Universitas Kiai Abdullah Faqih Gresik, Indonesia

DOI:

https://doi.org/10.69493/ajoal.v3i1.80

Keywords:

Kitab Kuning, Dual-Language Gamification, Translanguaging, Vocabulary Acquisition, Linguistic Habitus, Islamic Higher Education

Abstract

The mastery of Kitab Kuning (classical Islamic texts) in Islamic Higher Education faces significant pedagogical challenges, particularly regarding the distinct linguistic needs of Arabic Language Education (PBA) and English Language Education (PBI) students. While PBA students struggle with the monotony of traditional rote learning, PBI students often experience disciplinary dissonance. This study investigates the effectiveness of a "Dual-Language Gamification Strategy" designed to enhance vocabulary acquisition and student engagement through a tailored approach: Lexical Deepening (Arabic-Indonesian) for PBA and Translanguaging (Arabic-English) for PBI. Employing an Explanatory Sequential Mixed-Methods Design, the research involved 120 undergraduate students at a Private Islamic University in East Java, divided into two experimental and two control groups. Quantitative analysis using Independent Sample t-tests revealed significant improvements in vocabulary mastery for both experimental groups (p<0.05), with PBI students demonstrating the highest gain score (+30.80). Qualitative findings unveiled distinct psychological mechanisms driving this success: gamification served as a motivational booster for PBA students by fulfilling the need for competence and disrupting monotony, whereas it acted as a cognitive bridge for PBI students by aligning religious learning with their "Ideal L2 Self" and professional identity. The study concludes that digital innovation in Turath education requires Department-Based Customization that respects the specific "linguistic habitus" of students, proving that traditional heritage preservation can coexist with modern pedagogical relevance.

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