Application of QuizWhizzer-based Educational Games to Improve Students' Learning Outcomes on History Lessons
DOI:
https://doi.org/10.24127/sd.v8i2.3644Keywords:
QuizWhizzer, Educational Game, History Learning Outcomes.Abstract
This study examines the implementation of QuizWhizzer-based educational games in history learning for class X.7 at SMA Negeri 2 Metro. The main objective is to improve student learning outcomes through more interactive and engaging methods. Using the Classroom Action Research (CAR) method, this study was conducted in two cycles, involving 36 students. Data were collected through observation, interviews, documentation, and tests. The results show a significant increase in student engagement and learning outcomes. In the initial test, only 22% of students achieved the Minimum Completeness Criteria (KKM). After implementing QuizWhizzer, the completion rate increased to 53% in cycle I and 94% in cycle II. Observations indicated a 30% increase in student engagement and higher learning motivation. This study concludes that the use of QuizWhizzer as a learning medium is effective in enhancing student engagement, motivation, and learning outcomes in history subjects. These findings support the adoption of educational games as an innovative and effective learning strategy.References
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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.
Dohny, Q. (2024). Enhancing 21st-Century Learning: The Impact of Gamification with Quizwhizzer on English Language Vocabulary Acquisition. Indonesian Journal of Educational Science and Technology (Nurture), 3(1), 45 – 60.
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Faijah, N. (2021). QuizWhizzer -Assisted Educational Game Design to Improve Students' Conceptual Understanding Skills. MULTIDISCIPLINE - International Conference 2021.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Hamid, M. K. A. (2022). Gamification and student engagement during COVID-19: An analysis of “Quizwhizzer†application in virtual classes. SEARCH Journal of Media and Communication Research, 14, 113-121
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Mulligan, C. (2013). The importance of history education: A personal view. Teaching History, 153, 4-5.
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Purwanto. (2016). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Putri, A. E. (2022). Validity of the QuizWhizzer- Based Assessment Instrument for Measuring Middle School Students' Multirepresentation Ability. International Journal of Education, Information Technology and Others (IJEIT), 7(2), 46-53.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sutriati, A., Cahyono, H., Pranoto, H., & Aryani, R. (2023). Penerapan Model Pembelajaran Teams Games Tournament (TGT) Berbasis Game Edukasi Online untuk Meningkatkan Minat Belajar Sejarah. Jurnal SwarnaDwipa, 7(2) 44-55.
Tedjasaputra, M. S. (2001). Bermain, Mainan, dan Permainan. Jakarta: Grasindo.
Wahyuningsih, F. (2021). Utilization of QuizWhizzer Educational Game Applications as Learning Evaluation Media. International Joint Conference on Science and Engineering, 209, 148-152.
Zhang, Y., & Zhang, H. (2011). Educational game design for teaching Chinese as a foreign language. In International Conference on Technologies for E-Learning and Digital Entertainment, 292-297.
Zubaidah, N. (2022). History Learning Based On Digital Catalog Media In Increasing Student's Historical Awareness. International Journal of Educational Research & Social Sciences, 3(1), 273-278.
Afwan, B., Suryani, N., & Ardianto, D. T. (2020). The development of digital flipbook media based on the 5 hours battle of kalianda upon high school history materials. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 3(2), 1003-1012.
Afwan, B., Suryani, N., & Ardianto, D. T. (2020). Analisis kebutuhan pembelajaran sejarah di era digital. Proceeding Umsurabaya.
Afwan, B. (2023). Pengembangan Media Pembelajaran Virtual Reality Berbasis Museum Klinik Santa Maria Kota Metro pada Materi Sejarah SMA. Tarikhuna: Journal of History and History Education, 5(1), 13-24.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Darmadi, H. (2015). Desain dan Implementasi Penelitian Tindakan Kelas (PTK). Bandung: Alfabeta.
Davies, J. (2001). The multidimensional nature of games: An empirical taxonomy. Australian Journal of Educational Technology, 17(2), 156-172.
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.
Dohny, Q. (2024). Enhancing 21st-Century Learning: The Impact of Gamification with Quizwhizzer on English Language Vocabulary Acquisition. Indonesian Journal of Educational Science and Technology (Nurture), 3(1), 45 – 60.
Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21-31.
Faijah, N. (2021). QuizWhizzer -Assisted Educational Game Design to Improve Students' Conceptual Understanding Skills. MULTIDISCIPLINE - International Conference 2021.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Hamid, M. K. A. (2022). Gamification and student engagement during COVID-19: An analysis of “Quizwhizzer†application in virtual classes. SEARCH Journal of Media and Communication Research, 14, 113-121
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Mulligan, C. (2013). The importance of history education: A personal view. Teaching History, 153, 4-5.
Pratama, R. A. (2018). Implementasi Kurikulum 2013 di Sekolah Dasar. Jurnal Pendidikan Dasar, 2(1), 33-40.
Purwanto. (2016). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Putri, A. E. (2022). Validity of the QuizWhizzer- Based Assessment Instrument for Measuring Middle School Students' Multirepresentation Ability. International Journal of Education, Information Technology and Others (IJEIT), 7(2), 46-53.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sutriati, A., Cahyono, H., Pranoto, H., & Aryani, R. (2023). Penerapan Model Pembelajaran Teams Games Tournament (TGT) Berbasis Game Edukasi Online untuk Meningkatkan Minat Belajar Sejarah. Jurnal SwarnaDwipa, 7(2) 44-55.
Tedjasaputra, M. S. (2001). Bermain, Mainan, dan Permainan. Jakarta: Grasindo.
Wahyuningsih, F. (2021). Utilization of QuizWhizzer Educational Game Applications as Learning Evaluation Media. International Joint Conference on Science and Engineering, 209, 148-152.
Zhang, Y., & Zhang, H. (2011). Educational game design for teaching Chinese as a foreign language. In International Conference on Technologies for E-Learning and Digital Entertainment, 292-297.
Zubaidah, N. (2022). History Learning Based On Digital Catalog Media In Increasing Student's Historical Awareness. International Journal of Educational Research & Social Sciences, 3(1), 273-278.
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2024-11-24
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