Using Quizizz for Islamic Religious Education Learning Evaluation at MIN 4 Rejang Lebong: A Qualitative Case Study
Pemanfaatan Quizizz dalam Evaluasi Pembelajaran Pendidikan Agama Islam di MIN 4 Rejang Lebong: Studi Kasus Kualitatif
DOI:
https://doi.org/10.24256/iqro.v9i3.12575Keywords:
gamification, Islamic Religious Education, learning evaluation, Madrasah Ibtidaiyah, QuizizzAbstract
Learning evaluation is essential for measuring the effectiveness of Islamic Religious Education (PAI), yet evaluation in madrasahs still relies largely on paper-based methods, which do little to foster student engagement and motivation. Previous research on Quizizz has mostly applied quantitative approaches to general subjects, while studies of its use in PAI evaluation at the Madrasah Ibtidaiyah level remain limited. This study examines teachers’ considerations in selecting Quizizz, its implementation in PAI learning evaluation, and its impact at MIN 4 Rejang Lebong. A qualitative case study was conducted with four PAI teachers, the vice principal for curriculum, and one student, selected through purposive sampling. Data were gathered through semi-structured interviews, non-participant observation, and document analysis, and were validated through source triangulation. Based on the informants’ perceptions, Quizizz fostered students’ motivation, concentration, engagement, and confidence and helped teachers manage assessments more efficiently, despite challenges with internet connectivity and limited access to devices. Because Quizizz mainly supports question-based assessment, it is best combined with authentic instruments for the affective and psychomotor aspects of PAI. The findings are limited to one madrasah, a single student informant, and a short research period. This study offers an in-depth qualitative account of Quizizz use in the final evaluation of PAI at the Madrasah Ibtidaiyah level, a context that has rarely been examined.
References
Akbar, A., Huda, N., & Hermina, D. (2022). Evaluasi Pendidikan Agama Islam di PTU Banjarmasin berbasis CIPP. Jurnal Pendidikan dan Kewirausahaan, 11(1), 90–100. https://doi.org/10.47668/pkwu.v11i1.663
Alam, F. N., & Kholid. (2024). Quizizz and Kahoot enhance student engagement and motivation in Indonesian language learning at SD IT Abata Lombok. Lingual: Journal of Language and Culture, 17(2), 134–139. https://doi.org/10.24843/LJLC.2024.v17.i02.p15
Al-Faid, M., & Lismawati. (2024). Peran teknologi informasi dalam meningkatkan efektivitas pembelajaran agama Islam. Edusaintek: Jurnal Pendidikan, Sains dan Teknologi, 11(3). https://doi.org/10.47668/edusaintek.v11i3.1215
Almeida, C., Kalinowski, M., Uchôa, A., & Feijó, B. (2023). Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology, 156, Article 107142. https://doi.org/10.1016/j.infsof.2022.107142
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Destriani, D. (2022). Pembelajaran Pendidikan Agama Islam berbasis moderasi beragama menuju society era 5.0. INCARE, International Journal of Educational Resources, 2(6), 647–664. https://doi.org/10.59689/incare.v2i6.356
Destriani, D., Warsah, I., Karolina, A., Sutarto, & Krzic, G. (2024). The analysis of 4C-based learning implementation for Islamic Religious Education students. TADRIS: Jurnal Pendidikan Islam, 19(1), 1–12. https://doi.org/10.19105/tjpi.v19i1.9917
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Febriani, N. E., & Darodjat. (2022). Pengembangan alat evaluasi menggunakan aplikasi Quizizz pada mata pelajaran Alquran Hadis di kelas VII SMP Muhammadiyah Sokaraja. Proceedings Series on Social Sciences & Humanities, 9, 5–12. https://doi.org/10.30595/pssh.v9i.640
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377
Handayani, E. P., Remiswal, & Khadijah. (2025). Merancang evaluasi Pendidikan Agama Islam yang efektif: Penelitian. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 3(4), 3106–3115. https://doi.org/10.31004/jerkin.v3i4.846
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Liu, P.-L., Chen, C.-J., & Huang, C.-Y. (2025). Evaluating the effectiveness of Quizizz for enhancing English vocabulary acquisition and engagement among rural elementary students. Sage Open, 15(4), Article 21582440251379697. https://doi.org/10.1177/21582440251379697
Maraza-Quispe, B., Traverso-Condori, L. C., Torres-Gonzales, S. B., Reyes-Arco, R. E., Tinco-Túpac, S. T., Reyes-Villalba, E., & Carpio-Ventura, J. del R. (2024). Impact of the use of gamified online tools: A study with Kahoot and Quizizz in the educational context. International Journal of Information and Education Technology, 14(1), 132–140. https://doi.org/10.18178/ijiet.2024.14.1.2033
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Nordin, S. S. (2023). The impact of implementing Quizizz on developing vocabulary skills in language learning among Malaysian secondary school students in rural areas. International Journal on E-Learning Practices, 6(1). https://doi.org/10.51200/ijelp.v6i1.4610
Pham, A. T. (2023). The impact of gamified learning using Quizizz on ESL learners’ grammar achievement. Contemporary Educational Technology, 15(2), Article ep410. https://doi.org/10.30935/cedtech/12923
Pudjiati, I., & Madani, F. (2024). The authentic assessment in implementation independent curriculum as best practice workshop Quizizz for teachers at elementary school. Jurnal Cakrawala Pendas, 10(1), 51–68. https://doi.org/10.31949/jcp.v10i1.7711
Quispe Ccoa, N. M., Farfan Choquehuanca, M. E., & Rucano Paucar, F. H. (2023). An application of the Quizizz gamification tool to improve motivation in the evaluation of elementary school students. International Journal of Information and Education Technology, 13(3), 544–550. https://doi.org/10.18178/ijiet.2023.13.3.1837
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Skinner, B. F. (1953). Science and human behavior. Macmillan.
Sobirin, S., Ihsan, M., & Wahab, W. (2023). Pemanfaatan aplikasi dan software digital terhadap kebutuhan evaluasi pembelajaran Pendidikan Agama Islam. Edukasia: Jurnal Pendidikan dan Pembelajaran, 4(2), 2729–2736. https://doi.org/10.62775/edukasia.v4i2.662
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning: A literature review. Computers & Education, 149, Article 103818. https://doi.org/10.1016/j.compedu.2020.103818
Wen, M. N. Y., & Aziz, A. A. (2022). The use of Quizizz as an online teaching and learning assessment tool in an ESL classroom: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 11(1), 1076–1094. https://doi.org/10.6007/IJARPED/v11-i1/11929
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, Article 100326. https://doi.org/10.1016/j.edurev.2020.100326
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
Zuhriyah, S., & Pratolo, B. W. (2020). Exploring students’ views in the use of Quizizz as an assessment tool in English as a Foreign Language (EFL) class. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Debi Irama, Dewi Purnama Sari, Mirzon Daheri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
