Mechanisms of Quizizz-Mediated Formative Assessment in Islamic Religious Education: Evidence, Feedback, and Pedagogical Follow-Up
A Qualitative Case Study in Grade XII Islamic Religious Education
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.515Keywords:
Quizizz, formative assessment, Islamic religious education, feedback, pedagogical follow-upAbstract
This study aims to analyze the mechanism of Quizizz-based formative assessment in Islamic Religious Education (IRE) for Grade XII students at SMK PSM Randublatung, particularly how evidence of students’ understanding is obtained, interpreted, used for feedback, and followed up through pedagogical actions. The study employed a qualitative approach with a case study design. Data were collected from three Quizizz assessment episodes comprising 24 items and 720 student response records, four classroom observation sessions, 17 interview sessions involving 10 informants, 90 student responses to follow-up tasks, and instructional planning documents. The analysis focused on the relationship between digital response patterns, teacher interpretation, further examination, feedback, and pedagogical action. The findings show that Quizizz provides item-level evidence as an initial indication of students’ understanding, but correct or incorrect answers alone are insufficient to explain the reasons behind students’ responses or their learning needs. The teacher interpreted response patterns by examining item content and using diagnostic questioning, dialogue, and students’ explanations. These interpretations informed feedback and subsequent pedagogical actions, including reinforcement, clarification, practice, and instructional adjustment. The study conceptualizes Quizizz as part of an evidence-based formative assessment cycle rather than merely a scoring instrument.Downloads
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