(Department of Physical Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)
(2) * Syafrizal Idris
(Department of Physical Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(3) Nurul Fadieny
(Department of Physical Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(4) Syarifah Rita Zahara
(Department of Physical Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(5) Riza Andriani
(Department of Physical Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)*Corresponding author
AbstractStudents' learning motivation and cognitive learning outcomes in physics, particularly on the topic of energy sources, remain suboptimal. One contributing factor is the tendency for assessment activities to be monotonous and to provide no immediate feedback to students. This study aimed to determine the effect of Zep Quiz-assisted physics instruction on the learning motivation and cognitive learning outcomes of Grade X students studying energy sources. A quasi-experimental method with a nonequivalent pretest-posttest control group design was employed. The sample comprised one experimental class receiving Zep Quiz-assisted instruction and one control class receiving conventional instruction. Data were collected using a cognitive learning-outcomes test and a learning-motivation questionnaire and were analyzed through Multivariate Analysis of Covariance (MANCOVA), with pretest scores as covariates, after all analytical assumptions had been satisfied. The results showed that Zep Quiz-assisted instruction had a significant simultaneous effect on students' learning motivation and learning outcomes, with Wilks' Lambda = 0.157 and p < 0.001. The experimental group achieved a mean learning-outcomes posttest score of 86.88, exceeding the control group's score of 66.25. The experimental group also recorded a higher mean learning-motivation score (29.16) than the control group (22.54). Optimizing the gamification features in Zep Quiz stimulated students' emotional engagement, creating a dynamic and enjoyable classroom atmosphere and encouraging active participation throughout instruction. Therefore, Zep Quiz can serve as a gamified digital assessment tool to support improvements in motivation and physics learning outcomes on the topic of energy sources.
KeywordsGamification; Cognitive learning outcomes; MANCOVA; Learning motivation; Energy sources; Zep Quiz
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1475 |
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