Implementing Quizizz Paper Mode for Digital Learning in Marginal Education Settings: A Case Study in Malaysia

Nida Khoirunnisa; Oman Hadiana; Tio Heriyana; Nanan Abdul Manan; Nur Azizah

doi:10.35568/abdimas.v9i2.7860

Authors

Nida Khoirunnisa Universitas Muhammadiyah Kuningan, Kuningan, Indonesia
Dr. Oman Hadiana, M.Pd Universitas Muhammadiyah Kuningan, Kuningan, Indonesia
Tio Heriyana, S.Pd.I, M.Pd Universitas Muhammadiyah Kuningan, Kuningan, Indonesia
Dr. Nanan Abdul Manan, M.Pd Universitas Muhammadiyah Kuningan, Kuningan, Indonesia
Dr. Apt. Nur Azizah M.Farm Universitas Muhammadiyah Kuningan, Kuningan, Indonesia

DOI:

https://doi.org/10.35568/abdimas.v9i2.7860

Keywords:

Quizizz Paper Mode, Digital Learning, Gamification, Educational Technology

Abstract

Indonesian diaspora students in overseas non-formal centers face pedagogical disengagement due to high activity, short attention spans, and limited digital infrastructure. Baseline observations revealing 4–5 minute attention fragments highlight a critical gap: current educational digitalization assumes stable internet and 1:1 device ratios, neglecting low-resource contexts. This program implements and evaluates Quizizz Paper Mode as an adaptive, low-infrastructure digitalization strategy. Employing a participatory qualitative-descriptive design, the intervention integrates structured gamified quizzes via physical barcode cards across three systematic phases. Observational metrics demonstrate significant shifts: participation exceeds 96%, sustained attention extends to ~12.8 minutes, and automated scoring reduces grading time by >70% with 98% accuracy. These findings prove that meaningful digitalization relies on pedagogically structured interaction design, not hardware proliferation. The program contributes a replicable evidence-based framework for inclusive assessment, offering broad implications for transforming marginalized community learning into interactive, sustainable academic spaces.

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