Enhancing Students’ Mathematical Representation Through an Interactive Quizizz-Based Learning Tool: An ADDIE Model Approach

Background: Mathematics is widely perceived by students as a difficult subject, often due to limited engagement and abstract content. One essential skill required in mathematical learning is the ability to represent concepts visually, symbolically, and verbally. However, students’ mathematical representation skills remain low, particularly on topics like relations and functions. This highlights the need for interactive and technology-integrated learning tools that can enhance motivation and cognitive abilities. Aims: This study aims to design, develop, and evaluate the effectiveness of an interactive quiz-based learning tool using the Quizizz platform to improve students’ mathematical representation skills, focusing on the topic of relations and functions. Methods: The study employed the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation phases. The product was validated by experts in both content and media, then tested in small and larger classroom settings involving 43 students in total. Instruments included expert validation rubrics, student interest questionnaires, and pretest-posttest evaluations based on N-Gain analysis. Result: The developed Quizizz-based quiz achieved high validation scores from experts (92% for content and 84% for media), with student attractiveness ratings of 79% and 81% in small and large groups, respectively. The effectiveness test yielded an N-Gain score of 0.76, indicating a high level of improvement in students’ mathematical representation ability. Conclusion: This research confirms that integrating interactive digital quizzes into mathematics instruction significantly enhances students' engagement, motivation, and mathematical representation competencies. The product is not only feasible and attractive but also pedagogically effective. It offers a scalable solution for math educators aiming to modernize learning environments and can serve as a model for future innovations in digital mathematics education.