Implementasi Sistem Evaluasi Formatif Berbasis Game "Kahoot dan Quizizz" untuk Meningkatkan Motivasi Belajar Mahasiswa di Masa Pandemi (Studi pada Mata Kuliah Ekonomi Islam)

Cut Muftia Keumala; Zamzami Zainuddin; Fauzan Fauzan

doi:10.24036/011123600

Implementasi Sistem Evaluasi Formatif Berbasis Game "Kahoot dan Quizizz" untuk Meningkatkan Motivasi Belajar Mahasiswa di Masa Pandemi (Studi pada Mata Kuliah Ekonomi Islam)

Cut Muftia Keumala⁽¹⁾, Zamzami Zainuddin⁽²⁾, Fauzan Fauzan⁽³⁾,
(1) Sekolah Tinggi Ilmu Ekonomi Lhokseumawe

Indonesia
(2) Sekolah Tinggi Ilmu Administrasi Nasional

Indonesia
(3) Sekolah Tinggi Ilmu Ekonomi Lhokseumawe

Indonesia

Corresponding Author

DOI : https://doi.org/10.24036/011123600

Full Text:

Language : en

Abstract

This study aims to implement an innovative and fun learning strategy, namely a formative evaluation based on the game "Kahoot and Quizizz" to increase student learning motivation during the Covid-19 pandemic period. The study was conducted for Islamic Economics courses at Sekolah Tinggi Ilmu Ekonomi Lhokseumawe. Mixed-method research was employed in collecting data on students during the teaching-learning process for one semester. Quantitative data were obtained and analyzed from students' tests or formative evaluations and through questionnaires. Meanwhile, the qualitative data were obtained from personal in-depth interviews with several students from the experimental class. The results of this study indicate that the employment of the Kahoot and Quizizz game platforms has a positive impact on student achievement and motivation. This can be recognized from the results of the formative assessment data analysis and the responses from the questionnaire. The qualitative data also confers a positive value from the use of the Kahoot and Quizizz game applications. Four positive values emerged from the results of interviews with students regarding the application of these two applications, namely: fun, nothing boring, innovative assessment methods, and active classes.

Keywords

Evaluasi formatif, Kahoot, Quizizz, Covid-19, E-Learning

References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13.

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51.

Ahmad, A., Zeshan, F., Khan, M. S., Marriam, R., Ali, A., & Samreen, A. (2020). The impact of gamification on learning outcomes of computer science majors. ACM Transactions on Computing Education (TOCE), 20(2), 1-25.

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25.

Ames, H., Glenton, C., & Lewin, S. (2019). Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC medical research methodology, 19(1), 1-9.

Bawa, P. (2019). Using Kahoot to inspire. Journal of Educational Technology Systems, 47(3), 373-390.

Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 1-14.

Buckley, P., Doyle, E., & Doyle, S. (2017). Game on! Students’ perceptions of gamified learning. Journal of Educational Technology & Society, 20(3), 1-10.

Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732.

Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.

Gené, O. B., Núñez, M. M., & Blanco, Á. F. (2014, October). Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215-220).

Ghaljaie, F., Naderifar, M., & Goli, H. (2017). Snowball sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14(3).

Gibson, C. B. (2017). Elaboration, generalization, triangulation, and interpretation: On enhancing the value of mixed method research. Organizational Research Methods, 20(2), 193-223.

Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.

Hassan, L., & Hamari, J. (2020). Gameful civic engagement: A review of the literature on gamification of e-participation. Government Information Quarterly, 37(3), 101461.

Jayalath, J., & Esichaikul, V. (2020). Gamification to enhance motivation and engagement in blended eLearning for technical and vocational education and training. Technology, Knowledge and Learning, 1-28.

Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, 144, 102496.

Leighton, J. P. (2019). Students’ interpretation of formative assessment feedback: Three claims for why we know so little about something so important. Journal of Educational Measurement, 56(4), 793-814.

Li, X., Yang, Y., Chu, S. K. W., Zainuddin, Z., & Zhang, Y. (2020). Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong. Asia Pacific Journal of Education, 1-17.

Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43-55.

Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423.

Moss, C. M., & Brookhart, S. M. (2019). Advancing formative assessment in every classroom: A guide for instructional leaders. ASCD.

Perera, C. J., Zainuddin, Z., Piaw, C. Y., Cheah, K. S., & Asirvatham, D. (2020). The Pedagogical Frontiers of Urban Higher Education: Blended Learning and Co-Lecturing. Education and Urban Society, 52(9), 1305-1329.

Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(05), 4809-4818.

Rahayu, R. (2020). Analisis Tingkat Kesiapan Perguruan Tinggi dan Tingkat Kepuasan Pengguna dalam Implementasi E-Learning System Sebagai Dampak dari Pandemi Covid 19. Jurnal Inovasi Pendidikan Ekonomi (JIPE), 10(2), 93-105.

Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666.

Seifert, A. (2020). The digital exclusion of older adults during the COVID-19 pandemic. Journal of gerontological social work, 63(6-7), 674-676.

Sukri, S. (2019). Peningkatan Motivasi dan hasil Belajar Siswa Melalui Model Pembelajaran Kooperatif Two Stay Two Stray. Jurnal Inovasi Pendidikan Ekonomi (JIPE), 9(2), 152-161.

Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The Sage handbook of qualitative research in psychology, 17-37.

Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1).

Vaishya, R., Haleem, A., Vaish, A., & Javaid, M. (2020). Emerging technologies to combat the COVID-19 pandemic. Journal of clinical and experimental hepatology, 10(4), 409-411.

Whitelaw, S., Mamas, M. A., Topol, E., & Van Spall, H. G. (2020). Applications of digital technology in COVID-19 pandemic planning and response. The Lancet Digital Health.

Wilkie, B., & Liefeith, A. (2020). Student experiences of live synchronised video feedback in formative assessment. Teaching in Higher Education, 1-14.

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326.

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.

Zhao, F. (2019). Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom. International Journal of Higher Education, 8(1), 37-43