<![CDATA[Mathematical problem-solving skills are one of the key competencies that students need to master in the mathematics learning process. However, the level of these skills remains relatively low, necessitating improvement through the implementation of appropriate learning strategies. This study aims to determine the effectiveness of using ZepQuiz in Direct Instruction on students’ mathematical problem-solving skills. The study employed a quantitative approach using a quasi-experimental method and a Pretest–Posttest Control Group Design. The sample consisted of two classes: an experimental class (N=26) using the Direct Instruction model assisted by ZepQuiz and a control class (N=26) using the Direct Instruction model without ZepQuiz assistance. Data were obtained from pretest and posttest results using instruments that had been tested for validity and reliability. The research data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Levene test, the Wilcoxon Signed Rank test, the Mann–Whitney test, and effect size calculations. The results showed that both classes experienced improvement, but the improvement in the experimental class was greater than that in the control class, as indicated by a Mann–Whitney test significance value of 0.016 (<0.05) and an effect size of 0.333, which falls into the moderate category. Thus, the use of ZepQuiz in Direct Instruction effectively improves students’ mathematical problem-solving skills and has the potential to serve as an alternative gamification-based learning tool that supports more interactive mathematics instruction.]]>
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