<![CDATA[Mathematical problem-solving ability is a crucial competency, yet it remains a challenge in many schools, including SMPIT Al Qalam South Bengkulu, where students' statistics scores fall into the "very low" category (48.6%) due to conventional teaching methods that lack significant technological integration. This study aimed to examine the effectiveness of the Zep Quiz 2D virtual world-based gamification platform on 8th-grade students' mathematical problem-solving abilities in statistics. A quasi-experimental pretest-posttest control group design was employed, involving 60 students. Samples were selected via purposive sampling: 30 students in the experimental class (VIII C) were taught using Zep Quiz integrated with Polya-based student worksheets, while 30 students in the control class (VIII D) received conventional instruction. The research instrument consisted of a descriptive test validated and proven reliable based on Polya’s four problem-solving indicators. Data were analyzed using descriptive statistics and an independent t-test after verifying the assumptions of normality (Shapiro-Wilk test) and homogeneity (Levene's test). The results showed that the experimental class achieved a higher average posttest score of 87.30 (N-gain of 0.77, high category) compared to the control class, which had an average posttest score of 81.93 (N-gain of 0.66, medium category); the hypothesis test yielded a significant result (p = 0.038 < 0.05). It is concluded that Zep Quiz is significantly more effective than conventional instruction in enhancing students' mathematical problem-solving abilities. Keywords: gamification, mathematical problem solving, quasi-experiment, zep quiz.]]>
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