<![CDATA[Learning motivation among high school students in dance classes often declines, especially when assessments use traditional, monotonous methods. This study aims to investigate the impact of using the gamification-based digital assessment tool Zep Quiz on the learning motivation of eleventh-grade students in dance education. A quantitative approach using a quasi-experimental design with an unequal control group was employed, involving 72 eleventh-grade students at SMAN 5 Cimahi, comprising an experimental group (n = 36) and a control group (n = 36). Data were collected using a validated learning motivation questionnaire, supported by observation and interview data. Assumption tests confirmed the normality, homogeneity, and linearity of the data. ANCOVA results showed a significant group effect on post-test motivation after controlling for pre-test scores. The experimental group obtained a higher mean post-test score than the control group. These findings indicate that Zep Quiz effectively increases student motivation by increasing engagement and creating a more enjoyable learning experience. This study supports the integration of gamification-based digital assessment in dance learning.]]>
Copyrights © 2026
