Efektifitas Penggunaan Kahoot! untuk Meningkatkan Hasil Belajar Siswa [Effectiveness of Using Kahoot! to Improve Student Learning Outcomes]

DOI: https://doi.org/10.21070/pedagogia.v8i1.1866

Author (s)


(1) * Irwan Irwan   (Department of Social and Political Science, Faculty of Social Science, Universitas Negeri Padang)  
        Indonesia
(2)  Zaky Farid Luthfi   (Department of Social and Political Science, Faculty of Social Science, Universitas Negeri Padang)  
        Indonesia
(3)  Atri Waldi   (Department of Social and Political Science, Faculty of Social Science, Universitas Negeri Padang)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to measure the effectiveness of the use of assessment learning media based on online games which is Kahoot to improve student learning outcomes. This study uses a quantitative approach with the quasi experiment method. The number of samples in each group is 30 people. The results shows that Kahoot can be an alternative interactive learning media in higher education because it is proven to significantly improve student learning outcomes with F (1.58) = 0.001, p <0.05 that means there are deferences between control and experiment class which is mean of experiment class (SD = 13.33, SD = 3.30) is higher than control class (M = 10.50, SD = 2.81)


Keywords

Kahoot!; Instructional Media



Full Text: PDF



References


Angraini, R. (2017). Karakteristik Media yang Tepat dalam Pembelajaran Pendidikan Kewarganegaraan sebagai Pen- didikan Nilai,. J. Moral Civ. Educ 1, 14–24

Bennett, W. L. (2008). Civic life online: Learning how digital media can engage youth (Mit Press)

Cheema, E. A. B. S. (2015). Effect of audience response sys- tem technology on learning outcomes in health students and professionals: an updated systematic review,. Int. J. Evid. Based. Healthc 13, 3–8

Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2011). How to design and evaluate research in education (New York: McGraw-Hill Humanities/Social Sciences/Languages)

Holzinger, M. E. A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering,. Comput. Educ 49, 873–890

Irwan, A. W. I. (2018). Students’ Character Training through Game Online Extracurricular E-Sports in SMA 1 PSKD High School Jakarta,. J. Moral Civ. Educ 2, 92–101

Kereluik, K., Mishra, P., Fahne, C., and Terry, L. (2014). What Knowledge Is of Most Worth: Teacher Knowledge for 21 St Century Learning Abstract,. J. Digit. Learn. Teach. Educ 29, 127–140

Kocakoyun, H. B. S. (2017). Determination of University Stu- dents’ Most Preferred Mobile Application for Gamification.,. World J. Educ. Technol. Curr. Issues 9, 18–23 Malone, T. W. (1981). Toward a Theory of Intrinsically Motivating Instruction,. Cogn. Sci 4, 333–369

Nokham, Y. C. R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the class- rooms response system,. Econ. Sustain. Growth, ICDAMT, 178–182

Sari, F. R. A. Y. (2017). Tik Untuk Aud: Penggunaan Plat- form ‘Kahoot!’ dalam Menumbuhkan Jiwa Kompetitif dan Kolaboratif Anak,. PEDAGOGI 3

Virvou, M., Katsionis, G., and Manos, K. (2005). Combin- ing software games with education: Evaluation of its edu- cational effectiveness.,. J. Educ. Technol. Soc 8

Wang, A. I. (2015). The wear out effect of a game-based stu- dent response system,. Comput. Educ 82, 217–227


Article View

Abstract views : 421 times | PDF files viewed : 473 times

Dimensions, PlumX, and Google Scholar Metrics

10.21070/pedagogia.v8i1.1866




Copyright (c) 2019 PEDAGOGIA: Jurnal Pendidikan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.