Before the COVID-19 pandemic, teachers did not fully master integrating information and communication technology skills during the teaching process, especially for teachers who still maintain traditional methods in their teaching sessions. Various e-learning apps and teaching approaches have been explored by teachers to attract students in the wake of the pandemic. Most of them used a gamification approach through the ClassDojo app. ClassDojo is the gamification element, including reward points, badges, feedback, and reinforcement. This survey study uses a quantitative approach to review students' perception and motivation toward using the reward points in the ClassDojo for an Arabic subject. The questionnaires were distributed to 36 students at one of the National Schools in Selangor to identify students' perceptions of using ClassDojo during the teaching and learning sessions. Data is analyzed using the descriptive analysis of data in the form of a mean, frequency, and percentage score. The findings showed the students' perceptions are at a high score with a mean value of = 4.14, while the motivation level of the students was also high in the mean value = 4.08. The suggestion for further studies is to review the effectiveness of ClassDojo on students in certain subjects and review the implementation of the ClassDojo app with the parents.
Abdelhamid, I. Y., Bakar, K. A., Ahmad, S. Z. @ H., Yahaya, H., & Puasa, B. (2019). Pembangunan Aplikasi Android Pembelajaran Asas Bahasa Arab. Asean Comparative Education Research Journal on Islam and Civilization (ACER-J). EISSN2600-769X, 2(2), 39–59. https://spaj.ukm.my/acerj/index.php/acer-j/article/view/42
Abidin, Z., & Satrianingsih, A. (2018). Perkembangan Dan Masa Depan Bahasa Arab. Diwan : Jurnal Bahasa Dan Sastra Arab, 3(2), 141. https://doi.org/10.24252/diwan.v3i2.4459
AH, H. F., Arief, Z. A., & Muhyani, M. (2019). Strategi Motivasi Belajar Dan Minat Belajar Dengan Hasil Belajar Bahasa Arab. Tawazun: Jurnal Pendidikan Islam, 12(1), 112. https://doi.org/10.32832/tawazun.v12i1.1843
Brown, A. W. (2021). ClassDojo and the Effects of Gamification on Student Engagement Within the Third-Grade Art Classroom: An Action Research Study [Doctoral Dissertation]. https://scholarcommons.sc.edu/etd/6642/
Ford, W. B., Radley, K. C., Tingstrom, D. H., Dart, E. H., & Dufrene, B. (2022). Evaluation of the Good Behavior Game Using ClassDojo in Secondary Classrooms. School Psychology Review, 1–15. https://doi.org/10.1080/2372966x.2022.2067736
Halim, M. S. A. A., Hashim, H., & Yunus, M. M. (2020). Pupils’ Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Journal of Education and E-Learning Research, 7(3), 229–234. https://eric.ed.gov/?id=EJ1263813
Hilmi, A., Mohd Zakaria, Z., & Nur Fuad, A. F. (2020). Tahap Pengetahuan Guru Bahasa Arab Dalam Melaksanakan Kelas Berbalik [The Level Of Knowledge Arabic Language Teachers In Implementing Flipped Classroom. Muallim Journal of Social Science and Humanities, 4(3), 50–67. https://doi.org/10.33306/mjssh/81
Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students’ Classroom Behavior and English Learning. Journal of Educational Technology & Society, 21(1), 137–151. https://www.jstor.org/stable/26273875
Iberahim, M. F., & Noor, N. M. (2019). Amalan Gamifikasi dalam Pengajaran dan Pemudahcaraan Guru-Guru Sekolah Rendah di Negeri Johor (Gamification Practices in Teaching and Learning among Primary School Teachers in Johor). Innovative Teaching and Learning Journal, 3(2). https://itlj.utm.my/index.php/itlj/article/view/35
Ismail, M. R., & Pa, M. T. (2006). Pengajaran dan pembelajaran bahasa Arab di Malaysia. Penerbit Universiti Malaya.
Jama’in, H., Hussen, N., & Bakar, N. (2019, October 10). Classdojo: Kajian Terhadap Motivasi Pelajar di Kolej Komuniti. E-Prosiding Seminar Pembelajaran Sepanjang Hayat Peringkat Kebangsaan. Seminar Pembelajaran Sepanjang Hayat, Putrajaya.
Jamaludin, N. F., Tengku Wook, T. S. M., Mat Noor, S. F., & Qamar, F. (2021). Gamification Design Elements to Enhance Adolescent Motivation in Diagnosing Depression. International Journal of Interactive Mobile Technologies (IJIM), 15(10), 154. https://doi.org/10.3991/ijim.v15i10.21137
Jasni, S. R., Zailani, S., & Zainal, H. (2019). Pendekatan Gamifikasi dalam Pembelajaran Bahasa Arab. Journal of Fatwa Management and Research, 13(1), 358–367. https://doi.org/10.33102/jfatwa.vol13no1.165
Kaplan, G., Bolat, Y. ?., Göksu, ?., & Özda?, F. (2021). Improving the positive behavior of primary school students with the gamification tool “ClassDojo”. | Ilkogretim Online | EBSCOhost. Ilkogretim Online - Elementary Education Online, 20(1), 1193–1204. https://doi.org/10.17051/ilkonline.2021.01.108
Karunamoorthy, R., Tahar, M. M., & Mokhtar, U. K. M. (2020). Teacher’s Perception on the Use of Gamification for Students with Learning Disabilities. Jurnal Penelitian Dan Pengembangan Pendidikan Luar Biasa, 7(1), 30–36. https://doi.org/10.17977/um029v7i12020p30-36
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013 – 2015.
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability, 13(4), 2247. https://doi.org/10.3390/su13042247
Marouf, R., & Brown, J. A. (2021). A Review on the Contribution of ClassDojo as Point System Gamification in Education. Entertainment Computing – ICEC 2021, 441–448. https://doi.org/10.1007/978-3-030-89394-1_37
Mashuri, S., Rosmayanti, & Jaiz, D. A. (2022). Implementation Of The Classdojo Platform As E-Learning Media At The Khalifah Islamic Elementary School Palu. Paedagogia: Jurnal Pendidikan, 11(2), 197–210. https://doi.org/10.24239/pdg.vol11.iss2.325
Mohd Ismath, N. H., Jalil, S. Z., & Tg Abdul Rahman, T. A. F. (2022). The effectiveness of gamification in learning Arabic cohesive devices. ATTARBAWIY: Malaysian Online Journal of Education, 6(2), 28–36. https://doi.org/10.53840/attarbawiy.v6i2.96
Najib, M. A. G. (2003). Reka bentuk tinjauan soal selidik pendidikan. Skudai: Universiti Teknologi Malaysia.
Nunnally, J. C. (1979). Psychometric Theory. New York, NY: McGraw-Hill.
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2021). Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, 27(1), 139–159. https://doi.org/10.1007/s10758-020-09487-x
Santos, J. C. dos, & Vélez Ruiz, M. C. (2021). Using ClassDojo to motivate kids participation in the efl online classes during the Covid-19 pandemic: a case study. AtoZ: Novas Práticas Em Informação E Conhecimento, 10(2), 58. https://doi.org/10.5380/atoz.v10i2.78711
Taat, M. S., & Ariffin @ Riffin, A. (2020). Penguasaan Bahasa Arab: Hubungannya Dengan Sikap Murid dan Pengajaran Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(3), 13–23. https://doi.org/10.47405/mjssh.v5i3.370
Tan, X. W., Tan, Y. L., Wan, K. Y., Yip, W. Q., Md Yunus, M., & Hashim, H. (2022). Gamification in Primary ESL Classroom: Motivation, Engagement and Learning Outcomes . 3rd International Technology-Enhanced Language Learning Symposium.
Zaini, A. R., Zakaria, N. S., Ismail, M. R., Ghazali, M. R., & Hamdan, H. (2020). Kompetensi Guru Bahasa Arab Sekolah Rendah di Malaysia: Competency of Arabic Teachers in Primary School in Malaysia. The Sultan Alauddin Sulaiman Shah Journal (JSASS), 7(1), 103–113. https://jsass.kuis.edu.my/index.php/jsass/article/view/18
Zakaria, M. F., & Nawawi, M. A. A. (2020). Faktor Kecenderungan Minat Pelajar Terhadap Subjek Bahasa Arab: Kajian Di Management And Science University. Oarep.usim.edu.my, 4(4). https://doi.org/10.24191/ijmal.v4i4.10925
