Penggunaan Aplikasi Quizizz Sebagai Alternatif Penilaian Formatif dalam Pengajaran dan Pembelajaran Matematik

  • Siti Joanna Matlan Universiti Kebangsaan Malaysia
  • Siti Mistima Maat

Abstract

Gamifikasi menjadikan proses pengajaran dan pembelajaran (PdP) lebih interaktif, serta mewujudkan suasana pembelajaran yang lebih menyeronokkan. Quizizz adalah contoh aplikasi gamifikasi yang dapat diterapkan semasa pembelajaran bersemuka mahupun kelas secara maya. Syarat utamanya, guru dan pelajar mempunyai akses capaian internet dan peranti untuk tujuan pelaksanaan. Quizizz merupakan aplikasi kuiz dalam talian di mana pelajar boleh mengambil bahagian secara individu mahupun kumpulan. Kajian kuantitatif berbentuk tinjauan ini menggunakan instrumen soal selidik bertujuan untuk meninjau persepsi pelajar terhadap penggunaan aplikasi Quizizz dalam PdP matematik. Responden kajian terdiri daripada 53 orang pelajar teknikal di sebuah Institut Latihan Perindustrian di Wilayah Timur Malaysia. Hasil kajian menggunakan analisis deskriptif menunjukkan secara keseluruhan persepsi pelajar terhadap aplikasi Quizizz adalah tinggi dengan purata peratusan 91.87%. Penggunaan aplikasi tersebut dalam PdP matematik mendapat maklum balas positif khususnya dalam meningkatkan motivasi pelajar dalam pembelajaran matematik. Pendekatan gamifikasi sememangnya memberikan impak yang positif dalam pendidikan dan boleh diadaptasi dalam pelbagai bidang. Integrasi aplikasi gamifikasi dalam proses pengajaran dan pembelajaran matematik dilihat wajar sebagai alternatif penilaian formatif yang fleksibel. Ia bukan sahaja menarik minat serta motivasi pelajar malah memberikan pengalaman pembelajaran aktif sekaligus memudahkan tugas guru.

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Published
2021-12-31
How to Cite
MATLAN, Siti Joanna; MAAT, Siti Mistima. Penggunaan Aplikasi Quizizz Sebagai Alternatif Penilaian Formatif dalam Pengajaran dan Pembelajaran Matematik. Jurnal Dunia Pendidikan, [S.l.], v. 3, n. 4, p. 217-227, dec. 2021. ISSN 2682-826X. Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/16270>. Date accessed: 21 may 2022.
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Articles