Studi Komparatif Berbasis Literatur tentang Strategi Mastery Learning dan Game-Based Learning dalam Pembelajaran Bahasa Arab

Abstract

Arabic language learning in Indonesia still faces various challenges, especially low student learning motivation and inequality of learning outcomes between individuals. The teacher centered learning model causes students to lack an active and meaningful learning experience. A number of previous studies have shown that the Mastery Learning strategy is able to increase the completeness of learning outcomes, while Game-Based Learning is effective in fostering student motivation and involvement. However, most of these studies were conducted separately and have not systematically reviewed the relevance of both in the context of Arabic language learning in a multicultural educational environment. This research gap encourages the need for an in-depth comparative study of the two strategies to see their integrative potential in realizing complete and enjoyable learning. This study uses a literature-based comparative study approach with the Simple Systematic Literature Review (SLR) procedure, where data is obtained from scientific articles on Google Scholar in the time range of 2015–2025. The analysis procedure includes search, selection based on inclusion and exclusion criteria, thematic classification, and comparative analysis of aspects of strategy, media, learning outcomes, and multicultural values. The results of the study showed that Mastery Learning excelled in cognitive completeness and learning fairness, while Game-Based Learning was more prominent in the aspects of motivation, collaboration, and social interaction. Both have the potential to be combined into an Arabic language learning model that is oriented to.