Influence of Quizizz Paper Mode-Based Learning on Student Interest in IPAS among Fifth Grade of Elementary School Student

Najwa Nursabrina Mahdiyyah, Septi Fitri Meilana

Abstract


Background: The development of digital-based learning media encourages teachers to implement more interactive and interesting learning strategies. One innovation that can be leveraged is Quizizz, specifically the Paper Mode feature, which allows students to take quizzes without using electronic devices. The purpose of this study is to examine how the use of the Quizizz Paper Mode learning media influences the learning interest of fifth-grade students in science subjects. Methodology:The method used is a quantitative approach with a Quasi-Ecperimental Design, the Posttest-Only Control Group Design type. The sample was selected using purposive sampling technique. The research was conducted at SDN Jatiwaringin VIII Bekasi with a sample of 63 students divided into an experimental class (using Quizizz Paper Mode) and a control class (using Wordwall). A questionnaire measuring students interest in learning was employed as the instrument, with its validity assessed through Product Moment analysis and its reliability confirmed using Alpha Cronbach. Data were analyzed using normality, homogeneity, and independent t-tests with the help of SPSS version 25. 
Findings: Results showed a significant difference between the experimental class and the control class with a significance value of 0.012 < 0.05 and a tcal value of 2.599 > a table of 1.999. These findings indicate that the features of Quizizz media have a notable impact on enhancing students' learning interest. Contribution: Practically, these results show that Quizizz Paper Mode can be used as a solution in schools with limited digital devices, while theoretically, this study enriches references regarding low-technology-based interactive learning media

Keywords


Interactive Learning; Learning Interest; Paper Modde; Quizizz; Technology In Education

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References


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DOI: https://doi.org/10.36987/jpbn.v11i2.7594

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