Quizalize-Based Digital Assessment for Learning Motivation and Critical Thinking in SDG 4-Oriented IPAS Learning

Abstract

Developing a valid and effective digital assessment instrument is essential for supporting SDG 4-oriented elementary education. This study aimed to develop and evaluate a Quizalize-based digital assessment instrument for measuring students' learning motivation and critical thinking skills in IPAS learning. A Research and Development (R&D) approach using the ADDIE model was employed, comprising the analysis, design, development, implementation, and evaluation stages. Data were collected through observations, interviews, expert validation sheets, student response questionnaires, the ARCS learning motivation questionnaire, and a Higher-Order Thinking Skills (HOTS)-based critical thinking test. Expert validation yielded a feasibility score of 91.11%, while the practicality test involving 30 fourth-grade students produced a score of 90.21%, indicating that the instrument was highly feasible and highly practical. Effectiveness testing involved 60 fourth-grade students, consisting of 30 students in the experimental group and 30 students in the control group. Critical thinking scores increased from 54.53 to 83.13, while the experimental group demonstrated significantly higher learning motivation than the control group (M = 76.77 vs. 66.57). Findings indicate that the Quizalize-based assessment instrument is feasible, practical, and effective for supporting digital assessment of learning motivation and critical thinking in elementary IPAS learning.