Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Early Childhood Educational Research
Nesna Agustriana
Universitasku Bengkulu
Education

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

Found 1 Documents
Search

 1 
Real-Time Interactive Quizzes as Formative Assessment in Child Protection Education: A Quasi-Experimental Study Nesna Agustriana; Siyyella Tika Nasution
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16754

Abstract

This study aims to examine the effectiveness of real-time interactive quizzes as a formative assessment instrument in enhancing Early Childhood Education Teacher Education (PGPAUD) students' understanding of child violence and rights violations. Using a one-group pretest-posttest quasi-experimental design, the study involved 25 students enrolled in the Child Protection course at Bengkulu University. Participants completed a live digital quiz consisting of multiple-choice questions covering key dimensions of child protection. The findings indicate a statistically significant improvement in students' understanding following the intervention, with a large effect size demonstrating substantial learning gains. The greatest improvement was observed in evidence-based intervention concepts, while notable gains were also found in students' understanding of economic exploitation and systemic discrimination. Most participants demonstrated improved performance, with the largest gains occurring among initially lower-performing students, consistent with Vygotsky's concept of the zone of proximal development. This study contributes to the literature by demonstrating the value of interactive quizzes as formative assessment tools in the underexplored context of PGPAUD child protection education in Indonesia and highlighting the usefulness of indicator-level diagnostic feedback for instructional decision-making. However, the findings should be interpreted with caution due to the absence of a control group and the limited sample drawn from a single institution.
Co-Authors Siyyella Tika Nasution