Application of Problem-Based Learning Model Assisted by Quizziz Game Media to Improve Learning Outcomes in Exposition Text Material in Class X SMK 7 Semarang

International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 1, June 2024, pp. 16-26 ISSN 2686-0120 (print), 2686-5106 (online) 16 http://journal.univetbantara.ac.id/index.php/ijelle/index Application of Problem-Based Learning Model Assisted by Quizziz Game Media to Improve Learning Outcomes in Exposition Text Material in Class X SMK 7 Semarang Almawati Amelia Putri a,1,*, Ngatmini b,2, Sri Kismiyati b,3 a Indonesian Education Study Program, PGRI University Semarang, Lontar Road No. 1 Semarang and 50125, Indonesia Program, PGRI University Semarang, Lontar Road No. 1 Semarang and 50125, Indonesia c SMK 7 Semarang, Simpang Lima Road No.1, RT.02/RW.01, Mugassari, Kota Semarang, Jawa Tengah 50249, Indonesia 1 *; 2 ; 3 * Corresponding Author b Indonesian Education Study Received:15 May 2024 ; Accepted: 30 May 2024 ; published: 31 June 2024 KEYWORDS ABSTRACT The research aims to determine whether there is an improvement in student learning outcomes by applying the Problem-Based Learning (PBL) Model assisted by Quizziz media. This research uses a quasi-experimental method with a quantitative approach. The research sample consisted of all Class X students of SMK 7 Semarang. The experimental class applies the Problem-Based Learning (PBL) Model assisted by Quizziz media, while the control class does not use Quizziz media. The results showed improved student learning outcomes in both groups. However, the most significant improvement in learning outcomes occurred in the group that used the educational game application Quizizz. This study supports the hypothesis that the use of Quizizz can improve student learning outcomes in the exposition text material of Grade 7 Indonesian subjects. These results make an important contribution to our understanding of the application of the Quizziz media-assisted Problem-Based Learning (PBL) Model as a learning tool in vocational schools and its implications for student learning outcomes Learning Outcomes Problem-Based Learning Quizzes This is an openaccess article under the CC–BY-SA license Keyword: Learning Outcomes; Problem-Based Learning; Quizizz Introduction Measurement is a systematic procedure used to determine numbers that represent certain individual or object characteristics (Allen &; Yan, 1979) in Sumardi (2020: 8). In the context of learning, those numbers refer to the scores obtained by learners after taking a particular exam or test. Specifically, in order for the measurement of student learning outcomes to be accurate, the measuring instruments (tests) used by teachers to measure student learning outcomes must also be good, namely measuring instruments must be valid and reliable. Meanwhile, in Indonesian, the term assessment is often matched with assessment. Assessment refers to various ways to collect information related to the competence and achievement of students (Dorobat, 2007) in Sumardi (2020: 13). Assessment is also interpreted as an effort to interpret measurement results into more meaningful information for students. The learning process is related to the assessment system as an inseparable series. Where assessment and measurement are important things to be carried out as a reference in determining follow-up plans and feedback in determining the next steps that must be taken by teachers as learning agents so that the quality of learning increases and has added value). This assessment and measurement process provides quantitative and qualitative descriptions as student learning outcomes. The measurement of our learning outcomes also uses the right measuring tools, the correct way of measuring from the domains of knowledge (cognitive), attitudes (affective), and skills (psychomotor). Measurement of learning outcomes is a determination of numbers / scores (quantification), as well as determination of qualifications using the right measuring tools. The measurement data can be nominal, ordinal, interval and ratio scales, depending on the object we are measuring. Nominal, ordinal, interval and ratio scales are measurement scales (Hairum, 2020: 37). doi :10.32585/ijelle.v6i1.5170 17 International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 1, June 2024, pp. 16-26 ISSN 2686-0120 (print), 2686-5106 (online) In measuring learning outcomes, we must think about how the right measuring instrument, how to measure it from the object. And we must minimize the errors we make in measurements. As an indicator of success in a learning process, measurement and assessment must contain the absorption of teaching materials taught to achieve high achievement, both individually and in groups; and the behaviors outlined in the teaching (learning indicators) have been achieved by the learners, both individually and in groups. However, an indicator that is widely used as a measure of success is absorption (Djamarah, 2002) in (Zahara, Hanum, Johar, 2021: 180). Education is the cornerstone for building a high-quality human resource base. One of the most significant challenges in today's educational landscape is enhancing students' learning outcomes in an effective and engaging manner. Innovative teaching methods are required to capture students' interest and increase their active participation in the learning process. In this context, the application of the Problem Based Learning (PBL) model assisted by the Quizziz game media emerges as a promising alternative. According to Rusman (2014: 129), learning outcomes are a number of experiences obtained by students that include cognitive, effective, and psychomotor domains. According to Bloom, learning outcomes can be grouped into three domains, namely cognitive, affective and psychomotor domains (Parsa, 2017). In principle, ideal learning outcomes can be measured from indicators covering all psychological domains that change as a result of student experience and learning process. The main key to obtaining learning outcome measures and data is to know the learning outcome indicators. According to Bloom with taxonomy of education objectives divide educational objectives into three domains, namely cognitive, affective, psychomotor. Success in the learning process can be measured from understanding and mastering the material. Learning outcomes can also be said to be successful if learning achievement has high grades and fails if it has low grades. To be able to improve the learning outcomes of Subjects Indonesian grade 7 students at SMK 7 Semarang, schools must strive to improve the quality of education by improving the quality of learning that focuses on students, so as to improve the definition of concepts of understanding, knowledge and skills, mastery of material and also student motivation, so that they are ready in the world of work. Based on observations of learning outcomes at Vocational High School (SMK) 7 Semarang obtained daily score data on Subject Indonesian grade X students with an average of students scoring be (...truncated)