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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Exploration of the Quizizz Application in Learning Fi’il Mu’tal
Based on Bloom’s Taxonomy
Hanis Najwa Shaharuddin
*
, Muhammad Hatta Shafri, Nawal Widad Mohd Safuan
Akademi Pengajian Bahasa, University Technology MARA (UiTM), Selangor, Malaysia.
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000583
Received: 25 October 2025; Accepted: 30 October 2025; Published: 18 November 2025
ABSTRACT
This study aims to identify the effectiveness of using the Quizizz application in helping students understand the
concept of fiʿl muʿtal based on the application of Bloom’s Taxonomy in question construction. The objectives
of the study are to evaluate students’ perceptions of using Quizizz in assisting them to recall, comprehend, apply,
analyze, and evaluate the concept of fiʿl muʿtal systematically. This research employs a quantitative approach
using a survey design. A questionnaire was used as the research instrument and distributed to 60 second-
semester students taking the Programme in Professional Arabic Communication at Universiti Teknologi MARA
(UiTM) Shah Alam. Data were analyzed using descriptive statistical methods involving mean and standard
deviation. The findings show that the overall mean score is high in terms of students’ understanding and clarity
in differentiating the types of fiʿl muʿtal. The results indicate that the use of Quizizz as a formative assessment
tool can enhance students’ comprehension and engagement while promoting higher-order thinking skills
(HOTS)-based learning.
Keywords— Quizizz, Fiʿl Muʿtal, Bloom’s Taxonomy, Arabic Language, Gamification
INTRODUCTION
The development of digital technology has transformed the landscape of teaching and learning, especially among
the younger generation who prefer interactive and game-based approaches. In the context of 21st-century
education, the integration of digital technology in teaching and learning (T&L) has become a vital necessity.
Game-based learning approaches such as Quizizz, Kahoot! and Wordwall are increasingly popular among Arabic
language educators. These approaches not only add elements of interactivity and motivation but also support
active, student-centered learning.
In Arabic language learning, students often face difficulties in understanding morphological aspects such as fiʿl
muʿtal, which involves changes in verb forms. This category of verbs contains one of the weak letters ()
and undergoes structural changes when formed under different wazan (patterns). Confusion regarding these
transformations often makes it difficult for students to accurately grasp morphological structures, which in turn
affects their mastery of the language system.
Although previous studies have discussed the use of Quizizz in language learning, most focused on vocabulary,
motivation, or other basic skills, with less emphasis on complex grammar and morphology topics such as fiʿl
muʿtal. Therefore, an assessment and training strategy that not only tests memorization but also measures
comprehension, application, and students’ higher-order thinking abilities is needed. Bloom’s Taxonomy
(Anderson & Krathwohl, 2001) provides a suitable framework for this purpose, encompassing six cognitive
levels—remembering, understanding, applying, analyzing, evaluating, and creating.
Quizizz enables the development of questions according to these levels through engaging and varied formats.
Thus, this study aims to evaluate how effectively Quizizz helps students understand and master the topic of fiʿl
muʿtal, as well as to analyze their acceptance of its use in learning. The use of gamified applications such as
Quizizz has the potential to serve as an effective medium, as it combines entertainment with learning, thereby
enhancing motivation, active engagement, and comprehension of difficult topics.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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LITERATURE REVIEW
Fi’il Mu’tal
Fiʿl muʿtal () is an important topic in Arabic grammar (nahu) and morphology (sarf), referring to verbs
that contain one of the weak letters—alif (), wau (), or ya’ ()—either at the beginning, middle, or end of the
word. According to Ibn ‘Aqil (1995), understanding the structure of fiʿl muʿtal is essential because it determines
verb form changes across various wazan and tenses. In the context of Arabic as a foreign language, this topic is
often identified as one of the most challenging grammatical aspects for students to master (Mufarokah et al.,
2019), as it requires understanding complex morphological rules and the ability to analyze word structures.
Mastery of fiʿl muʿtal not only helps students construct correct sentences but also strengthens their understanding
of the root-based structure of the Arabic language.
Previous studies have shown that teaching fiʿl muʿtal requires a more interactive, student-centered approach. Al-
Qarni (2020) found that using visual teaching aids such as verb change charts and morphological mind maps
improved students’ understanding of fiʿl muʿtal rules. Similarly, Shah and Yunus (2023) highlighted the
effectiveness of gamified applications like Quizizz in helping students identify and memorize forms of fiʿl muʿtal
more effectively through interactive quiz activities. This digital approach also aligns with Bloom’s Taxonomy
by encouraging students to think across various cognitive levels—from recalling verb forms, understanding their
functions, to applying and evaluating verb structures in real contexts.
Bloom’s Taxonomy in Language Teaching
Bloom’s Taxonomy serves as a fundamental basis in curriculum and assessment design. According to Anderson
& Krathwohl (2001), human cognitive development progresses through stages—from basic recall to creative
thinking. In the context of Arabic language teaching, this approach allows educators to assess students not only
in terms of linguistic knowledge but also their ability to analyze and use language structures creatively.
Bloom’s learning theory encompasses three domains—cognitive, affective, and psychomotor—and remains one
of the most widely applied frameworks in modern education (Winkel, 1989). The term taxonomy itself, derived
from the Greek words taxis (arrangement/division) and nomos (law), refers to a hierarchical classification system
(Enghoff, 2009; Santrock, 2007). Essentially, Bloom’s Taxonomy serves as a structured framework for
developing higher-order thinking from basic to advanced cognitive levels (Tanjung & Bakar, 2019).
In Arabic learning, Al-Naseer (2018) found that applying Bloom’s Taxonomy improves students’ understanding
of morphological and syntactic structures progressively. Examples of learning activities based on Bloom’s six
levels include:
Bloom’s Taxonomy Level
Level Learning Activity
Remembering
Identifying word types (isim, fiʿl, harf)
Understanding
Explaining the function of fiʿl muʿtal in sentences
Applying
Changing verb forms according to wazan
Analyzing
Comparing sentences with different structures
Evaluating
Assessing sentence grammaticality
Creating
Constructing sentences or essays using specific patterns
Quizizz Application
Quizizz is an online gamified quiz platform created by Deepak Joy Cheenath and Ankit Gupta in 2015 while
teaching remedial mathematics at a school in Bangalore, India. Alongside Kahoot, Quizlet, and Edpuzzle,
Quizizz is one of the most popular game-based learning platforms. It offers a web-based interface containing a
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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variety of interactive quiz games used in classroom learning (Pu et al., 2022). It is widely utilized for classroom
activities such as group work, pre-tests, reviews, exams, and unit assessments (Mia et al., 2022).
Features such as real-time feedback, answer review, and quiz retakes have been rated highly by users. Additional
“fun features” like memes, music, avatars, and themes further enhance motivation and participation in learning.
Quizizz also functions as a self-assessment and progress-tracking tool, providing flexible accessibility, engaging
visuals, and time-based settings that encourage focus.
Empirical studies show that Quizizz positively impacts grammar mastery, self-assessment, and learning
achievement. Dextre-Vilchez & Vásquez-Mercado (2022) found significant improvement in students’ grammar
comprehension through self-assessment with Quizizz. Similarly, Mahmud & Law (2022) reported that university
students found Quizizz-based grammar learning both engaging and beneficial.
Other studies further confirm these findings. Akhyar Hanif et al. (2023) demonstrated that Quizizz enhanced
Arabic language proficiency and engagement among primary students. Qurratul ‘Aini et al. (2022) highlighted
its effectiveness in boosting motivation and performance in post-pandemic Arabic vocabulary learning. Nor
Fatini Aqilah Mohd Su’ad and Hakim Zainal (2022) found that Quizizz increased motivation and made Arabic
learning more enjoyable, while Soo Yan Mee et al. (2018) reported improved comprehension among non-native
university learners. Similarly, Anisa Elita Rahmawati et al. (2023), using the ADDIE model, confirmed high
effectiveness and positive reception of Quizizz as an assessment tool.
At higher levels, Zaharo and Lili Fitriani (2024) proved that Quizizz enhanced Arabic reading comprehension
by creating an interactive and engaging learning environment. Muhammad Infithar al-Ahqaf and Ridha
Darmawati (2021) emphasized that Quizizz offered a more enjoyable alternative to traditional assessments,
especially during online learning in the pandemic. Likewise, Annindita Hartono Putri et al. (2021) demonstrated
that Quizizz-based Arabic quiz games effectively enriched vocabulary and increased university students’ interest
in language learning.
In summary, previous studies have shown that learning fiʿl muʿtal presents significant challenges for students
due to its complex morphological rules and variations in verb patterns. To overcome these difficulties, effective
teaching must go beyond memorization and focus on developing students’ cognitive understanding and practical
application. The use of Bloom’s Taxonomy offers a systematic framework that encourages learners to progress
from basic recall of verb forms to higher levels of thinking such as understanding, application, and evaluation,
thereby deepening their grasp of Arabic grammar concepts.
Meanwhile, literature on Quizizz demonstrates its effectiveness as a gamified learning tool that promotes active
participation, motivation, and immediate feedback. When integrated with Bloom’s Taxonomy, Quizizz provides
a dynamic and student-centered platform that supports all levels of cognitive engagement. This combination
allows learners to interact meaningfully with grammatical content, reinforcing both conceptual understanding
and critical thinking. Therefore, the integration of Quizizz with Bloom’s cognitive framework represents an
innovative and effective approach for enhancing the teaching and learning of fiʿl muʿtal in Arabic language
education.
Method
This study adopts a quantitative survey method, using a questionnaire as the research instrument. This design
was chosen as it allows data collection from a larger group of respondents efficiently. The study population
consisted of 75 students. Based on the Krejcie and Morgan (1970) sample size table, 60 second-semester students
enrolled in the Programme in Professional Arabic Communication at Universiti Teknologi MARA (UiTM), Shah
Alam, Selangor, Malaysia, were randomly selected as the sample.
The questionnaire was developed based on five main components related to the use of Quizizz in learning fiʿl
muʿtal, with each item representing a level of Bloom’s Taxonomy. A five-point Likert scale was used (1 =
strongly disagree, 5 = strongly agree). Data were analyzed using descriptive statistics to determine the mean,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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standard deviation, and interpretation levels. The interpretation of mean scores followed the guidelines of Alias
Baba (1999).
Table 1: Mean Score
Mean Score
Interpretation
1.00-1.80
Very Low
1.81-2.60
Low
2.61-3.40
Moderate
3.41-4.20
High
4.21-5.00
Very High
RESULTS AND DISCUSSION
Respondents’ Demographic Information
The demographic analysis provides a clear description of the background of respondents involved in this study.
A total of 60 respondents were second-semester students from the Arabic Language course at Universiti
Teknologi MARA (UiTM) Shah Alam. The demographic analysis includes gender, age, prior experience using
the Quizizz application for Arabic language learning, and the frequency of using the application. The descriptive
analysis employed frequency and percentage methods. The sample distribution is shown in Table 2.
Table 2: Demographic Analysis
Category
Frequency
Percentage (%)
Male
21
35.0
Female
39
65.0
18 – 20 Years
15
25.0
21 – 23 Years
41
68.3
24 years and above
4
6.7
Yes
58
96.7
No
2
3.3
Daily
1
1.7
Several times a week
13
21.7
Several times a month
25
41.7
Rarely
21
35.0
Total
60
100
Based on Table 2, the demographic analysis used frequency and percentage. Out of 60 respondents, 21 were
male students (35.0%) and 39 were female students (65.0%). In terms of age, 15 respondents (25.0%) were
between 18–20 years old, 41 respondents (68.3%) were between 21–23 years old, and 4 respondents (6.7%) were
24 years old and above.
For the item regarding the use of Quizizz to support Arabic language learning, 58 respondents (96.7%) had used
the Quizizz application, while only 2 respondents (3.3%) had not. Regarding the frequency of use, 1 respondent
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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(1.7%) used Quizizz daily, 13 respondents (21.7%) several times a week, 25 respondents (41.7%) several times
a month, and 21 respondents (35.0%) rarely used it.
Perceptions Toward the Use of Bloom’s Taxonomy in Fiʿl Muʿtal
This construct aims to identify the perception level toward the use of Bloom’s Taxonomy in learning fiʿl muʿtal.
The analysis employed mean and standard deviation for each item.
Table 3: Perception towards the use of Bloom’s Taxonomy in Fi’il Mu’tal
No.
Item
Mean
S.D.
Input
C1
The Quizizz application helps recall the concept of fiʿl muʿtal more
easily through repetitive quiz exercises.
4.20
0.576
High
C2
The questions in Quizizz help better understand the meaning and
usage of fiʿl muʿtal in sentence form.
4.23
0.500
Very High
C3
Using Quizizz allows the application of knowledge about fiʿl muʿtal
in answering questions and constructing Arabic sentences more easily.
4.10
0.543
High
C4
Quizzes created through Quizizz help identify differences between
types of fiʿl muʿtal more clearly.
4.22
0.585
Very High
C5
Using Quizizz provides an opportunity to evaluate one’s level of
understanding of fiʿl muʿtal before tests or exams.
4.20
0.632
High
Overall Mean
4.1900
0.49187
High
Based on Table 4, the overall mean score for students’ perceptions toward the use of Bloom’s Taxonomy in
learning fiʿl muʿtal is high (M = 4.19, SD = 0.491). This finding reinforces previous studies that demonstrated
Quizizz enhances students’ focus, motivation, and comprehension in language learning contexts (Al-Harthy,
2020; Shah & Yunus, 2023). Nawawi et al. (2022) also found that students show higher interest in content
delivered through gamified platforms compared to traditional approaches, due to their interactive elements and
the immediate feedback provided, which make learning more enjoyable and meaningful.
The item with the highest mean score is C2 (“The questions in Quizizz help better understand the meaning and
usage of fiʿl muʿtal in sentence form”) with a mean of 4.23 and a standard deviation of 0.500. This is followed
by C4 (“Quizzes created through Quizizz help identify differences between types of fiʿl muʿtal more clearly”)
with a mean of 4.22 and a standard deviation of 0.585. These findings indicate that Quizizz effectively
strengthens understanding of the meaning and differentiation of fiʿl muʿtal types. Students can distinguish and
identify ajwaf, mithāl, and nāqiṣ forms more easily through repeated exercises and immediate feedback from the
application.This aligns with Al-Qarni’s (2020) view that repetition and visual interaction in Arabic morphology
learning help students understand verb form changes progressively. In this context, Quizizz functions not only
as an assessment tool but also as an adaptive learning tool that supports students’ cognitive needs.
From a pedagogical perspective, these results show that Quizizz successfully integrates Bloom’s Taxonomy
comprehensively within learning activities.
• At C1 (Remembering), quizzes introducing hurūf muʿtal (e.g., alif, wāw, yāʾ) help students memorize
verb forms more systematically.
• At C2 (Understanding), sentence-based questions enhance comprehension of meaning and syntactic
function.
• At C3 (Applying), students construct new sentences using correct fiʿl muʿtal forms.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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• At C4 (Analyzing), they compare wazan transformations among verb types.
• Finally, at C5 (Evaluating), students use quiz feedback and scores to assess their own mastery and
identify learning weaknesses.
This approach aligns with Anderson and Krathwohl’s (2001) assertion that cognitive skills can be developed
through self-assessment and reflective activities.The findings confirm that Quizizz can serve as an effective
formative assessment tool, consistent with Wahyuni and Setiawan’s (2021) claim that gamified platforms
enhance active learning by emphasizing immediate feedback and intrinsic motivation. In the context of fiʿl
muʿtal teaching, Quizizz’s effectiveness can also be explained through Vygotsky’s (1978) social constructivist
theory, which posits that learning occurs actively through interaction and self-exploration.
Thus, Quizizz not only helps students memorize verb forms but also enables them to understand the linguistic
rationale behind letter changes and morphological patterns, thereby promoting higher-order thinking skills
(HOTS). The implications suggest that integrating gamification technology into Arabic grammar instruction
should continue to ensure that grammar learning remains contextual, dynamic, and student-centered.
CONCLUSIONS AND RECOMMENDATION
Conclusions
The findings of this study indicate that the integration of Quizizz based on Bloom’s Taxonomy successfully
enhances students’ understanding and engagement in learning fiʿl muʿtal within Arabic grammar. The gamified
and interactive features of Quizizz provide a stimulating environment that encourages active participation,
reinforces comprehension, and promotes meaningful learning. Students benefit from the immediate feedback
and repeated practice that help them recognize and apply grammatical patterns more effectively. Overall,
Quizizz serves not only as an assessment tool but also as an effective instructional aid that supports higher-
order thinking, self-evaluation, and learner motivation.
Recommendation
Based on the results, it is recommended that educators continue to integrate gamified platforms such as Quizizz
into the teaching of Arabic language, particularly in grammar lessons that require continuous practice and
conceptual understanding. Lesson designs should be aligned with the stages of Bloom’s Taxonomy to ensure
balanced development of cognitive skills—from remembering to evaluating. Institutions are encouraged to
provide training and resources that support teachers in designing effective digital learning activities. Future
research may also explore the application of other gamification tools or investigate their long-term effects on
students’ performance and motivation in different areas of Arabic language learning
ACKNOWLEDGEMENT
I would like to express my deepest gratitude to the individuals and institutions whose support and contributions
have been instrumental in the completion of this article. Also, to my colleagues and friends who provided a
supportive and stimulating academic environment.
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