THE EFFECTIVENESS OF THE BLENDED LEARNING MODEL WITH QUIZIZZ ON THE LEARNING MOTIVATION OF THE EIGHTH-GRADE STUDENTS AT SMPN 2 SUMBERGEMPOL

AZKA AULIA PUTRI, 126203211015 and IDA ISNAWATI, 197808162006042002 (2025) THE EFFECTIVENESS OF THE BLENDED LEARNING MODEL WITH QUIZIZZ ON THE LEARNING MOTIVATION OF THE EIGHTH-GRADE STUDENTS AT SMPN 2 SUMBERGEMPOL. [ Skripsi ]

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Abstract

The rapid development of technology in the 21st century has brought significant transformation to the field of education. In this digital era, the integration of digital tools into the teaching and learning process is not only inevitable but also necessary to create engaging and student centered learning environments. One of the emerging approaches is the blended learning model, which combines face-to-face classroom instruction with online learning platforms such as Quizizz. This method offers flexibility and interactivity that can help enhance students' motivation. This research aims to investigate the effectiveness of the blended learning model in improving the learning motivation of eighth-grade students at SMPN 2 Sumbergempol. Specifically, the study seeks to answer the research question: “Is there any significant difference score of learning motivation between student taught by using blended learning and those taught by using face-to-face learning?” This research employed a quantitative approach with a quasi-experimental design using a non-randomized control group pre-test and post-test design. The participants consisted of 60 students from two classes : 30 students in the experimental group, who were taught using the blended learning model with Quizizz, and 30 students in the control group, who were taught using face-to-face methods. Data were collected using a Likert-scale questionnaire on students’ learning motivation, administered before and after the treatment. The data were analyzed using an independent sample t-test. The findings showed that the students in the experimental group achieved a higher mean post-test score (128.16) than those in the control group (106.04). The result of the independent samples t-test revealed a significance value of 0.000 (p < 0.05), indicating that the difference between the two groups was statistically significant. These results suggest that the implementation of the blended learning model using Quizizz had a meaningful positive impact on students’ learning motivation in English classes. The study concludes that the blended learning model is effective in enhancing the learning motivation of eighth-grade students at SMPN 2 Sumbergempol. By integrating interactive digital tools like Quizizz with face-to-face methods, students experience a more engaging, flexible, and student-centered learning environment. This approach not only increases behavioral, emotional, and cognitive engagement but also encourages active participation and self-directed learning. Therefore, the blended learning model presents a valuable alternative for improving student motivation, especially in English language education.

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