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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 331 Documents
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The Role of Zep Quiz Gamification in Improving Junior High School Students' Mathematical Problem-Solving Abilities Gusti Peanti; Agus Susanta; Effie Efrida Muchlis; Hanifah Hanifah; Siti Rahaimah Ali
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1538-1554

Abstract

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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