PENGARUH PENGGUNAAN MEDIA KUIS INTERAKTIF BERBASIS GAMIFIKASI DENGAN PLATFORM GIMKIT, KAHOOT, DAN QUIZIZZ TERHADAP HASIL BELAJAR GEOGRAFI PESERTA DIDIK KELAS X SMAN 37 JAKARTA

Gian Fadlan, . (2026) PENGARUH PENGGUNAAN MEDIA KUIS INTERAKTIF BERBASIS GAMIFIKASI DENGAN PLATFORM GIMKIT, KAHOOT, DAN QUIZIZZ TERHADAP HASIL BELAJAR GEOGRAFI PESERTA DIDIK KELAS X SMAN 37 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER SKRIPSI.pdf Download (666kB)
	Text BAB 1.pdf Download (175kB)
	Text bab 2 skripsi.pdf Restricted to Registered users only Download (540kB) | Request a copy
	Text bab 3 skripsi.pdf Restricted to Registered users only Download (384kB) | Request a copy
	Text bab 4 skripsi.pdf Restricted to Registered users only Download (363kB) | Request a copy
	Text bab 5 skripsi.pdf Restricted to Registered users only Download (105kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (172kB)
	Text lampran & daftar riwayat hidup.pdf Restricted to Registered users only Download (1MB) | Request a copy

Abstract

Penelitian ini bertujuan mendeskripsikan pengaruh media kuis interaktif gamifikasi (Gimkit, Kahoot!, Quizizz) sebagai variasi asesmen formatif terhadap hasil belajar kognitif dan afektif (minat belajar) Geografi peserta didik kelas X SMAN 37 Jakarta pada materi Lapisan Atmosfer. Metode kuantitatif deskriptif (quasi-experiment) digunakan dengan sampel tiga kelas eksperimen melalui purposive sampling. Data kognitif diukur menggunakan tes pilihan ganda (pre-test dan post-test). Ranah afektif diukur menggunakan angket minat belajar berbasis model ARCS (Attention, Relevance, Confidence, Satisfaction). Analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan peningkatan rata-rata post-test kognitif: kelas Kahoot (81,02), Gimkit (76,84), dan Quizizz (74,98). Pada ranah afektif, persentase minat belajar mencapai kategori sangat tinggi yang dipimpin oleh Gimkit (88,95%), diikuti Quizizz (88,60%), dan Kahoot (83,75%). Pembahasan temuan menunjukkan bahwa fitur batasan waktu pada Kahoot memacu ketangkasan kognitif, namun rentan memicu kecemasan afektif pada sebagian siswa. Sementara itu, sistem ekonomi virtual pada Gimkit memompa antusiasme maksimal meski rentan mendistraksi fokus kognitif, dan lingkungan student-paced pada Quizizz unggul menjaga kenyamanan psikologis walau ketiadaan elemen kompetitif menjadikannya relatif lebih rendah secara capaian kognitif. Kesimpulannya, ketiga platform memberikan pengaruh positif dengan implikasi karakteristik fungsional yang spesifik pada kondisi sampel peserta didik di SMAN 37 Jakarta. ***** This study aims to describe the effect of gamification-based interactive quiz media (Gimkit, Kahoot!, Quizizz) as a variation of formative assessment on the cognitive and affective (learning interest) Geography learning outcomes of tenth-grade students at SMAN 37 Jakarta on the Atmosphere material. A descriptive quantitative method (quasi-experiment) was used with a sample of three experimental classes selected through purposive sampling. Cognitive data were measured using multiple-choice tests (pre-test and post-test). The affective domain was measured using a learning interest questionnaire based on the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model. Data analysis was conducted using descriptive statistics. The results showed an increase in the cognitive post-test average: the Kahoot class (81.02), Gimkit (76.84), and Quizizz (74.98). In the affective domain, the percentage of learning interest reached a very high category, led by Gimkit (88.95%), followed by Quizizz (88.60%), and Kahoot (83.75%). A discussion of the findings indicates that the time limit feature in Kahoot stimulates cognitive agility but is prone to triggering affective anxiety in some students. Meanwhile, the virtual economy system in Gimkit boosts maximum enthusiasm although it is prone to distracting cognitive focus, and the student-paced environment in Quizizz excels in maintaining psychological comfort even though the lack of competitive elements makes it relatively lower in cognitive achievement. In conclusion, the three platforms provide a positive effect with specific functional characteristic implications on the condition of the student sample at SMAN 37 Jakarta.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Samadi, S.Pd., M.Si; 2). Dr. Aris Munandar, S.Pd., M.Si.
Subjects:	Geografi, Antropologi > Geografi Pendidikan > Media Pembelajaran
Divisions:	FIS > S1 Pendidikan Geografi
Depositing User:	Users 34390 not found.
Date Deposited:	03 Aug 2026 07:21
Last Modified:	03 Aug 2026 07:21
URI:	http://repository.unj.ac.id/id/eprint/68208

Actions (login required)

View Item