EVALUATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING BASED ON THE QUIZIZZ PLATFORM IN HIGH SCHOOL

Abstract

This study aims to evaluate the effectiveness of the Quizizz platform in Islamic Religious Education (PAI) learning at Darul Ulum High School, particularly in improving student motivation and learning outcomes. Using a qualitative, descriptive phenomenological approach, data were collected through triangulation methods in the form of observation, in-depth interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The results show that the use of Quizizz has been systematically implemented by PAI teachers with adequate infrastructure support. This platform has been proven to increase learning motivation in 78% of students through gamification features and instant feedback, and increased participation from 40% to 72%. The average student learning outcome also increased from a score of 62 to 79. However, challenges arise from students' tendency to focus more on grades and Quizizz's limitations in delivering in-depth conceptual material. Based on Arikunto and Jabar's (2010) evaluation theory regarding diagnostic, formative, and summative functions, as well as the CIPP model from Stufflebeam, the implementation of Quizizz is considered to have comprehensively fulfilled all three evaluation functions. The implications of these findings emphasize that the integration of technology in Islamic Religious Education learning needs to be accompanied by a variety of methods in order to maintain long-term motivation and strengthen the understanding of Islamic values ​​as a whole.