Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Mathematics Instruction, Social Research and Opinion
Zaimatun Ni’mah
Universitas PGRI Semarang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Integration of Design Thinking and Quizalize Gamification in Problem Based Learning Numerical Literacy Zaimatun Ni’mah; Muhtarom Muhtarom; Aryo Andri Nugroho
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1592

Abstract

This study aims to develop and explore a Problem-Based Learning (PBL) instructional design integrated with the Design Thinking framework and the gamification platform Quizalize to support students’ numerical problem-solving skills. The study employed a qualitative exploratory design through the five stages of Design Thinking: empathize, define, ideate, prototype, and test. Data were collected through questionnaires distributed via Google Forms, classroom observations, and interviews involving teachers and students from Al Anfal High School, Al Kamal Sarang Islamic High School, and Al Yaqin Sluke High School. During the empathize stage, the researcher identified students’ learning difficulties, classroom needs, and barriers in numerical problem-solving to formulate a more adaptive instructional design. The novelty of this study lies in integrating Problem-Based Learning, Design Thinking, and Quizalize within a human-centered instructional framework that combines contextual problem-solving, interactive gamification, and instant feedback in mathematics learning. The findings indicate that integrating PBL with Design Thinking encourages more student-centered, collaborative learning, while Quizalize provides immediate feedback and strengthens students’ conceptual understanding during problem-solving activities. Overall, the proposed instructional design shows potential for creating more interactive, adaptive, and meaningful numerical literacy learning experiences.
Co-Authors Aryo Andri Nugroho Muhtarom