Pemanfaatan Quizizz Sebagai Media Pembelajaran Berbasis Game Pada Masa Pandemi Covid-19

Sitorus, Destri Sambara; Santoso, Tri

doi:10.24246/j.js.2022.v12.i2.p81-88

Cited by 20 publications

(17 citation statements)

References 14 publications

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“…However, this obstacle does not reduce the enthusiasm of students to be the best in their class. Indirectly, this also encourages all students' active participation in learning (Sitorus & Santoso, 2022). Learning motivation and student attention are very important to note by the teacher so students easily understand the material presented.…”

Section: Quizizz Effectiveness In Increasing Student Learning Motivationmentioning

confidence: 97%

Quizizz Gamification of Student Learning Attention and Motivation

Suwarni

Lubna²,

Aimang

et al. 2023

AIJP

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Student attention and motivation are one of the factors that support student success. Therefore, teachers need to use various efforts, such as using learning media, so that learning becomes fun and students are interested in learning. This study aims to examine the effectiveness of Quizizz on students' attention and motivation. The research method used is quantitative. The population and sample in this study are grade 7.1 junior high schools in Palembang City for the 2022/2023 academic year, with a total of 31 students (one-shot case study). The data was obtained through a questionnaire, and the data analysis technique used was to determine the effectiveness with a percentage. This study concluded that the average percentage of the effectiveness of the Quizizz application on student attention was 70.1% or quite effective, while Quizizz on student learning motivation was 70.3% or quite effective. Thus, Quizizz is effective in increasing students' attention and learning motivation. If Quizizz is used by the teacher in learning, it will increase student attention and motivation.

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Section: Quizizz Effectiveness In Increasing Student Learning Motivationmentioning

confidence: 97%

Quizizz Gamification of Student Learning Attention and Motivation

Suwarni

Lubna²,

Aimang

et al. 2023

AIJP

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“…Sebenarnya pembelajaran konvensional sudah mendukung banyak elemen seperti game. Misalnya guru akan menmberikan rangking tertinggi sampai terendah dalam suatu kelas, pada mekanika games hal ini adalah penerapan leaderboard (Sitorus & Santoso, 2022). Dari hasil mereview jurnal pada portal garuda, penulis mengklasifikan hasil dan temuan artikel menjadi 6 hasil temuan sesuai dengan gambar diatas.…”

Section: Figure 3 : Sebaran Jenjang Pendidikan Yang Menerapkan Gamifi...unclassified

Gamification Developments in Education

Aris Triwahyu Febriansah,

Syaifuddin,

Yerry Soepriyanto

2024

Scholaria

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Gamification is an emerging trend in many sectors and is being adopted in many different contexts for a variety of purposes. Gamification has the potential to increase motivation, participation and social influence among its users. In education, it has proven to be effective in increasing student interest in learning, as well as providing challenges that can improve the quality of learning materials. The incorporation of gamification elements in learning has been shown to positively impact learners by fostering motivation, engagement, skill development and a sense of achievement, thereby enhancing the overall learning experience. This article aims to outline the growth of gamification implementation in Indonesia both conceptually and empirically in education. It is important to map the application of gamification in Indonesia that is published in journals published in Indonesia. The method used in this research is Systematic Literature Review, data obtained from the publication portal site gerba digital reference (Garuda) with the keyword used is "gamification" in 2018-2022. The findings of this study state that there has been an increase in the use of gamification during the Covid-19 pandemic. Higher education is the level of education that uses the most gamification approaches in learning activities. Points and leaderboards are the most widely used elements to motivate and increase learner engagement. Gamification is proven to make the learning environment more interactive.

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“…System pembelajaran digital secara umum memberikan kebebasan belajar bagi siswa, namun tantangan dalam sistem pembelajaran digital adalah diperlukan kemandirian belajar yang baik. Sehingga seseorang sadar yang harus dilakukan menyikapi pembelajaran yang ditempuh (Sitorus & Santoso, 2022). Kemandirian belajar menjadi kunci dalam suksesnya dalam pelaksaan pembelajaran berbasis digital, karena dalam proses belajar secara digital pengajar tidak dapat memantau secara langsung proses pembelajaran namun hanya mengetahui laporan kegiatan belajar siswa.…”

Section: Sistem Pembelajaran Digitalunclassified

Analisis Kemandirian Belajar Mahasiswa Dalam Pembelajaran Berbasis Moodle Pada Flearn UKSW

2022

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This research objective is to analyze students’ learning independence in the moodle-based learning at SWCU F-learn. This is a qualitative research by looking for the root of the research problem so that it can produce research findings. The subjects of this study were students from the Faculty of Teacher Training and Education which consisted of 20 students and then 3 subjects were selected with certain criteria. The research instrument used in this study were learning independence questionnaire, interview guidelines, and observation of the implementation of learning through Moodle. The validity and reliability of the instrument were reached by the validation from expert validators. The research was carried out by distributing questionnaires to students related to learning independence, then from students who had high, medium, and low learning independence, in-depth interviews and observations of the learning process were carried out through lectures. The data analysis used qualitative analysis by triangulating data sources, namely from questionnaires, interviews, and observations. The learning independence is the result of several integrated factors such as learning motivation, learning objectives, learning strategies, and self-evaluation. Subjects with low learning independence were caused by low learning motivation so that they did not have clear goals for the targets to be achieved. Subjects with moderate independence had good learning motivation but lack of follow-up and implications, so that less improvements were made. Meanwhile, subjects with high learning independence had high learning motivation and awareness, were able to design learning targets and make improvements simultaneously. In general, online-based learning using the Moodle/Flearn system requires good learning independence so that learning goals and achievements can run.

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Pemanfaatan Quizizz Sebagai Media Pembelajaran Berbasis Game Pada Masa Pandemi Covid-19

Cited by 20 publications

References 14 publications

Quizizz Gamification of Student Learning Attention and Motivation

Quizizz Gamification of Student Learning Attention and Motivation

Gamification Developments in Education

Analisis Kemandirian Belajar Mahasiswa Dalam Pembelajaran Berbasis Moodle Pada Flearn UKSW

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