IMPLEMENTING QUIZIZZ-BASED DIGITAL LEARNING TO ENHANCE STUDENTS’ LEARNING MOTIVATION

Abstract

Learning motivation is an essential aspect in supporting the quality of the learning process; however, classroom practices that lack variation often result in low student engagement. The development of digital technology provides opportunities for educators to integrate interactive learning media as pedagogical strategies, one of which is the use of the Quizizz platform. This study aims to: (1) describe the implementation of Quizizz-based digital learning in classroom activities, (2) identify the forms of students’ learning motivation that emerge after the implementation of Quizizz, and (3) analyze the role of Quizizz as a pedagogical strategy in supporting students’ learning motivation. This study employed a descriptive qualitative approach involving teachers and students at the secondary education level. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that: (1) the implementation of Quizizz-based digital learning was conducted in a structured manner through the stages of planning, implementation, and evaluation; (2) the use of Quizizz enhanced students’ learning motivation, as reflected in increased enthusiasm, active participation, and persistence during learning activities; and (3) interactive features, instant feedback, and competitive elements embedded in Quizizz contributed to students’ cognitive and affective engagement. Theoretically, these findings reinforce the perspective that the integration of gamification-based digital learning media functions as a motivational stimulus and enriches the discourse on learning motivation within digital learning contexts.