Pencak Silat is a sport and a cultural heritage of Indonesia taught as a physical education subject in schools (Cakrawijaya, 2021). Pencak Silat is not only studied as a subject but also plays an important role in daily life, as it can serve as a means of character development for students and instill discipline (Febriyanto, Haqiyah, & Iskandar, 2024). Additionally, Pencak Silat improves students' physical fitness (Salma & Haryanto, 2023). Pencak Silat instruction is typically conducted at the high school level, focusing on teaching various movement techniques.

However, this instructional process still faces challenges, particularly in the practical aspect. Many physical education teachers still rely on traditional methods, such as lectures, without utilizing supporting media. As a result, students struggle to practice movements, easily become bored due to limited learning experiences, and demonstrate low participation and interest in the instruction. Another impact is the weak understanding and skills acquired after learning (Hidayat, 2022; Magdalena et al., 2021). This issue is important to address promptly, as Pencak Silat learning requires mastery of concepts and motor skills that can only be obtained through appropriate learning approaches.

Previous studies have shown that interactive digital media can improve learning outcomes. Mulyati & Evendi (2020) demonstrated that using the Quizizz application can significantly improve mathematics learning outcomes through fun and competitive game elements. Nababan et al. (2023) found that learning with Quizizz media can increase student motivation through interactive features such as avatars, quizzes, images, audio, and video. Similar findings were also obtained by Jong & Tacoh (2024) in the context of science learning.

However, most of these studies focused on predominantly cognitive subjects, such as mathematics, language, and science. Only a few studies have examined the application of Quizizz in motor skill learning, such as Pencak Silat. The research by Ali (2022) and Sutrisno, Nugraha, & Diana (2023) emphasizes the development of video media for Pencak Silat learning, without integrating real-time interactive gamification approaches like Quizizz. Thus, no research explicitly examines the effectiveness of Pencak Silat learning using an interactive gamification platform to improve cognitive and psychomotor learning outcomes.

This study aims to fill this gap by applying Quizizz-based learning to Pencak Silat material and measuring its effect on students' learning outcomes in cognitive and psychomotor aspects. The novelty of this study lies in the combination of psychomotor-based martial arts learning with a digital gamification approach, which has rarely been used in physical education.

Therefore, this study aims to determine the extent to which the application of Quizizz as a gamification medium can improve students' Pencak Silat learning outcomes at State Senior High School 1 Indralaya Selatan. The findings of this study are expected to provide practical contributions for physical education teachers in developing more effective technology-based learning strategies, as well as theoretical contributions in the development of interactive learning media for psychomotor learning contexts.

The results of this study are divided into two categories: cognitive assessment and psychomotor assessment. Here is the analysis of the comparative results.

Referring to Table 1 and Figure 1, it was known that the highest score is 55 and the lowest score is 20, with an average of 37.86. There was an improvement after being given treatment in the form of learning implementation using the Quizizz application. The final test results or posttest show that the highest score is 75, and the lowest score is 40, with an average of 58.83. The two test results showed an improvement with a difference of 20.97 after the provided learning media.

The results of the cognitive normality test using the Shapiro-Wilk test on Table 3 show significance values of 0.337 > 0.05 for the pre-test and 0.183 > 0.05 for the post-test. The results indicate that the test's significance values greater than 0.05 show that the pre-test and post-test data are normally distributed, allowing for parametric statistical analysis in the next stage.

The psychomotor test results using the Shapiro-Wilk test on Table 4 showed significance values of 0.125 < 0.05 for the pre-test and 0.065 < 0.05 for the post-test. The results indicate that the test's significance values greater than 0.05 show that the pre-test and post-test data are normally distributed, allowing for parametric statistical analysis in the subsequent stages.

The paired sample t-test results (Table 5) showed significant improvements in both cognitive and psychomotor scores of 30 students. The cognitive scores increased from an average pre-test score of 37.87 to a post-test score of 58.83 (mean difference = -20.967, SD = 7.411, t = -15.495, p < 0.001), while the psychomotor scores improved from 5.43 to 8.70 (mean difference = -3.267, SD = 0.828, t = -21.617, p < 0.001). These findings indicate a statistically significant difference between pre-test and post-test results in both domains.

The results of this study indicate that using the Quizizz application while teaching Pencak Silat can help students learn better in terms of concept understanding and fundamental movement skills. The results before and after the students' tests improved significantly. Cognitive scores increased from 37.87 to 58.83, and psychomotor scores increased from 5.43 to 8.70. The results show that Quizizz can be a good learning tool for movement-based sports such as Pencak Silat (Lahinda & Riyanto, 2022).

The alignment with the research hypothesis indicates that the Quizizz media improves students' learning outcomes. The results of the paired sample t-test showed a significance value of <0.001, indicating a significant difference in student learning outcomes before and after using the Quizizz media. Therefore, the alternative hypothesis is accepted, and the null hypothesis is not rejected (Faidah et al., 2024).

Compared to previous research, this finding aligns with previous research by Mulyati & Evendi (2020) and Jong & Tacoh (2024), which found that Quizizz can enhance student motivation and learning outcomes in cognitive subjects such as mathematics and science. However, this study focuses on psychomotor material, specifically Pencak Silat. This is a new contribution because previous research viewed Quizizz from the perspective of theoretical learning, not physical skills (Citra & Rosy, 2020). This study also supports the opinion of Jong & Tacoh (2024) and Aryanti, Victorian, & Solahuddin (2021) that interactive media make learning more enjoyable and meaningful.

However, the results of this study do not fully explain whether there are additional components that influence students' learning outcomes, such as study habits at home, self-motivation, or students' familiarity with technology. Moreover, whether the grade improvement will last or be temporary is unclear since the learning was conducted only four times.

The results of this study revealed an interesting finding, namely, the use of the Quizizz application with the concept of gamification in the process of learning the practice of Pencak Silat. According to previous research, the Quizizz application in the form of gamification is still widely applied to cognitive assessments, such as in mathematics or science subjects. In this study, Quizizz was able to improve students' learning outcomes both cognitively and psychomotorically, thus reinforcing and expanding the theory of technology-assisted learning in physical education, which previously relied on the lecture approach by teachers (Sumianingrum, 2017). Thus, the school can use these findings to develop the learning process using engaging and non-boring digital media for students (Widyana, Asyraf, & Fithri 2024).

The results of this study highlight that learning with interactive media plays a crucial role in enhancing the effectiveness of the teaching and learning process, particularly in the field of physical education, where both cognitive understanding and psychomotor skills are essential. The implementation of Quizizz proved to be a highly effective tool, not only in improving students' cognitive achievements but also in fostering the development of their motor skills through engaging, game-based activities. By integrating elements of competition, instant feedback, and interactive features, Quizizz increased student motivation, participation, and overall engagement in the learning process. These findings suggest that incorporating digital gamification platforms into physical education can bridge the gap between theory and practice, offering a more dynamic and student-centered learning experience. Quizizz can be recommended as a complementary medium for physical education teachers seeking to enhance learning outcomes across multiple domains, engaging and effectively.

The author expresses his deepest appreciation to all parties who have helped in completing this research.

All data supporting the findings of this study are included in the article and its supplementary materials. Additional datasets are available from the corresponding author upon a reasonable request.

This research did not receive external funding.

The author states that this study was carried out independently, with full integrity, and without any conflicts of interest involving any organization, institution, or individual. There were no financial, professional, or personal affiliations that could have influenced the design, data collection, analysis, or interpretation of the research.