Pelatihan dan pendampingan penggunaan quizizz sebagai media pembelajaran interaktif bagi guru TK Kecamatan Kampar

  • Arnita Fitri
  • Thea Yuliana Anjari
  • Aisyah Oktavia Siregar
  • Tita Sapriyanti
  • Nadila Zuhdi
  • Vemi Azzah Asilah
Published on: 2026-03-30 Pages: 22-39 Section: Articles https://doi.org/10.70115/alpatih.v4i1.711
Download PDF

Abstract

Kegiatan pengabdian ini bertujuan memperkuat kesiapan dan keterampilan awal guru TK dalam merancang kuis interaktif berbasis Quizizz sebagai media penguatan materi dan asesmen formatif yang menyenangkan. Program melibatkan 45 guru TK negeri dan swasta di Kecamatan Kampar dan dilaksanakan melalui lima tahap, yaitu analisis kebutuhan, persiapan materi dan instrumen, pelatihan dan praktik terbimbing, evaluasi capaian, serta tindak lanjut. Data dikumpulkan melalui daftar hadir, observasi proses, dokumentasi, telaah produk kuis, diskusi-refleksi, dan angket respons peserta, kemudian dianalisis secara deskriptif. Hasil kegiatan menunjukkan bahwa peserta terlibat aktif dalam demonstrasi, praktik pembuatan akun, penyusunan soal bergambar, pengaturan waktu dan jawaban, simulasi permainan, serta pengembangan kuis sederhana bertema warna, angka, huruf, dan hewan. Pelatihan juga mengungkap tiga kendala utama, yaitu ketidakmerataan kemampuan digital, keterbatasan perangkat, dan kestabilan jaringan internet. Pendekatan berbasis praktik dan produk memberikan pengalaman langsung yang relevan serta membangun kesiapan awal peserta untuk mengintegrasikan Quizizz secara lebih pedagogis. Namun, karena belum tersedia data pretest-posttest dan rekap kuantitatif penilaian produk, kegiatan ini belum dapat digunakan untuk menyimpulkan peningkatan kompetensi secara kausal. Pendampingan lanjutan, penilaian produk menggunakan rubrik, dan pemantauan implementasi di kelas diperlukan untuk memastikan keberlanjutan dampak program.

Keywords

Quizizz guru taman kanak-kanak kompetensi digital-pedagogis gamifikasi pelatihan partisipatif

License

Copyright (c) 2026 Arnita Fitri

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright & License

Authors published in this journal agree to the following terms:

  1. The copyright of each article is retained by the author (s).
  2. The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgment of authorship and the initial publication in this journal.
  3. Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgment of their initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (For example, in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and more extensive citations of published work.
  5. Articles and all related material published are distributed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All writing in this journal is the sole responsibility of the author. BIOS Journal provides open access to anyone so that the information and findings in these articles are helpful for everyone. BIOS can be accessed and downloaded for free, free of charge, following the creative commons license.

License

Creative Commons License
ALPATIH: Jurnal Inovasi Pengabdian Kepada Masyarakat is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

You are free to :

Share: copy and redistribute the material in any medium or format

Adapt: remix, transform, and build upon the material for any purpose, even commercially

Under the following terms:

Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so reasonably but not in any way that suggests the licensor endorses you or your use.

ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original

No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

References

Al Adawiyah, A. (2022). Training of gamified online learning for teachers through Quizizz. AJAD: Jurnal Pengabdian kepada Masyarakat, 2(2), 90-99. https://doi.org/10.35870/ajad.v2i2.73

Almeida, C., Kalinowski, M., Uchoa, A., & Feijo, B. (2023). Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology, 156, 107142. https://doi.org/10.1016/j.infsof.2022.107142

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." In Proceedings of the 15th International Academic MindTrek Conference (pp. 9-15). Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472. https://doi.org/10.1007/s11423-020-09767-4

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in "educational" apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. https://doi.org/10.1177/1529100615569721

Karim, N. A. (2024). Utilization of Quizizz as an online learning media for early childhood. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 8(1), 57-69. https://doi.org/10.19109/ra.v8i1.23227

Kristiani, T., Sudiyanto, & Usodo, B. (2022). Exploration of the use of Quizizz gamification application: Teacher perspective. International Journal of Elementary Education, 6(2), 205-212. https://doi.org/10.23887/ijee.v6i2.43481

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

National Association for the Education of Young Children, & Fred Rogers Center for Early Learning and Children's Media. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.

Nuary, M. G., Abidin, J., Pranatha, A., Martiningsih, T. W., & Rusdiani, I. (2024). The impact of Quizizz learning media in increasing interest and learning motivation for early childhood education students. Journal International of Lingua and Technology, 3(2), 329-344. https://doi.org/10.55849/jiltech.v3i2.657

Pitoyo, M. D., Sumardi, & Asib, A. (2020). Gamification-based assessment: The washback effect of Quizizz on students' learning in higher education. International Journal of Language Education, 4(1), 1-10. https://doi.org/10.26858/ijole.v4i2.8188

Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27-33. https://doi.org/10.1080/00094056.2013.757490

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y. Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009

Zhao, F. (2019). Using Quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37-43. https://doi.org/10.5430/ijhe.v8n1p37

Issue: Vol. 4 No. 1 (2026): Maret

How to Cite

How to Cite

Pelatihan dan pendampingan penggunaan quizizz sebagai media pembelajaran interaktif bagi guru TK Kecamatan Kampar. (2026). ALPATIH: Jurnal Inovasi Pengabdian Masyarakat, 4(1), 22-39. https://doi.org/10.70115/alpatih.v4i1.711

Similar Articles

11-20 of 55

You may also start an advanced similarity search for this article.