Inquiry in a virtual world: integrating the Zep Quiz game into inquiry-based learning to strengthen learning activeness and critical thinking among vocational students
Keywords:
Inquiry-based learning, Zep Quiz, learning activeness, critical thinking, vocational education
Abstract
Vocational students in Indonesia are expected to reason scientifically and participate actively, yet many struggle once a task moves beyond recall. This study tested whether an inquiry-based learning (IBL) sequence built around Zep Quiz, a virtual-world quiz game, could raise learning activeness and critical thinking. A quasi-experimental non-equivalent control group design used two intact Grade 10 classes at SMK Negeri 1 Painan (n = 30 each). The experimental class learned through six IBL stages mediated by Zep Quiz; the control class followed an activity-based routine. Activeness was measured with a Likert questionnaire and critical thinking with a higher-order thinking test. After confirming normality, homogeneity, and baseline equivalence, paired- and independent-samples t-tests and normalized gain were computed. Both groups improved, but the experimental group improved far more. Normalized gains reached the medium-to-high band for the experimental class (activeness ⟨g⟩ = .67; critical thinking ⟨g⟩ = .66) against low gains for the control class (.25 and .31). Post-test differences were large and significant for both activeness (t(58) = 10.67, d = 2.76) and critical thinking (t(58) = 7.19, d = 1.86), both p < .001. Embedding a virtual-world game inside a disciplined inquiry cycle appears a workable route to deeper engagement and higher-order reasoning in vocational science.
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Reza, F., Rohmah, Z., & Abdullah, N. N. (2023). Challenges in Implementing Kurikulum Merdeka for EFL Teachers. Jeels (Journal of English Education and Linguistics Studies), 10(2), 439–469. https://doi.org/10.30762/jeels.v10i2.1899
Rohandi, R. (2022). Pre-Service Science Teachers’ Competence and Confidence in Scientific Inquiry. International Journal of Applied Sciences and Smart Technologies, 4(2), 267–280. https://doi.org/10.24071/ijasst.v4i2.5428
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Waemusa, Z., & Jongwattanapaiboon, A. (2023). Divergence of Everyday Practices and School Policy on Mobile Use: Challenges to Developing EFL Learners’ Digital Literacies. International Journal of Technology in Education, 6(1), 37–48. https://doi.org/10.46328/ijte.294
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Wei, C. (2024). A Practical Approach to the Reform of “Three Teachings” in the Age of Digitalization to Promote the High-Quality Development of Higher Vocational Education. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0164
Yasmin, F., Farooq, M. U., & Shah, S. K. (2023). Impact of Exam-Oriented Education System on Undergraduate Students’ Cognitive, Affective and Psychomotor Competencies. International Journal of Linguistics and Culture, 4(1), 109–125. https://doi.org/10.52700/ijlc.v4i1.180
Yolnasdi, Simatupang, W., Sukardi, & Fadillah, R. (2025). Effectiveness of Project-Based Cooperative Learning Model in Electrical Installation Practical Courses. Salud, Ciencia y Tecnología, 5. https://doi.org/10.56294/saludcyt20251779
Zhang, H., Huang, T., Liu, S., Yin, H., Li, J., Yang, H., & Xia, Y. (2020). A learning style classification approach based on deep belief network for large-scale online education. Journal of Cloud Computing, 9. https://doi.org/10.1186/s13677-020-00165-y
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing. Pearson.
Arifin, S., Setyosari, P., Sa’dijah, C., & Kuswandi, D. (2020). The Effect of Problem Based Learning by Cognitive Style on Critical Thinking Skills and Student Retention. Journal of Technology and Science Education, 10(2), 271. https://doi.org/10.3926/jotse.790
Arifin, Z., Nurtanto, M., Priatna, A., Kholifah, N., & Fawaid, M. (2020). Technology andragogy work content knowledge model as a new framework in vocational education: Revised technology pedagogy content knowledge model. TEM Journal, 9(2), 786–791. https://doi.org/10.18421/TEM92-48
Azhari, A., Irwandi, I., Jalil, Z., Ilhamsyah, Y., Sulastri, S., Muhibuddin, M., & Rasul, M. S. (2023). Integration Merdeka Belajar Concept in Development STEMC Module for Electrochemical and Renewable Energy at Vocational School SMK SMTI Banda Aceh. Journal of Physics Conference Series, 2596(1), 012076. https://doi.org/10.1088/1742-6596/2596/1/012076
Castro, J. F., Glewwe, P., & Heredia-Mayo, A. (2025). Can teaching be taught? Improving teachers’ pedagogical skills at scale in rural Peru. Quantitative Economics, 16(1), 185–233. https://doi.org/10.3982/QE2079
Chrismondari, Simatupang, W., Waskito, Rahmat Fadillah, & Bayu Rianto. (2025). Implementation of a Project-Based Inquiry Learning Model for Electrical Motor Installation: Evaluating Its Effectiveness in Vocational Education. Data and Metadata, 4, 1079. https://doi.org/10.56294/dm20251079
Creswell, J. W. , & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. . Sage Publications.
Fellnhofer, K. (2015). Changing entrepreneurial intention and behaviour: a digital game-based learning environment dedicated to entrepreneurship education. J. for International Business and Entrepreneurship Development, 8(4), 378. https://doi.org/10.1504/jibed.2015.072938
Hasibuan, M. I. (2014). Model Pembelajaran CTL (Contextual Teaching and Learning). Logaritma: Jurnal Ilmu-Ilmu Pendidikan Dan Sains, II(01), 1–12. https://doi.org/10.35542/osf.io/8qy5f
Hilmi, I. N., & Jasiah, J. (2025). Revolusi penilaian pembelajaran: implementasi Zep Quiz sebagai solusi digital interaktif di era pendidikan 4.0. At-Tarbiyah: Jurnal Penelitian Dan Pendidikan Agama Islam, 3(1), 608–614.
Hunaepi, H., & Suharta, I. G. P. (2024). Transforming Education in Indonesia: The Impact and Challenges of the Merdeka Belajar Curriculum. Path of Science, 10(6), 5026–5039. https://doi.org/10.22178/pos.105-31
Husen, F. A., & Wulandari, F. (2025). Pengaruh media game edukasi Zep Quiz terhadap pemahaman konsep IPA siswa di sekolah dasar pada materi perubahan wujud benda. Jurnal Pendidikan MIPA, 15(3), 940–947.
Irfan, D., Herayono, A., Ayu, F., & Syafar, S. (2025). EXPLORING THE EFFECTIVENESS OF VR-BASED EDUCATIONAL GAMES IN IMPROVING STUDENT ENGAGEMENT AND COMPREHENSION IN COMPUTER ARCHITECTURE. Journal of Applied Engineering and Technological Science, 6(2), 1312–1323. https://doi.org/10.37385/jaets.v6i2.7070
Jalinus, N., Syahril, S., & Nabawi, R. A. (2018). Effectivity of the Cooperative-Project Based Learning (CPjBL) in Enhancing HOTS of Vocational Education Students. https://doi.org/10.31227/osf.io/2etpy
Kholifah, N., Kurdi, M. S., Nurtanto, M., Mutohhari, F., Fawaid, M., & Subramaniam, T. S. (2023). The role of teacher self-efficacy on the instructional quality in 21st century: A study on vocational teachers, Indonesia. Int J Eval & Res Educ ISSN, 2252(8822), 8822.
Kulsum, U., Arum, W. F., & Kurniawan, A. P. (2025). Deskripsi antusiasme belajar siswa dengan media zep quiz pada pembelajaran matematika. Pedagogy: Jurnal Pendidikan Matematika, 10(4), 1795–1805.
Liu, C., Zowghi, D., Kearney, M., & Bano, M. (2020). Inquiry‐based Mobile Learning in Secondary School Science Education: A Systematic Review. Journal of Computer Assisted Learning, 37(1), 1–23. https://doi.org/10.1111/jcal.12505
Logayah, D. S., Hardiyanti, R. A., & Irvan, S. S. N. (2026). Social Studies Learning Innovation Using Deep Learning And Gamification ZEP Quiz. Jurnal Ilmiah WUNY, 8(1), 1–13.
Loof, H. De, Struyf, A., Pauw, J. B., & Petegem, P. Van. (2019). Teachers’ Motivating Style and Students’ Motivation and Engagement in STEM: The Relationship Between Three Key Educational Concepts. Research in Science Education, 51(S1), 109–127. https://doi.org/10.1007/s11165-019-9830-3
Maryanti, R., & Nandiyanto, A. B. D. (2021). Curriculum Development in Science Education in Vocational School. Asean Journal of Science and Engineering Education, 1(3), 151–156. https://doi.org/10.17509/ajsee.v1i3.38429
Nouwen, W., Clycq, N., Struyf, A., & Donche, V. (2022). The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development: W. Nouwen et al. European Journal of Psychology of Education, 37(3), 877–900.
Novaliendry, D., Fadillah, R., Diputra, Y., Darwin, W., Makmur, B., Naufan Islami, F., Surya Pati Harau, F., & Morales Peralta, E. (2025). Leveraging Gamified Mobile Learning and Augmented Reality to Foster Digital Literacy Competencies of University Students in the Society 5.0 Era. Seminars in Medical Writing and Education, 4, 840. https://doi.org/10.56294/mw2025840
Pasaribu, D. (2023). The Impact of the Merdeka Curriculum on Indonesia Education. Edumaspul - Jurnal Pendidikan, 7(2), 3649–3654. https://doi.org/10.33487/edumaspul.v7i2.7003
Raman, A., Thannimalai, R., & Ismail, S. N. (2019). Principals’ Technology Leadership and Its Effect on Teachers’ Technology Integration in 21st Century Classrooms. International Journal of Instruction, 12(4), 423–442. https://doi.org/10.29333/iji.2019.12428a
Reza, F., Rohmah, Z., & Abdullah, N. N. (2023). Challenges in Implementing Kurikulum Merdeka for EFL Teachers. Jeels (Journal of English Education and Linguistics Studies), 10(2), 439–469. https://doi.org/10.30762/jeels.v10i2.1899
Rohandi, R. (2022). Pre-Service Science Teachers’ Competence and Confidence in Scientific Inquiry. International Journal of Applied Sciences and Smart Technologies, 4(2), 267–280. https://doi.org/10.24071/ijasst.v4i2.5428
Rosina, H., Virgantina, V., Ayyash, Y., Dwiyanti, V., & Boonsong, S. (2021). Vocational Education Curriculum: Between Vocational Education and Industrial Needs. Asean Journal of Science and Engineering Education, 1(2), 105–110. https://doi.org/10.17509/ajsee.v1i2.33400
Samala, A. D., Rawas, S., Wang, T., Reed, J. M., Kim, J., Howard, N.-J., & Ertz, M. (2025). Unveiling the landscape of generative artificial intelligence in education: a comprehensive taxonomy of applications, challenges, and future prospects. Education and Information Technologies, 30(3), 3239–3278. https://doi.org/10.1007/s10639-024-12936-0
Sani, S. S., Mahoor, H., & Yamini, M. (2024). The Impact of Help-Seeking Training and Self-Compassion Training on Academic Achievement Motivation. 5(2), 68–74. https://doi.org/10.61838/kman.jayps.5.2.8
Septrianto, Y., Suhartono, S., & Munir, A. (2026). Responses of Eleventh Grade Students to the Gamified ZEP QUIZ in Teaching Reading Comprehension: A Quantitative Inquiry. Journal of General Education and Humanities, 5(3), 3561–3570.
Sugiyono. (2016). Metode Penelitian Kuantitatif Kualitatif dan R & D. Alfabeta.
Sukmawati, F., Prihatin, R., & Budhi Santosa, E. (2024). Design and evaluation a mobile augmented reality to enhance critical thinking skills for vocational high schools. 4. https://doi.org/10.56294/saludcyt2024.1000
Thornhill Miller, B. (2023). Creativity, Critical Thinking, Communication, and Collaboration (4C) in Educational Challenges of the Future of Work. Frontiers in Education. https://pmc.ncbi.nlm.nih.gov/articles/PMC10054602/
Vedi, N., Dulloo, P., & Singh, P. (2022). Digital Technology for Facilitating Inquiry-Based Learning During the COVID Pandemic for Human Anatomy Course. Journal of Education and Health Promotion, 11(1), 344. https://doi.org/10.4103/jehp.jehp_38_22
Waemusa, Z., & Jongwattanapaiboon, A. (2023). Divergence of Everyday Practices and School Policy on Mobile Use: Challenges to Developing EFL Learners’ Digital Literacies. International Journal of Technology in Education, 6(1), 37–48. https://doi.org/10.46328/ijte.294
Waliyuddin, D. S., & Sulisworo, D. (2022). High Order Thinking Skills and Digital Literacy Skills Instrument Test. Ideguru Jurnal Karya Ilmiah Guru, 7(1). https://doi.org/10.51169/ideguru.v7i1.310
Wei, C. (2024). A Practical Approach to the Reform of “Three Teachings” in the Age of Digitalization to Promote the High-Quality Development of Higher Vocational Education. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0164
Yasmin, F., Farooq, M. U., & Shah, S. K. (2023). Impact of Exam-Oriented Education System on Undergraduate Students’ Cognitive, Affective and Psychomotor Competencies. International Journal of Linguistics and Culture, 4(1), 109–125. https://doi.org/10.52700/ijlc.v4i1.180
Yolnasdi, Simatupang, W., Sukardi, & Fadillah, R. (2025). Effectiveness of Project-Based Cooperative Learning Model in Electrical Installation Practical Courses. Salud, Ciencia y Tecnología, 5. https://doi.org/10.56294/saludcyt20251779
Zhang, H., Huang, T., Liu, S., Yin, H., Li, J., Yang, H., & Xia, Y. (2020). A learning style classification approach based on deep belief network for large-scale online education. Journal of Cloud Computing, 9. https://doi.org/10.1186/s13677-020-00165-y
Published
2026-08-19
How to Cite
Richa Witavia S., Fetri Yeni J., Alwen Bentri, & Mutiara Felicita Amsal. (2026). Inquiry in a virtual world: integrating the Zep Quiz game into inquiry-based learning to strengthen learning activeness and critical thinking among vocational students. JPI: Jurnal Pustaka Indonesia, 6(2), 324–341. https://doi.org/10.62159/jpi.v6i2.2553
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Copyright (c) 2026 Richa Witavia S., Fetri Yeni J., Alwen Bentri, Mutiara Felicita Amsal
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