Analisis Bibliometrik: Tren Penggunaan Quizizz Dalam Pendidikan Menggunakan VOSviewer
Abstract
Quizizz merupakan salah satu platform pembelajaran berbasis game yang banyak digunakan dalam pendidikan karena kemampuannya meningkatkan motivasi dan keterlibatan siswa dalam proses pembelajaran. Meskipun penggunaannya semakin meluas, belum ada studi bibliometrik yang secara komprehensif memetakan tren penelitian tentang Quizizz dalam pendidikan menggunakan VOSviewer, khususnya dalam mengidentifikasi klaster tematik dan kesenjangan penelitian pada skala global. Penelitian ini bertujuan untuk mengisi kesenjangan tersebut dengan melakukan analisis bibliometrik terhadap 387 artikel yang diterbitkan antara tahun 2019–2024, yang diambil dari Google Scholar melalui Publish or Perish. Berbeda dengan tinjauan sebelumnya yang berfokus pada studi individual atau konteks tunggal, penelitian ini menggunakan analisis co-occurrence kata kunci melalui VOSviewer untuk memetakan secara sistematis 110 istilah relevan ke dalam delapan klaster tematik, sehingga dapat mengungkap tema penelitian yang dominan dan area yang belum banyak dieksplorasi. Temuan menunjukkan adanya peningkatan jumlah publikasi setiap tahun, dengan output tertinggi sebanyak 138 artikel pada tahun 2024. Istilah yang paling dominan quizizz, learning, gamification, dan assessment mengindikasikan fokus penelitian pada pembelajaran interaktif berbasis teknologi. Yang menarik, istilah terkait equity, teacher professional development, dan longitudinal impact tampak kurang direpresentasikan, sehingga menjadi arah potensial untuk penelitian selanjutnya. Temuan ini memberikan implikasi praktis bagi pendidik dan peneliti dalam merancang kurikulum terintegrasi teknologi serta mengidentifikasi area penelitian prioritas dalam pendidikan digital.
Keywords:
Bibliometric, Education, Quizizz, VOSviewerReferences
[1] N. My, S. Hajar, and N. F. Arsyad, “Utilizing Quizizz for Game-Based Learning in Elementary Science Education,” jeca, vol. 1, no. 1, pp. 12–19, Apr. 2024, doi: 10.69693/jeca.v1i1.2.
[2] A. E. Puspitasari, H. Gunawan, and N. Pratiwi, “Development of Quizizz-Based Test Questions on Production Cost Calculation Material,” IJGAME2, vol. 5, no. 1, pp. 20–29, Nov. 2024, doi: 10.48024/ijgame2.v5i1.160.
[3] M. Mesterjon, D. Selviani, R. Prima Bendrianti, D. Rulismi, and Z. Dali, “The Impact of Using Quizizz as a Learning Media on Learning Interest of Computer Education Students,” Int. J. Chem. Educ. Res., pp. 128–136, Oct. 2024, doi: 10.20885/ijcer.vol8.iss2.art6.
[4] H. Rizkiawati, M. H. Santosa, and L. Indrayani, “A Systematic Literature Review the Use of Quizizz on EFL Students’ Vocabulary Mastery: A Shift from Pandemic to Post-Pandemic,” Journal of Educational Study, vol. 4, no. 2, pp. 23–31, 2024.
[5] N. M. Ayumi, “Literature Review on the Quizizz Platform as a Mathematics Learning Media at the Middle School/Equivalent Level in Indonesia,” JMEA, Oct. 2024, doi: 10.30596/jmea.v3i3.20546.
[6] S. N. Aini, F. K. Ardah, D. Mahendika, X. Guilin, and H. S. Amir, “Impact of Quizizz Learning Media in Increasing Interest and Motivation for Learning in Early Childhood Education Students,” J. Int. Lingua Tech, vol. 3, no. 1, pp. 175–189, Jan. 2024, doi: 10.55849/jiltech.v3i1.600.
[7] F. S. H. Dewani, T. Widowati, and S. E. Wahyuningsih, “The Implementation of Quizizz-Supported Learning Media to Enhance Achievement and Independent Learning in Basic Beauty Education,” Journal of Vocational and Career Education, vol. 8, no. 2, pp. 61–67, 2023.
[8] A. Janković, M. Maričić, and S. Cvjetićanin, “Comparing science success of primary school students in the gamified learning environment via Kahoot and Quizizz,” J. Comput. Educ., vol. 11, no. 2, pp. 471–494, Jun. 2024, doi: 10.1007/s40692-023-00266-y.
[9] B. Maraza-Quispe et al., “Impact of the use of gamified online tools: A study with Kahoot and Quizizz in the educational context,” International Journal of Information and Education Technology, vol. 14, no. 1, pp. 132–140, 2024.
[10] F. Zhao, “Using Quizizz to integrate fun multiplayer activity in the accounting classroom.,” International Journal of Higher Education, vol. 8, no. 1, pp. 37–43, 2019.
[11] S. Zuhriyah and B. W. Pratolo, “Exploring Students’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class,” ujer, vol. 8, no. 11, pp. 5312–5317, Oct. 2020, doi: 10.13189/ujer.2020.081132.
[12] C. C. A. Yunus and T. K. Hua, “Exploring a gamified learning tool in the ESL classroom: The case of Quizizz.,” Journal of Education and e-learning Research, vol. 8, no. 1, pp. 103–108, 2021.
[13] M. D. Pitoyo and A. Asib, “Gamification-Based Assessment: The Washback Effect of Quizizz on Students’ Learning in Higher Education.,” International Journal of Language Education, vol. 4, no. 1, pp. 1–10, 2020.
[14] N. W. I. Priyanti, M. H. Santosa, and K. S. Dewi, “Effect of Quizizz Towards The Eleventh-Grade English Students’ Reading Comprehension in Mobile Learning Context,” LEJU, vol. 2, no. 2, Jul. 2019, doi: 10.23887/leju.v2i2.20323.
[15] M. S. A. A. Halim, H. Hashim, and M. M. Yunus, “Pupils’ Motivation and Perceptions on ESL Lessons through Online Quiz-Games.,” Journal of Education and E-Learning Research, vol. 7, no. 3, pp. 229–234, 2020.
[16] M. D. Pitoyo, “Gamification based assessment: A test anxiety reduction through game elements in Quizizz platform,” IJER (Indonesian Journal of Educational Research), vol. 4, no. 1, pp. 22–32, 2019.
[17] S. Setiyani, N. Fitriyani, and L. Sagita, “Improving Student’s Mathematical Problem Solving Skills through Quizizz.,” Journal of Research and Advances in Mathematics Education, vol. 5, no. 3, pp. 276–288, 2020.
[18] W. Handoko, E. Mizkat, A. Nasution, Hambali, and J. Eska, “Gamification in Learning using Quizizz Application as Assessment Tools,” J. Phys.: Conf. Ser., vol. 1783, no. 1, p. 012111, Feb. 2021, doi: 10.1088/1742-6596/1783/1/012111.
[19] R. Irwansyah and M. Izzati, “Implementing Quizizz as game based learning and assessment in the English classroom,” TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), vol. 3, no. 1, pp. 13–18, 2021.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Putri Yuliana, Margaretha Karolina Sagala
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
