The Effect of a Quizizz-Assisted PBL Model in Classroom Guidance on Junior High School Students' Mutual Respect

Abstract

Social skills, particularly the dimension of mutual respect, are essential competencies for junior high school students. This study examined the effect of a Quizizz assisted Problem Based Learning model within classroom guidance services on students' mutual respect, using a quantitative pre-experimental One Group Pretest-Posttest design without a control group. Subjects were 32 class VII C students selected via purposive sampling, using a social skills scale (reliability = 0.933), with additional analysis on the peer-acceptance subscale as a specific representation of mutual respect. Because the gain score violated normality (Shapiro-Wilk W = 0.861; p = .001), the Wilcoxon Signed-Rank Test served as the primary test. Total social skills scores increased significantly (Z = -4.949; p < .001; N-Gain = 0.57, moderate category; r = .87), as did the peer-acceptance subscale (t(31) = 11.90; p < .001; dz = 2.10), though the subscale's reliability was lower. As the design lacked a control group, these findings represent preliminary rather than causal evidence. The Quizizz assisted Problem Based Learing model shows potential as an alternative classroom guidance service for developing junior high school students' mutual respect.