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All Journal EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Innovation and Research in Primary Education Equator Science Journal (ESJ) Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal)
Ryan Andhika Pratama
Universitas Tadulako
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Nursing Physics Public Health Social Sciences Other

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Analysis of Quizizz-assisted natural and social sciences (IPAS) learning in relation to learning-style preference categories of fifth-grade students at SD Inpres Perumnas Palu Muslih Rifandani; Nasrullah Nasrullah; Muslim AR; Arif Firmansyah; Ryan Andhika Pratama
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/8wz3ck09

Abstract

This study explored Quizizz-assisted Natural and Social Sciences (IPAS) learning in relation to learning-style preference categories among fifth-grade students at SD Inpres Perumnas Palu. A qualitative descriptive design was used. Thirty students were invited to complete a learning-style questionnaire, and 28 responses were used to identify visual, auditory, and kinesthetic categories. One student from each category and the classroom teacher participated in classroom observations, semi-structured interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing. The visual-category participant was particularly engaged by images, colors, animations, and the leaderboard. The auditory-category participant described Quizizz as enjoyable but still relied on direct teacher explanations to understand new material. The kinesthetic-category participant was more active during the quiz activity and responded positively to competition, although teacher guidance remained important. At the class level, Quizizz supported an active formative-assessment atmosphere, but limited Chromebook availability and unstable internet connectivity constrained implementation. These findings are context-specific descriptions of participants’ preferences and experiences; they do not demonstrate that matching instruction to learning styles improves learning outcomes.
Co-Authors Andini Aulia Salsabila Ari Astuti Asriani, Asriani Azizah Azizah Dyah Rahmawati Faradilla Nur Itsnaini Huber Yaspin Tandi, Elfika Arif Firmansyah Jeisi Riska S Mentu Kadek Hariana Muchdar Muchdar Muhammad Aqil Muslih Rifandani Muslim AR Nabila Arkha Zhakina Nashrullah . Nasrullah Nasrullah Ni Luh Anggun Raya Damayanti Nur Vathatuljanah Nurul Maghfira Pahriadi Putriwanti Putriwanti Rizal, Rizal Sinta Satria Dewi Pendit Sisriawan Lapasere Surahman Wilade Tri Astuti Tungga Dewi Yun Ratna Lagandesa Yusdin Bin. M Gagaramusu Zulnuraini