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All Journal Indonesian Journal Of Educational Research and Review
Rifky Bagus Saputra
Master of Islamic Education Study Program, Faculty of Islamic Religion, University of Muhammadiyah, Surakarta, Indonesia
Education

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Exploring the Effect of Quizizz-Based Learning and Learning Facilities on Academic Achievement: The Mediating Role of Learning Motivation Muhammad Zidan Nur Ihsan; Istanto; Moh Nur Rochim Maksum; Hanifiyatus Samhah; Yusuf Mahendra; Rifky Bagus Saputra; Fadhilla Nangroe Anggraini
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.104846

Abstract

This study was motivated by the need to clarify how gamified learning, learning facilities, and learning motivation interact in shaping students’ academic achievement. The study aimed to examine the direct effects of Quizizz-based learning and learning facilities on academic achievement and to analyze the mediating role of learning motivation. An explanatory quantitative approach with a causal-correlational design was employed. The participants were 250 students of Muhammadiyah PK Junior High School Surakarta selected through purposive sampling. Data were collected using a four-point Likert-scale questionnaire measuring Quizizz-based learning, learning facilities, learning motivation, and academic achievement. The data were analyzed using Exploratory Factor Analysis, Confirmatory Factor Analysis, Structural Equation Modeling, and bootstrapping. The findings showed that Quizizz-based learning significantly affected learning motivation but did not directly affect academic achievement. Learning facilities significantly affected both learning motivation and academic achievement. Learning motivation had the strongest direct effect on academic achievement and fully mediated the relationship between Quizizz-based learning and academic achievement. However, learning motivation did not significantly mediate the relationship between learning facilities and academic achievement. These findings indicate that gamified learning improves achievement through motivational mechanisms, while learning facilities provide a more direct structural contribution to students’ academic performance. The results offer practical guidance for designing technology-supported learning.
Co-Authors Fadhilla Nangroe Anggraini Hanifiyatus Samhah Istanto Moh Nur Rochim Maksum Muhammad Zidan Nur Ihsan Yusuf Mahendra