SURYAGA, HANGGIT ENHA (2025) PENGUNAAN MEDIA QUIZIZZ BERBASIS MATERI HINDU BUDDHA PADA SISWA KELAS X SMAN 1 MAOSPATI KABUPATEN MAGETAN. S1 thesis, Universitas PGRI Madiun.
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Abstract
History learning on the Hindu-Buddhist Kingdoms material is dense with factual content, making it prone to stopping at the remembering level and feeling monotonous when delivered conventionally. Quizizz, a gamification-based medium, offers an alternative, but previous studies have been dominated by quantitative approaches that do not explain at which cognitive level student engagement occurs. This study aims to describe (1) the planning and implementation of Quizizz in teaching Hindu-Buddhist material to tenth-grade students at SMA Negeri 1 Maospati, including the obstacles encountered and the solutions adopted, and (2) the forms of student engagement and cognitive responses during the learning process. The study used a qualitative approach with a descriptive qualitative design. Informants were selected purposively, consisting of one history teacher as the key informant and five tenth-grade students as supporting informants. Data were collected through participant observation, semi-structured interviews, and documentation, and their validity was tested using source and technique triangulation. Data analysis followed the Miles and Huberman interactive model, with students’ cognitive responses examined based on the cognitive process levels of Anderson and Krathwohl’s revised Bloom’s taxonomy. The results show that the teacher positioned Quizizz as a formative assessment integrated with the Merdeka Curriculum teaching module, using visual stimuli, adjusted answer durations, an opening apperception, and a joint discussion at the end of the session. Obstacles in the form of network fluctuations, limited mobile data, delayed image loading, and students’ tendency to answer hastily to protect their leaderboard position were addressed through tiered technical and pedagogical solutions. Behavioral and emotional engagement appeared evenly across all students, while cognitive engagement varied within a single class: the competitive pattern remained at the remembering level (C1), the visual stimulus pattern moved to the understanding level (C2), and the analytical pattern reached the analyzing level (C4) accompanied by metacognitive awareness. Thus, the depth of students’ cognitive responses is determined by the design of the quiz items and how students respond to game mechanics, not by the platform used. Keywords: Quizizz, gamification, cognitive response, Bloom’s taxonomy, history learning, Hindu-Buddhist material.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S1) |
|---|---|
| Kata Kunci: | Kata Kunci: Quizizz, gamifikasi, respons kognitif, taksonomi Bloom, pembelajaran sejarah, materi Hindu-Buddha.Keywords: Quizizz, gamification, cognitive response, Bloom’s taxonomy, history learning, Hindu-Buddhist material. |
| Subjects: | L Education > LA History of education P Language and Literature > PN Literature (General) > PN0441 Literary History |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Sejarah |
| Depositing User: | SURYAGA ENHA HANGGIT |
| Date Deposited: | 27 Oct 2026 07:05 |
| Last Modified: | 27 Oct 2026 07:05 |
| URI: | http://eprint.unipma.ac.id/id/eprint/10773 |
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