Naila Az Zahra Naila, Avina Imma Amalia Avina, Faizuna Tathmainul Qulub Faizun, Muhammad Aziza Aziz, Dany Miftah M. Nur Dany

Efektivitas Media Pembelajaran Interaktif (Quiziz) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS

Introduction

Efektivitas media pembelajaran interaktif (quiziz) terhadap hasil belajar siswa pada mata pelajaran ips. Teliti efektivitas media pembelajaran interaktif Quiziz terhadap hasil belajar siswa mata pelajaran IPS. Studi kuantitatif ini menunjukkan Quiziz kurang efektif meningkatkan hasil belajar siswa kelas VIII-C.

Abstract

The phenomenon in the modern era is characterized by the rapid development of technology, information and communication. Learning media is used as an intermediary to convey messages or information to students. Using creative media can influence students to like the subject. In this journal, researchers used an experimental research method with a descriptive quantitative approach. With a research sample of VIII C MTs NU Nurul Ulum students totaling 29 students. The results in this study are decreased, it shows that the interactive learning method using the Quiz application is less effective in learning in class VIII-C MTS Nu Nurul Ulum. This is evidenced by the minimum pretest score of 60 and the maximum score of 86 and for the minimum post test score of 20 and the maximum score of 85. The average pretest is 74.38 and for the post test is 72.59. The results of the pretest and posttest have decreased

Review

This paper addresses a highly relevant topic in contemporary education: the effectiveness of interactive learning media, specifically Quizizz, on student learning outcomes in Social Studies (IPS). In an era characterized by rapid technological advancement, the exploration of digital tools to enhance engagement and learning is crucial. The researchers utilized an experimental research method with a descriptive quantitative approach, examining a sample of 29 students from VIII C MTs NU Nurul Ulum. The study's objective to assess the impact of a widely used interactive platform on academic performance aligns well with current pedagogical interests in technology integration. However, the reported findings present a counter-intuitive and concerning outcome. The abstract explicitly states that the interactive learning method using Quizizz was "less effective," evidenced by a decrease in both average and minimum learning outcomes from pretest to posttest. Specifically, the average score dropped from 74.38 to 72.59, and more strikingly, the minimum score plummeted from 60 to 20. This indicates that the intervention, rather than improving or maintaining performance, was associated with a decline in student results. The claim of "decreased" results, presented as the primary finding, raises significant questions about the implementation, suitability of the tool for the subject or students, or potential issues with the assessment itself. To enhance the rigor and clarity of these unexpected findings, several aspects warrant further attention. First, while described as "experimental," the abstract only provides descriptive statistics (pretest/posttest averages and ranges). A true experimental design would typically involve a control group and robust statistical analysis (e.g., t-tests or ANOVA) to ascertain the statistical significance of the observed decrease, rather than merely noting the raw score change. Second, given the detrimental outcome, a deeper discussion into the possible reasons for this decrease is essential. This could involve exploring student perceptions, instructional design flaws, or the specific features of Quizizz that might have hindered, rather than helped, learning in IPS. Without a more comprehensive methodology and analysis, the practical implications of this study remain limited, posing more questions about the intervention's efficacy than providing clear guidance for educators.

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