Efektivitas ZEP Quiz sebagai Asesmen Digital Anti Kecurangan pada Pembelajaran Informatika SMP
DOI:
https://doi.org/10.31004/basicedu.v10i4.12804Keywords:
ZEP Quiz, asesmen digital, kecurangan akademik, hasil belajar, informatikaAbstract
Tingginya kecurangan akademik pada asesmen konvensional menurunkan validitas hasil belajar, namun penelitian asesmen digital berbasis gamifikasi masih jarang menguji penurunan kecurangan dan peningkatan hasil belajar secara simultan, khususnya pada pembelajaran Informatika di SMP. Kesenjangan penelitian tersebut menjadi dasar dilaksanakannya penelitian ini. Penelitian ini bertujuan menguji pengaruh ZEP Quiz terhadap penurunan kecurangan akademik dan peningkatan hasil belajar. Metode kuantitatif kuasi-eksperimen dengan nonequivalent control group design digunakan pada 58 siswa kelas VIII SMP Negeri 15 Malang, dipilih secara purposive berdasarkan kesetaraan kemampuan awal, terbagi menjadi kelompok eksperimen (ZEP Quiz) dan kontrol (asesmen konvensional). Data dikumpulkan melalui tes pilihan ganda (pretest-posttest) dan lembar observasi kecurangan akademik tervalidasi yang mengukur empat indikator perilaku menyontek. Karena data tidak berdistribusi normal (Shapiro-Wilk), analisis menggunakan uji Mann-Whitney U dan Wilcoxon Signed-Rank. Hasil belajar kelompok eksperimen meningkat dari 78,62 menjadi 97,93, lebih tinggi dibandingkan kontrol (73,45 menjadi 86,55; p = 0,0003). Kejadian kecurangan akademik kelompok eksperimen menurun 88,52%, jauh lebih besar dibandingkan kontrol (34,04%; p = 0,0001). Temuan ini menunjukkan bahwa fitur gamifikasi, pengacakan soal, dan batasan waktu pada ZEP Quiz berpotensi menjadi alternatif asesmen digital yang mendukung integritas akademik sekaligus meningkatkan kualitas evaluasi pembelajaran, sehingga relevan sebagai rujukan bagi sekolah dan pengembang platform asesmen digital yang lebih jujur dan efektif.
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