Analysis of the impact of quizizz-based learning, and learning facilities in increasing student learning motivation: integration with SDG.
Main Article Content
Abstract
The low motivation of students to learn in Indonesia is still a major problem in the world of national education. This condition causes a decline in the quality of education, which will ultimately hinder the achievement of Sustainable Development Goal 4 (SDG 4), namely quality and sustainable education. Therefore, this study was conducted to analyze factors that can increase student learning motivation, especially the influence of learning facilities and the use of the Quizizz application in the learning process. This study uses a quantitative approach and Structural Equation Modeling (SEM) analysis. The research sample consisted of 199 students of Muhammadiyah PK Surakarta Junior High School (SMP) who were selected using purposive sampling techniques. The results of this study showed that learning facilities had a significant effect on learning motivation by 47.9% (β:0.479 P-Value 0.002). In addition, the use of the Quizizz application also had a significant effect of 31.1% (β:0.311 P-Value 0.046). Thus, it can be concluded that the learning facilities and the use of the Quizizz application have an influence on students' learning motivation. The combination of the two is needed to increase students' learning motivation optimally, so that the SDG4 goals regarding quality education can be realized.
Article Details
How to Cite
IHSAN, Muhammad Zidan Nur et al.
Analysis of the impact of quizizz-based learning, and learning facilities in increasing student learning motivation: integration with SDG..
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 1093-1101, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3742>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3742.
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Articles
References
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Aldalur, I. (2025). Enhancing software development education through gamification and experiential learning with genially. Software Quality Journal, 33(1), 1–27. https://doi.org/10.1007/s11219-024-09699-9
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Baharum, H., Ismail, A., Awang, Z., McKenna, L., Ibrahim, R., Mohamed, Z., & Hassan, and N. H. (2023). The Study Adapted Instruments Based on Confirmatory Factor Analysis (CFA) to Validate Measurement Models of Latent Constructs. International Journal of Environmental Research and Public Health, 20, 1–16. https://doi.org/10.3390/ijerph20042860
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Campbell, S., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., Greenwood, M., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Integrated Science Education Journal, 4(3), 123–127. https://doi.org/10.1177/1744987120927206
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41, 745–783. https://doi.org/10.1007/s10490-023-09871-y
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Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 28, 109–130. https://doi.org/10.1007/s10212-022-00601-4
Gandung, M. (2024). The Influence Of Discipline And Work Motivation On Employee Performance. International Journal Multidisciplinary Science, 3(1), 51–58. https://doi.org/10.56127/ijm l.v3i1.1220
Govindasamy, P., Cumming, T. M., & Abdullah, N. (2024). Validity and reliability of a needs analysis questionnaire for the development of a creativity module. Journal of Research in Special Educational Needs, 24(3), 637–652. https://doi.org/10.1111/1471-3802.12659
Guay, F. (2021). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/0829573521105535
Hair, J. F., Ringle, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Hussain, A., & Afzal, S. (2023). Lack of infrastructure and educational facilities in public schools and its effects on quality education of students. Journal of Excellence in Social Sciences, 2(1), 37–50. https://doi.org/10.69565/jess.v2i1.160
Ibrahim, R., & Aslam, R. (2025). Inadequate Facilities and their Impact on Learning: Voices of University Students in District Gwadar. Indus Journal of Social Sciences, 3(2), 517–586. https://doi.org/10.59075/ijss.v3i2.1412
MCGOWEN, R. S. (2007). The Impact Of School Facilities On Student Achievement, Attendance, Behavior, Completion Rate And Teacher Turnover Rate In Selected Texas High Schools. Texas A&M University.
Mesterjon, Suwarni, Hermawansayah, Rulismi, D., Supama, Sahil, A., & Dali, Z. (2024). Effectiveness of the Use of Quizizz Media on Students’ Learning Interest. Futurity Education, 4(2), 245–262. https://doi.org/10.57125/FED.2024.06.25.13
Murillo, F. J., & Román, M. (2011). School infrastructure and resources do matter: analysis of the incidence of school resources on the performance of Latin American students. School Effectiveness and School Improvement, 22(1), 29–50. https://doi.org/10.1080/09243453.2010.543538
Nadi-Ravandi, S., & Batooli, Z. (2022). Gamification in education: A scientometric, content and co-occurrence analysis of systematic review and meta-analysis articles. Education and Information Technologies, 27, 10207–10238. https://doi.org/10.1007/s10639-022-11048-x
Patrick, H., Turner, J. C., & Strati, A. D. (2016). Classroom and School Influences on Student Motivation.
Priyanath, H. M. S., RVSPK, R., & RGN, M. (2020). Methods and Rule-of-Thumbs in The Determination of Minimum Sample Size When Appling Structural Equation Modelling: A Review. JOURNAL OF SOCIAL SCIENCE RESEARCH, 15, 102–107. https://doi.org/10.24297/jssr.v15i.8670
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. The Guilford Press.
Saini, M., Sengupta, E., Singh, M., Singh, H., & Singh, J. (2022). Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Education and Information Technologies, 28, 2031–2069. https://doi.org/10.1007/s10639-022-11265-4
Simamora, Y. M., Siagian, H., & Pelawi, P. (2023). Pengaruh Lokasi, Fasilitas Pendidikan dan Citra Sekolah Terhadap Keputusan Memilih Sekolah. Jurnal Wira Ekonomi Mikroskil, 13(2), 168–182. https://doi.org/10.55601/jwem.v13i2.1021
Susanti, S., Lian, B., & Mulyadi. (2021). The Influence of School Facilities and Motivation on the Students’ Learning Outcomes. Proceedings of the International Conference on Education Universitas PGRI Palembang (INCoEPP 2021), 816–819. https://doi.org/10.2991/assehr.k.210716.160
Syakur, A., Sudrajad, W., Winurati, S., & Tilwani, S. A. (2023). The Motivation of Students and Their Exposure to Learning Loss After the Pandemic. Studies in Learning and Teaching, 4(3), 622–633. https://doi.org/10.46627/silet.v4i3.348
Szőköl, I. (2022). Learning Motivation and Quality of the Educational Process. International Conference on Interactive Collaborative Learning, 199–209. https://doi.org/10.1007/978-3-030-93907-6_21
Wahyuni, S., & Wati, T. L. (2023). Analysis Of Learning Motivation In Post-Pandemi Covid-19 Of Students At Sdn Kebonagung 4 Porong. Department of Elementary Teacher Education, 1, 1–7. https://doi.org/0.21070/ups.2534
Wisudanto, Thalib, P., Putri, T. V., Kholiq, M. N., & Putri, T. V. (2022). Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School. Airlangga Development Journal, 6(1), 55. https://doi.org/10.20473/adj.v6i1.32861
Xiao, E., Sun, M., Lv, K., Zhu, X., & Jia, W. (2023). Development and validation of Child-Friendly School Environment Questionnaire from Chinese culture. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1288085
Zajda, J. (2024). Engagement, Motivation, and Students’ Achievement. In Engagement, Motivation, and Students’ Achievement (pp. 1–28). Springer, Cham. https://doi.org/10.1007/978-3-031-61613-6_1
Zamzami Zainuddin, S. K. W. C., & Perera, C. J. (2024). Gamification in the Flipped Classroom. In Gamification in A Flipped Classroom (pp. 115–165). Springer. https://doi.org/10.1007/978-981-97-2219-8_4
Zen, A., Sukaesih, K., & Malik, A. J. (2022). Analysis of the Effect of the Educational System and Student Motivation in Creating Workforce Competitiveness (A Case Study Facing the Industrial Revolution 4.0). Echnium Soc. Sci. J, 31, 662. https://doi.org/10.47577/tssj.v31i1.6454
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29, 6271–6239. https://doi.org/10.1007/s10639-023-12034-7
Adewusi, A. O., & Oguntokun, J. A. (2024). Accessibility of Public Conveniences by Students in Higher Education Institutions. In Facility Management Practices (pp. 81–97). Springer, Cham. https://doi.org/10.1007/978-3-031-65321-6_5
Afthanorhan, A., Awang, Z., & Aimran, N. (2020). An extensive comparison of CB-SEM and PLS-SEM for reliability and validity. International Journal of Data and Network Science, 357–364. https://doi.org/10.5267/j.ijdns.2020.9.003
Akomolafe, C. O., & Adesua, V. O. (2016). The Impact of Physical Facilities on Students’ Level of Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria. Journal of Education and Practice, 7(4), 38–42.
Aldalur, I. (2025). Enhancing software development education through gamification and experiential learning with genially. Software Quality Journal, 33(1), 1–27. https://doi.org/10.1007/s11219-024-09699-9
Amabile, Hill, T. M., Hennessey, K. G., Tighe, B. A., & M., E. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950–967. https://doi.org/10.1037/0022-3514.66.5.950
Baharum, H., Ismail, A., Awang, Z., McKenna, L., Ibrahim, R., Mohamed, Z., & Hassan, and N. H. (2023). The Study Adapted Instruments Based on Confirmatory Factor Analysis (CFA) to Validate Measurement Models of Latent Constructs. International Journal of Environmental Research and Public Health, 20, 1–16. https://doi.org/10.3390/ijerph20042860
Balqis, A. A. Al, Hariri, H., Rini, R., & Sowiyah. (2023). Preparation of educational facilities and infrastructure in improving the quality of education towards the society era 5.0 Available to Purchase. AIP Conference Proceedings, 2621(1), 080009. https://doi.org/10.1063/5.0142582
Campbell, S., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., Greenwood, M., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Integrated Science Education Journal, 4(3), 123–127. https://doi.org/10.1177/1744987120927206
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41, 745–783. https://doi.org/10.1007/s10490-023-09871-y
Dash, G., & Paul, J. (2021). CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technological Forecasting and Social Change, 173, 121092. https://doi.org/10.1016/j.techfore.2021.121092
Dreimane, S. (2021). Implementing Quiz Apps as Game-Based Learning Tools in Higher Education for the Enhancement of Learning Motivation. In Advances in Game-Based Learning (pp. 157–166). Springer. https://doi.org/10.1007/978-3-030-76986-4_10
Farhana, & Seftianingsih, A. (2023). PENGARUH MEDIA PEMBELAJARAN TERHADAP MOTIVASI BELAJAR SISWA DI SMKN 26 JAKARTA. Al Marhalah, 7(2), 119–135. https://doi.org/10.38153/almarhalah.v7i2.94
Febriandika, N. R., Utam, A. P., & Millatina, A. N. (2023). Online impulse buying on TikTok platform: Evidence from Indonesia. Innovative Marketing, 19(3), 197–210. https://doi.org/10.21511/im.19(3).2023.17
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 28, 109–130. https://doi.org/10.1007/s10212-022-00601-4
Gandung, M. (2024). The Influence Of Discipline And Work Motivation On Employee Performance. International Journal Multidisciplinary Science, 3(1), 51–58. https://doi.org/10.56127/ijm l.v3i1.1220
Govindasamy, P., Cumming, T. M., & Abdullah, N. (2024). Validity and reliability of a needs analysis questionnaire for the development of a creativity module. Journal of Research in Special Educational Needs, 24(3), 637–652. https://doi.org/10.1111/1471-3802.12659
Guay, F. (2021). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/0829573521105535
Hair, J. F., Ringle, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Hussain, A., & Afzal, S. (2023). Lack of infrastructure and educational facilities in public schools and its effects on quality education of students. Journal of Excellence in Social Sciences, 2(1), 37–50. https://doi.org/10.69565/jess.v2i1.160
Ibrahim, R., & Aslam, R. (2025). Inadequate Facilities and their Impact on Learning: Voices of University Students in District Gwadar. Indus Journal of Social Sciences, 3(2), 517–586. https://doi.org/10.59075/ijss.v3i2.1412
MCGOWEN, R. S. (2007). The Impact Of School Facilities On Student Achievement, Attendance, Behavior, Completion Rate And Teacher Turnover Rate In Selected Texas High Schools. Texas A&M University.
Mesterjon, Suwarni, Hermawansayah, Rulismi, D., Supama, Sahil, A., & Dali, Z. (2024). Effectiveness of the Use of Quizizz Media on Students’ Learning Interest. Futurity Education, 4(2), 245–262. https://doi.org/10.57125/FED.2024.06.25.13
Murillo, F. J., & Román, M. (2011). School infrastructure and resources do matter: analysis of the incidence of school resources on the performance of Latin American students. School Effectiveness and School Improvement, 22(1), 29–50. https://doi.org/10.1080/09243453.2010.543538
Nadi-Ravandi, S., & Batooli, Z. (2022). Gamification in education: A scientometric, content and co-occurrence analysis of systematic review and meta-analysis articles. Education and Information Technologies, 27, 10207–10238. https://doi.org/10.1007/s10639-022-11048-x
Patrick, H., Turner, J. C., & Strati, A. D. (2016). Classroom and School Influences on Student Motivation.
Priyanath, H. M. S., RVSPK, R., & RGN, M. (2020). Methods and Rule-of-Thumbs in The Determination of Minimum Sample Size When Appling Structural Equation Modelling: A Review. JOURNAL OF SOCIAL SCIENCE RESEARCH, 15, 102–107. https://doi.org/10.24297/jssr.v15i.8670
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. The Guilford Press.
Saini, M., Sengupta, E., Singh, M., Singh, H., & Singh, J. (2022). Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Education and Information Technologies, 28, 2031–2069. https://doi.org/10.1007/s10639-022-11265-4
Simamora, Y. M., Siagian, H., & Pelawi, P. (2023). Pengaruh Lokasi, Fasilitas Pendidikan dan Citra Sekolah Terhadap Keputusan Memilih Sekolah. Jurnal Wira Ekonomi Mikroskil, 13(2), 168–182. https://doi.org/10.55601/jwem.v13i2.1021
Susanti, S., Lian, B., & Mulyadi. (2021). The Influence of School Facilities and Motivation on the Students’ Learning Outcomes. Proceedings of the International Conference on Education Universitas PGRI Palembang (INCoEPP 2021), 816–819. https://doi.org/10.2991/assehr.k.210716.160
Syakur, A., Sudrajad, W., Winurati, S., & Tilwani, S. A. (2023). The Motivation of Students and Their Exposure to Learning Loss After the Pandemic. Studies in Learning and Teaching, 4(3), 622–633. https://doi.org/10.46627/silet.v4i3.348
Szőköl, I. (2022). Learning Motivation and Quality of the Educational Process. International Conference on Interactive Collaborative Learning, 199–209. https://doi.org/10.1007/978-3-030-93907-6_21
Wahyuni, S., & Wati, T. L. (2023). Analysis Of Learning Motivation In Post-Pandemi Covid-19 Of Students At Sdn Kebonagung 4 Porong. Department of Elementary Teacher Education, 1, 1–7. https://doi.org/0.21070/ups.2534
Wisudanto, Thalib, P., Putri, T. V., Kholiq, M. N., & Putri, T. V. (2022). Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School. Airlangga Development Journal, 6(1), 55. https://doi.org/10.20473/adj.v6i1.32861
Xiao, E., Sun, M., Lv, K., Zhu, X., & Jia, W. (2023). Development and validation of Child-Friendly School Environment Questionnaire from Chinese culture. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1288085
Zajda, J. (2024). Engagement, Motivation, and Students’ Achievement. In Engagement, Motivation, and Students’ Achievement (pp. 1–28). Springer, Cham. https://doi.org/10.1007/978-3-031-61613-6_1
Zamzami Zainuddin, S. K. W. C., & Perera, C. J. (2024). Gamification in the Flipped Classroom. In Gamification in A Flipped Classroom (pp. 115–165). Springer. https://doi.org/10.1007/978-981-97-2219-8_4
Zen, A., Sukaesih, K., & Malik, A. J. (2022). Analysis of the Effect of the Educational System and Student Motivation in Creating Workforce Competitiveness (A Case Study Facing the Industrial Revolution 4.0). Echnium Soc. Sci. J, 31, 662. https://doi.org/10.47577/tssj.v31i1.6454
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29, 6271–6239. https://doi.org/10.1007/s10639-023-12034-7