EFEKTIVITAS MEDIA QUIZIZZ DALAM MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR IPAS SISWA SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v11i1.40549Keywords:
effectiveness, experiments, learning activity, learning outcomes, science, quizizzAbstract
This study aims to examine the effectiveness of Quizizz learning media in improving the activity and learning outcomes of IPAS material on force and motion in fifth grade elementary school students. The research method used a true-experimental design with a pretest-posttest control group design. The research subjects were fifth-grade students at SDN 02 Sokawangi (experimental class, n=22) and SDN 03 Sokawangi (control class, n=22). The research instruments included a learning activity observation sheet and a learning outcome test (20 multiple-choice questions). The data were analysed using descriptive statistics, normality test (Shapiro-Wilk), homogeneity test (Levene Test), t-test (Independent Sample T-Test), and N-Gain. The results showed that Quizizz was effective in increasing learning activity from 46.5% to 87% (an increase of 40.5%), with the emotional aspect recording the highest increase (57%). The learning outcomes of the experimental class increased with an N-Gain of 0.42 (moderate category), significantly higher than the control class (N-Gain 0.25; low category). The t-test showed a significant difference between the experimental and control classes (t=2.757; df=43; p=0.008<0.05). The classical mastery of the experimental class reached 64% compared to 52% in the control class. The study concluded that Quizizz is effective as an IPAS learning innovation that not only improves cognitive learning outcomes but also builds intrinsic motivation and student activity through enjoyable and meaningful learning experiences.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89-195.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9-15.
Fitriani, A. (2022). Pengaruh keaktifan belajar terhadap hasil belajar IPS siswa SDN Taktakan I Serang. Jurnal Pendidikan Dasar, 13(2), 89-102.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Hake, R. R. (1999). Analyzing change/gain scores. American Educational Research Association's Division D, Measurement and Research Methodology, 1-4.
Hattie, J. (2023). Visible learning: The sequel. Abingdon: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hidayati, N. (2023). Pengaruh keaktifan belajar terhadap hasil belajar matematika siswa SDN 2 Temon Ponorogo. Jurnal Pendidikan Matematika, 14(1), 45-58.
Maesaroh, S. (2022). Pengembangan media interaktif Quizizz berbasis blended learning pada muatan IPA siswa kelas V SDN Prampelan 1 Sayung. [Skripsi tidak diterbitkan]. Universitas Islam Sultan Agung.
Nasution, S. (2011). Didaktik asas-asas mengajar. Jakarta: Bumi Aksara.
Permatasari, H. P., Dewi, G. K., & Susilo, T. A. B. (2024). Pengembangan media gamifikasi Quizizz Indonesiaku kaya raya pembelajaran IPAS pada siswa kelas V. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(3), 1580-1592.
Quispe Ccoa, N. M., Farfan Choquehuanca, M. E., & Rucano Paucar, F. H. (2023). An application of the Quizizz gamification tool to improve motivation in the evaluation of elementary school students. Science Education Journal, 5(2), 120-135.
Rahmawati, R., & Farida. (2024). Pengembangan media pembelajaran interaktif berbasis game Quizizz pada pembelajaran IPAS kelas V sekolah dasar. Journal of Basic Education Studies, 7(1), 173-186.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112.
Sudjana, N. (2013). Penilaian hasil proses belajar mengajar. Bandung: Remaja Rosdakarya.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Syah, M. (2010). Psikologi pendidikan dengan pendekatan baru. Bandung: Remaja Rosdakarya.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, Y., et al. (2024). Measuring student engagement in digital learning environments. Computers & Education, 190, 104-123.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
