Building Competitive Spirit through the Use of Quizizz as an Information and Communication Technology (ICT) Based Evaluation in Islamic Education Learning Fiqh Material

May Nur Hidayati Novita; Irma Suraya

doi:10.29300/attalim.v23i1.3573

Building Competitive Spirit through the Use of Quizizz as an Information and Communication Technology (ICT) Based Evaluation in Islamic Education Learning Fiqh Material

May Nur Hidayati Novita, Irma Suraya

Abstract

ENGLISH:

Objective: This study aims to explore using Quizizz as an information and communication technology (ICT) based evaluation tool in learning Islamic religious education Fiqh material and building students' competitive spirit. Methods: This research uses a qualitative approach. Data were collected through classroom observation, in-depth interviews, data analysis, data reduction, data presentation, and conclusion drawing. Results: Using Quizizz to evaluate Fiqh learning creates a more dynamic and competitive learning atmosphere. Students are more motivated to participate due to gamification features such as instant scores and leaderboards. Conclusion: Quizizz can be an innovative ICT-based evaluation tool in Fiqh learning, improving learning outcomes and building students' competitive spirit. Contribution: This research contributes as a recommendation to educators to use Quizizz as an interesting and effective evaluation alternative in learning Fiqh.

INDONESIAN:

Tujuan: Penelitian ini bertujuan untuk mengeksplorasi penggunaan Quizizz sebagai alat evaluasi berbasis Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran Pendidikan Agama Islam materi Fiqih, dalam membangun semangat kompetitif siswa. Metode: Penelitian ini menggunakan pendekatan kualitatif. Data dikumpulkan melalui observasi kelas, wawancara mendalam, analisis data menggunakan reduksi data, penyajian data dan penarikan kesimpulan. Hasil: Penggunaan Quizizz dalam evaluasi pembelajaran Fiqih menciptakan suasana belajar yang lebih dinamis dan kompetitif. Siswa lebih termotivasi untuk berpartisipasi karena adanya fitur gamifikasi seperti skor instan dan papan peringkat. Kesimpulan: Quizizz dapat menjadi alat evaluasi berbasis TIK yang inovatif dalam pembelajaran Fiqih, tidak hanya meningkatkan hasil belajar tetapi juga membangun semangat kompetitif siswa. Kontribusi: Penelitian ini berkontribusi sebagai rekomendasi kepada pendidik untuk menggunakan Quizizz sebagai salah satu alternatif evaluasi yang menarik dan efektif dalam pembelajaran Fiqih.

Keywords

Competitive spirit; Quizizz; Evaluation; ICT; Fiqh subject

Full Text:

PDF

References

Agustina, L., & Rusmana, I. M. (2019). Pembelajaran Matematika Menyenangkan dengan Aplikasi Kuis Online Quizizz. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika Sosiomadika, 1–7. http://journal.unsika.ac.id/index.php/sesiomadika

Al-Mawaddah, A. W., Hidayat, M. T., Amin, S. M., & Hartatik, S. (2021). Pengaruh Penggunaan Media Pembelajaran Quizizz terhadap Hasil Belajar Siswa pada Mata Pelajaran Matematika melalui Daring di Sekolah Dasar. Jurnal Basicedu, 5(5), 3109–3116. https://jbasic.org/index.php/basicedu/article/view/1288

Arrahim, R. E. S., & Hanayulianti, S (2022). Pengaruh Media Pembelajaran Quizizz Terhadap Hasil Belajar Siswa Sekolah Dasar. Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar, 6(2). https://doi.org/10.24036/jippsd.v6i2

Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies–Students’ behavior. Computers in human behavior, 72, 612-620. https://doi.org/10.1016/j.chb.2016.05.027

Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182, 104463. http://dx.doi.org/10.1016/j.compedu.2022.104463

Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2012.12.020

Coll, C., Rochera, M. J., & De Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64. https://doi.org/10.1016/j.compedu.2019.02.015

De Hei, M., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review, 18, 33-45. https://doi.org/10.1016/j.edurev.2016.01.001

Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020

Emda, A. (2018). Kedudukan Motivasi Belajar Siswa Dalam Pembelajaran. Lantanida Journal, 5(2), 172-182. https://jurnal.ar-raniry.ac.id/index.php/lantanida/article/view/2838/2064

Fitriyeni, W. K. (2022). Efektivitas Penggunaan Aplikasi Quizizz Untuk Penilaian Pembelajaran. Primary: Jurnal Pendidikan Guru Sekolah Dasar 6(2). http://dx.doi.org/10.33578/jpfkip.v11i3.8947

Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29. https://doi.org/10.1016/j.compedu.2019.02.015

Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in The Teaching Learning Process: The Case of Kahoot! On the horizon, 27(1), 35–45. https://doi.org/10.1108/OTH-11-2018-0035

Holstein, K., McLaren, B. M., & Aleven, V. (2017). Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms. In Proceedings of the seventh international learning analytics & knowledge conference (pp. 257-266). https://doi.org/10.1145/3027385.3027451

Krasnova, T. (2015). A paradigm shift: Blended learning integration in Russian higher education. Procedia-Social and Behavioral Sciences, 166, 399-403. https://doi.org/10.1016/j.sbspro.2014.12.543

Lau, S. T., Liaw, S. Y., Loh, W. L., Schmidt, L. T., Yap, J., Lim, F. P., ... & Siah, R. (2023). Mid-career switch nursing students' perceptions and experiences of using immersive virtual reality for clinical skills learning: A mixed methods study. Nurse Education Today, 124, 105760. https://doi.org/10.1016/j.nedt.2023.105760

Lestari, Sudarsri (2018). Peran Teknologi dalam Pendidikan di Era Globalisasi. Jurnal Pendidikan Agama Islam 2(2): 96. https://doi.org/10.33650/edureligia.v2i2.459

Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of Applied Research in Higher Education, 11(3), 522–537. https://doi.org/10.1108/JARHE-10-2018-0202

Nuryana, Z., & Fauzi, N. A. F. (2020). The Fiqh of disaster: The mitigation of covid-19 in the perspective of Islamic education-neuroscience. International Journal of Disaster Risk Reduction, 51, 101848. https://doi.org/10.1016/j.ijdrr.2020.101848

Rahman, R., Kondoy, E., & Hasrin, A. (2020). Penggunaan Aplikasi Quizziz Sebagai Media Pemberian Kuis Dalam Meningkatkan Motivasi Belajar Mahasiswa. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 4(3), 60–66. https://doi.org/10.36312/jisip.v4i3.1161

Santibañez-Aguilar, J. E., González-Campos, J. B., Ponce-Ortega, J. M., Serna-González, M., & El-Halwagi, M. M. (2014). Optimal planning and site selection for distributed multiproduct biorefineries involving economic, environmental and social objectives. Journal of cleaner production, 65, 270-294. https://doi.org/10.1016/j.jclepro.2013.08.004

Wibawa, R. P., Astuti, R. I., & Pangestu, B. A. (2019). Smartphone-Based Application “quizizz” as a Learning Media. Dinamika Pendidikan, 14(2), 244–253. https://doi.org/10.15294/dp.v14i2.23359

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. https://doi.org/10.1016/j.compedu.2019.103729

Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37

DOI: http://dx.doi.org/10.29300/attalim.v23i1.3573