Development and Validation of a Quizalize-Based Digital Assessment for Learning Motivation and Critical Thinking in Elementary IPAS Learning

Abstract

Purpose This study aimed to develop and evaluate a Quizalize-based digital assessment instrument for measuring students' learning motivation and critical thinking skills in IPAS learning, in support of SDG 4-oriented elementary education. Methods A Research and Development (R&D) approach using the ADDIE model was employed, comprising analysis, design, development, implementation, and evaluation stages. Data were collected through observations, interviews, expert validation sheets, student response questionnaires, the ARCS learning motivation questionnaire, and a Higher-Order Thinking Skills (HOTS)-based critical thinking test. Effectiveness testing involved 60 fourth-grade students, consisting of 30 students in the experimental group and 30 students in the control group. Findings Expert validation yielded a feasibility score of 91.11%, while the practicality test involving 30 fourth-grade students produced a score of 90.21%, indicating that the instrument was highly feasible and highly practical. Critical thinking scores increased from 54.53 to 83.13, while the experimental group demonstrated higher learning motivation than the control group (M = 76.77 vs. 66.57). Research Implications The findings indicate that the Quizalize-based digital assessment instrument can be used as a feasible, practical, and effective assessment tool to support the measurement of learning motivation and critical thinking skills in elementary IPAS learning. Originality The originality of this study lies in the development and evaluation of a Quizalize-based digital assessment instrument that integrates the measurement of learning motivation and HOTS-based critical thinking within elementary IPAS learning, aligned with the goals of SDG 4.