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Journal articles on the topic 'Kahoot game'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Maulana, Fajar. "Penggunaan Game AI (Kahoot) untuk Meningkatkan Literasi Membaca SD Negeri Kalipenten." Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan 8, no. 2 (2024): 112–19. https://doi.org/10.37730/edutrained.v8i2.345.

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Media pembelajaran terus berkembang seiring berkembangnya zaman. Maka dari itu sebagai guru maupun tenaga pendidik harus mampu menyesuaikan dan mempelajari terkait dengan media pembelajaran yang terus berkembang. Penggunaan media pembelajaran dengan pemanfaatan teknologi yang modern ada berbagai macam salah satunya media pembelajaran kahoot. Pada penilitian ini difokuskan pada bagaimana mengetahui kelebihan, kekurangan, dan dampak yang digunakan pada aplikasi game kahoot. Metode yang digunakan untuk penitian ini adalah metode deskriptif kuantitatif yang memuat deskripsi dari penjelasan terkait

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2

Reynolds, Eric D., Richard W. Fuchs, and Peter Johnson. "Game On With Kahoot!" International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (2021): 40–53. http://dx.doi.org/10.4018/ijcallt.2021100103.

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The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental grou

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Tamur, Maximus, Antonius Gahung, Maria A. L. Belos, Matilda Limur, Desideria F. Sutrani, and Yohanes E. W. Lagam. "BERMAIN DAN BELAJAR DENGAN KAHOOT!: MENINGKATKAN KETERLIBATAN SISWA SMP MENGGUNAKAN GAME DIGITAL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 4 (2022): 2857. http://dx.doi.org/10.24127/ajpm.v11i4.6065.

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Dalam literatur ada bukti bahwa transfer dari tatap muka ke pengajaran jarak jauh telah menghasilkan penurunan minat umum yang dapat dikurangi dengan melakukan Kahoot!. Namun hingga saat ini belum banyak penelitian yang secara khusus memperjelas peran Kahoot! pada pembelajaran tatap muka. Untuk itu, dilakukan penelitian quasi-experimental dengan rancangan randomized posttest only design yang melibatkan 75 siswa kelas VII SMP di Ruteng, Indonesia, dengan tujuan mendeskripsikan interaksi siswa dalam belajar matematika menggunakan Kahoot!. Hasil observasi keterlibatan siswa dalam belajar merupaka

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Kamal Hossain, Md, and Md Abdullah Al Younus. "Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh." Journal of Critical Studies in Language and Literature 5, no. 1 (2024): 24–31. http://dx.doi.org/10.46809/jcsll.v5i1.251.

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This study explores the transformative impact of Kahoot! a popular game-based learning platform, on motivating English grammar learning in tertiary education, particularly in the context of Bangladesh. With 8 billion participants globally, including 60% of US students, Kahoot! has become a prevalent tool in language classrooms. The literature review highlights its positive effects on learning outcomes, student engagement, and classroom dynamics. As education evolves towards active learning approaches, Kahoot! stands out as a versatile game-based tool, aligning with modern pedagogical shifts. T

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Cahya, Riyan Cahya. "PENGARUH GAME INTERAKTIF TERHADAP PENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP." De Fermat : Jurnal Pendidikan Matematika 2, no. 2 (2020): 83–92. http://dx.doi.org/10.36277/defermat.v2i2.50.

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Penelitian ini dengan tujuan untuk mengetahui pengaruh penerapan game interaktif berbantu aplikasi kahoot dapat meningkatkan pemahaman konsep. Adapun metode yang digunakan pada penelitian adalah penelitianeksperimen dengan macam metode eksperimenyang digunakanialahUji T. Hasil penelitian yang telah dilakukan yaitu dan dapat disimpulkan bahwa terdapat perbedaaan atau pengaruh game interaktif aplikasi Kahoot untuk meningkatkan pemahaman konsep matematis, penerapan game interaktif apliksi kahoot lebih baik dari pada pembelajaran dengan menggunakan pembelajaran konvensional dalam meningkatkan kema

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Huriyah. "Motivate Students to Learning English Using the Kahoot Game." International Journal of Social Science And Human Research 05, no. 07 (2022): 3104–7. https://doi.org/10.5281/zenodo.6844769.

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Learning motivation is an impulse that arises from within a person consciously or unconsciously to take action with a specific purpose. Selection of appropriate learning media to consider the needs of students and learning. Kahoot game media is one of the suitable ICT-based media because it is easy to use and is a platform that supports distance learning activities. This study examines the learner's perspective on the motivation to learning English using the Kahoot game. This study uses a quantitative descriptive method. The researcher uses a Google Form questionnaire to find the motivatio

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Prayoga, Afrilya Puji. "Amplifikasi Kahoot sebagai Kuis Tanya-Jawab Online Pilihan Pendidik dalam Model Pembelajaran Game-Based Learning." Ars: Jurnal Seni Rupa dan Desain 24, no. 2 (2021): 109–22. http://dx.doi.org/10.24821/ars.v24i2.4599.

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Kahoot merupakan platform kuis tanya jawab online yang digunakan dalam model pembelajaran game-based learning. Platform Kahoot dapat dikatakan sebagai bagian dari budaya siber karena wujudnya berupa artefak di dalam jaringan internet. Pertanyaan yang mengemuka adalah terkait latar belakang dan alasan mengapa Kahoot menjadi pilihan dalam sebuah proses pembelajaran. Penelitian dilakukan untuk mengetahui amplifikasi platform Kahoot dalam sebuah model pembelajaran game-based learning. Metode yang digunakan untuk menguraikan dan menganalisis adalah metode etnografi virtual dengan pendekatan Analisi

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Sholihah, Imro Atus, Nabella Ardama Cherya Krenata, and Nadia Khoirun Nisa. "Analisis Keuntungan dan Kerugian Kahoot sebagai Platform Media Pembelajaran." Jurnal Pembelajaran Inovatif 6, no. 2 (2023): 39–44. http://dx.doi.org/10.21009/jpi.062.06.

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Implementasi teknologi dalam pembelajaran mampu memberikan motivasi semangat belajar siswa untuk aktif dalam proses pembelajaran. Objek penelitian ini mengacu pada media pembelajaran berbasis teknologi. Salah satu media pembelajaran yang cocok untuk diterapkan dalam pembelajaran adalah Kahoot. Kahoot merupakan Game edukasi yang bisa meningkatkan pemahaman siswa. Kahoot. Penelitian ini bertujuan untuk mereview hasil dari penelitian-penelitian sebelumnya dirangkum menjadi satu terutama tentang penemuan Kahoot sebagai Analisis Keuntungan dan Kerugian Penggunaan Kahoot sebagai Platform Media Pembe

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Marsa, Shella Septina, Hastuti Retno Kuspiyah, and Eka Agustina. "The Effect of Kahoot! Game in Teaching Reading Comprehension Achievement." JET (Journal of English Teaching) 7, no. 2 (2021): 133–49. http://dx.doi.org/10.33541/jet.v7i2.2738.

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Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used mixed-method and explanatory sequential mixed method design which involving 39 students of the fourth-semester students of English Education Program

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Widyaningrum, Bernadetha Wahyu. "The Use of Kahoot! as Formative Assessment in Education." Indonesian Journal of English Language Studies (IJELS) 5, no. 2 (2019): 78–84. http://dx.doi.org/10.24071/ijels.v5i2.2862.

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ABSTRACTTechnology appears as one of the significant tools to create a meaningful process in all fields of life for living things, one of which is education. This situation drives related parties to create game-based learning platform for education. One of the emerging game-based learning platform used in education is Kahoot!. Educationally relevant game, such as Kahoot! makes students learn academic content with a lot of excitement. Recently, Kahoot! is used as a tool for formative assessment. Formative assessment is useful to improve students attainment. This study aims to investigate the ef

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Permatasari, Kristina Gita. "Persepsi Mahasiswa Terhadap Penggunaan Game Edukasi Kahoot Pada Perkuliahan Pembelajaran Matematika." JURNAL PEDAGOGY 16, no. 1 (2023): 146–58. https://doi.org/10.63889/pedagogy.v16i1.160.

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Pesatnya kemajuan teknologi informasi dan komunikasi saat ini tidak dapat dihindari lagi pengaruhnya terhadap dunia pendidikan. Smartphone yang digunakan sekarang semakin berkembang menjadi berbasis android yang dilengkapi dengan jaringan internet, smartphone memiliki keunggulan yang dapat digunakan untuk menunjang kegiatan pembelajaran. Game merupakan suatu media hiburan untuk menghilangkan jenuh atau sekedar mengisi waktu senggang bagi penggunanya, game juga dapat digunakan menjadi hal yang positif dalam dunia pendidikan. Platform Kahoot! merupakan salah satu media yang bisa dijadikan altern

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Ulfah, Syafika, and Asih Miatun. "Pelatihan Aplikasi Game Based Learning: Kahoot! di Sekolah Muhammadiyah." BEMAS: Jurnal Bermasyarakat 3, no. 1 (2022): 12–18. http://dx.doi.org/10.37373/bemas.v3i1.203.

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Salah satu pendekatan pembelajaran yang dapat digunakan guru untuk meningkatkan motivasi belajar adalah pendekatan pembelajaran berbasis game. Kahoot! merupakan e-Learning yang mudah digunakan sehingga menambah keterlibatan siswa dalam pembelajaran. Selain itu menggunaan Kahoot! dalam pembelajaran juga memperoleh sambutan yang baik. Kahoot! mudah digunakan karena dapat diakses melalui handphone. Program studi Pendidikan Matematika FKIP UHAMKA akan melaksanakan kegiatan pengabdian kepada masyarakat berupa pelatihan aplikasi game based earning Kahoot! di SMK Muhammadiyah 11 Jakarta. Kegiatan pel

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Ismail, Ismail, Rusdin Rusdin, Andi Prayudi, and Taufik Taufik. "Students’ Perception on Game-Based Learning Using Technology: Kahoot! As a Case Study." INTERACTION: Jurnal Pendidikan Bahasa 10, no. 2 (2023): 966–76. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v10i2.5653.

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There have been studies which exploring students’ perception on the use of kahoot!. However, research on investigating students’ opinion on the implementation of kahoot and students’ recommendation for educational stake-holders is uncommon. This study relies on semi-structured interview data from 15 second-year students (10 female and 5 male) enrolling in the Introduction to Linguistics Class in English Education Department of STKIP Yapis Dompu. This study aims to explore the benefits of the use of kahoot, the barriers and students’ recommendation to educational stake-holders for improvement.

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Putri, Kinanti Amira. "EFEKTIVITAS MEDIA PEMBELAJARAN GAME KAHOOT TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA." Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial 2, no. 3 (2023): 252–61. http://dx.doi.org/10.18860/dsjpips.v2i3.3533.

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The use of learning media in the learning process that is less than optimal can affect the results of student achievement in learning. Kahoot game media is an interactive learning media based on online games that make it easy for users to create, share and fun learning games with the time provided. The use of interesting learning media can support the teaching and learning process and has the potential to increase student motivation and learning outcomes. This study aims to determine the effectiveness of kahoot game learning media on student motivation and learning outcomes in social studies s

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Gokbulut, Bayram. "The effect of Mentimeter and Kahoot applications on university students’ e-learning." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 107–16. http://dx.doi.org/10.18844/wjet.v12i2.4814.

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In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Dep

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Rusliana, Nor Ainah, Susanti Sufyadi, and Qomario Qomario. "Kahoot Utilization! To Support Game-Based Learning." Jurnal Indonesia Sosial Teknologi 5, no. 10 (2024): 4286–97. http://dx.doi.org/10.59141/jist.v5i10.7021.

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The use of Kahoot in today's digital era is increasingly important in supporting an interactive and fun learning process. As a gamification-based learning platform, Kahoot allows educators to create quizzes and challenges that are accessible online, increasing student engagement and facilitating active learning. So this research aims to explain the use of Kahoot! to support Game-Based Learning. The method used in this study uses the SLR (Systematic Literature Review) method using the Preferred Reporting Items for Systematic Reviews and Meta-analyses method commonly called PRISMA. The results o

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Tauviqillah, Moch. "Penerapan Media Web Kahoot Pada Pembelajaran Matematika." Polinomial : Jurnal Pendidikan Matematika 3, no. 2 (2024): 75–80. http://dx.doi.org/10.56916/jp.v3i2.890.

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Guru harus mampu mengikuti kemajuan ilmu pengetahuan dan teknologi dengan mengupayakan pengalaman pembelajaran digital yang interaktif, khususnya matematika. Tujuan dari penelitian ini adalah untuk menemukan cara untuk meningkatkan pengalaman belajar, dan tentu saja kita perlu meningkatkannya secara signifikan dengan memahami bagaimana siswa merespons pembelajaran. Perkembangan yang dimaksud adalah media game online KAHOOT! sebagai media pembelajaran matematika digital. Metode yang digunakan adalah subjektif tipikal dan subjek tesnya adalah siswa SMP Negeri 9 Pasuruan. Materi yang disampaikan

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Fauzih, Hayi, Popi Puadah, Siti Uswatun Hasanah, Attabik Luthfi, and Hamdan Rasyid. "APLIKASI GAME KAHOOT DALAM BELAJAR UNTUK MENINGKATKAN KEGIATAN BELAJAR SISWA DALAM MAINKAN PELAJARAN IMAN KEPADA RASUL ALLAH." Journal of Islamic Education Studies 1, no. 1 (2022): 1–9. http://dx.doi.org/10.58569/jies.v1i1.432.

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   Based on observations that have been made at SMP Karya Budi Cileunyi Bandung, the problem found is the low learning activity of students in PAI subjects. The low level of student learning activity is caused by various factors, namely the use of inappropriate and inappropriate learning methods or media, so that students cannot easily understand and master the material presented. The method that will be used is to apply the kahoot game which aims to be able to improve and improve the quality of teachers in the PAI learning process on the material of faith in Allah's Apostle.

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Suryati, Indah, Ratna Permatasari, Adinda Putri Rofiana, Rika Nurul Miftah, and Wafa Sandwi Musthofa. "GAME BASED ASSESSMENT UNTUK PEMBELAJARAN DI MASA PANDEMI: KAHOOT!" Jurnal Terapan Abdimas 7, no. 1 (2021): 60. http://dx.doi.org/10.25273/jta.v7i1.10310.

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<p><strong><em>Abstract. </em></strong><em>Learning assessments at SMP Muhammadiyah 4 Sambi during this pandemic have not maximized the use of online learning assessment (online). Teachers have not been able to adapt to technology in the field of education, such as making learning media. The Student Creativity Program is expected to be able to maximize online learning assessments with learning assessment in the form of the Game application “Kahoot!” and can train teachers to adapt to technology in education. It is hoped that with this assessment media, teach

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Rozanah, Nurin Puspita Ainur, Retno Dwi Rahmawati, and Umi Nur Khamidah. "Efektivitas Penggunaan Game Edukasi Kahoot! dalam Pembelajaran Kimia Materi Atom." Jurnal Pendidikan Kimia Unkhair (JPKU) 3, no. 2 (2023): 17–23. https://doi.org/10.33387/jpku.v3i2.7250.

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AbstrakKimia sebagai bagian dari ilmu pengetahuan memiliki cakupan materi yang sangat luas. Pengintegrasian teknologi dalam proses pembelajaran kimia dibutuhkan agar mahasiswa lebih mudah memahami materi yang diajarkan. Kahoot! sebagai salah satu game edukasi dapat dijadikan sebagai alternatif media pembelajaran. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan Kahoot! dalam pembelajaran kimia khususnya materi atom. Metode yang digunakan adalah dengan studi kasus pada mahasiswa program studi Tadris Kimia 1A dengan membagikan instrument berupa kuisioner dalam bentuk angket. Hasi

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Petranka, T. Ivanova. "Kahoot in English language teaching." Proceedings College - Dobrich XIII (December 23, 2021): 15–28. https://doi.org/10.5281/zenodo.6378978.

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The paper aims at reviewing an opportunity for checking students’ knowledge of English in an amusing way. Among the great number of platforms, Kahoot has a significant role as a means of tests composing in the form of games. Teachers can choose the material to be practiced or tested with the game and the type of the game itself. The present work considers step by step the development of three short tests on lexis studied in the seminars. Also, it depicts the stages of the games played in an online environment. Furthermore, the results of the questionnaire distributed after testing the ga

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Podosynnikova, Hanna, and Tamara Glazunova. "Developing lexical competence of the 3-4 grade students using game-based learning platform «Kahoot!»." Scientific and methodological journal "Foreign Languages", no. 3 (October 3, 2024): 31–41. http://dx.doi.org/10.32589/1817-8510.2024.3.312472.

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The article examines the use of the game-based learning platform “Kahoot!” as a modern and effective tool for developing the English lexical competence of 3-4 grades students in general secondary education institutions. It explores the potential of the game platform “Kahoot!” for educational purposes in junior school, and highlights the relevance of research into gamification tools, particularly, the gaming platform “Kahoot!” as a motivating tool for effective vocabulary learning in English lessons. Grounded in the conceptual foundations of the New Ukrainian School, the competence model of edu

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Buchori, Achmad, Noviana Dini Rahmawati, Dina Prasetyowati,, Ika Menariati, and Agus Setiawan. "Pelatihan Multimedia Interaktif Bagi Guru Guru SMP Negeri 1 Karangawen Demak." Journal of Dedicators Community 5, no. 1 (2021): 30–36. http://dx.doi.org/10.34001/jdc.v5i1.1140.

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One of the technological innovations so that learning becomes conducive, interactive, interesting and can help teachers make evaluations of students to use the Kahoot platform. Kahoots are in the form of game applications, quiz choices, or opinion surveys and public opinions of students or institutional members conducted online through a web browser. The problem with partners is that the teachers of SMP Negeri 1 Karangawen, Demak Regency still need refreshment in making interactive multimedia. The methods applied in this service program are the presentation methods, demonstration methods, and

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Anggriani, Sri Ayu, Ramlawati Ramlawati, and Sitti Rahma Yunus. "Penerapan Media Pembelajaran Game Kahoot untuk Meningkatkan Hasil Belajar IPA Peserta didik Kelas VIII di SMP Negeri 13 Makassar (Studi pada Materi Pokok Sistem Pencernaan Manusia)." Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi 8, no. 1 (2024): 116–25. http://dx.doi.org/10.33369/diklabio.8.1.116-125.

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Penelitian ini bertujuan untuk mengetahui 1) peningkatan hasil belajar IPA peserta didik kelas VIII di SMP Negeri 13 Makassar yang diajar dengan media pembelajaran Game Kahoot. 2) ada tidaknya peningkatan yang signifikan pada hasil belajar IPA peserta didik kelas VIII di SMP Negeri 13 Makassar setelah penerapan media pembelajaran Game Kahoot. 3) ada tidaknya kesamaan hasil belajar IPA peserta didik kelas VIII di SMP Negeri 13 Makassar setelah penerapan media pembelajaran Game Kahoot. Jenis penelitian ini penelitian pre experiment dan desain penelitian One Group Pretest-Posttest Design dengan 3

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Angkotasan, Nurma, Wilda Syam Tonra, and Suryani Taib. "The excess of Kahoot for pre-service teacher as an evaluation tool." International Journal on Teaching and Learning Mathematics 2, no. 1 (2019): 15. http://dx.doi.org/10.18860/ijtlm.v2i1.9115.

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Technology-based instrument is one of the main factors in improving the quality of learning in the classroom. The purpose of the study was to see pre-service teacher' response using Kahoot as evaluation tool. This study was carried out on third year students in UniversitasKhairun. The study employed a questionnaire that consists of 15 items about the excess of Kahoot. A total of 23 subjects participated in this study. The students highly perceived Kahoot as a game that can increase self-confidence, a fun game, interesting game, and the most useful tools to be used later when the students becom

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Rahmadani, Fitria Gita, Tampung N. Saman, and Bahing. "Students’ Perception of Game-Based Learning Using Kahoot! In Learning English." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (2024): 28–38. http://dx.doi.org/10.37304/ebony.v4i1.12442.

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This study aims to evaluate students' perceptions of the use of Kahoot! application in English learning and its impact on students' learning motivation in terms of its effectiveness and competitiveness,. This study used observation, questionnaire, and interview methods with 23 students in class XI Language of SMAN 1 Palangka Raya. The results showed that most students agreed that Kahoot! is an effective tool for English learning in class. Kahoot! increased their learning motivation through the Game-Based Learning (GBL) method, including competitive feeling, interactive learning, visual experie

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Rajabpour, Abouzar. "Teachers’ Perception of Advantages and Disadvantages of Kahoot!" English Linguistics Research 10, no. 4 (2021): 49. http://dx.doi.org/10.5430/elr.v10n4p49.

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Many instructors around the world have been using different Game-based Student Response Systems due to the rise in the variety and availability of digital educational and commercial games. Kahoot, one of the most popular among these systems, provides a game experience by combining theory of intrinsic motivation and game-flow with the help of audio/visual aids. In spite of the numerous attempts to evaluate this game-based tool according, limited research has focused on teachers’ perceptions of the potential strengths and weaknesses of Kahoot, specifically in GCC countries. Employing focus group

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Nurqori, Dedy, and Hawwin Fitra Raharja. "Pengembangan Game Kuis Berbasis Android Menggunakan Kahoot Untuk Siswa Kelas V SDIT Darul Falah." IJPSE : Indonesian Journal of Primary Science Education 3, no. 2 (2023): 120–28. http://dx.doi.org/10.33752/ijpse.v3i2.2880.

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Technological advances in the form of smartphones are currently an example of how technical sophistication can be used to support learning activities. The use of gadgets, especially android operated by children, includes games. One alternative learning media that is considered capable of overcoming problems in the learning process is an android-based quiz game using kahoot, because this quiz game learning media students are able to play, learn, and be active in learning so that students' understanding in learning thematic material becomes better and memory students become more refined. The and

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Bawa, Papia. "Using Kahoot to Inspire." Journal of Educational Technology Systems 47, no. 3 (2018): 373–90. http://dx.doi.org/10.1177/0047239518804173.

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Today, there is growing interest in digital game-based learning due to the increase in the variety of educational and commercial games available. The literature indicates that digital educational games are effective at keeping learners engaged. This study examines the use of a digital educational game called Kahoot and supports the hypothesis that it can improve engagement and learning when immersed in traditional, lecture-based classrooms. The results of the mixed-methods study, using 96 undergraduates, suggest that learners’ performance and engagement are enhanced when using Kahoot versus tr

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Rowiyah, Siti. "Kahoot! as a Pedagogical Tool in IELTS Writing Instruction: A Qualitative Analysis of Gamified Learning Strategies." Voices of English Language Education Society 8, no. 1 (2024): 262–70. http://dx.doi.org/10.29408/veles.v8i1.24692.

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Writing is one of the four primary skills assessed in the International English Language Testing System (IELTS). Its inherent complexity often leads to student anxiety and difficulties. Recognizing the need for innovative teaching and assessment methods incorporating technology, this study investigates the interactive game Kahoot! in an IELTS writing course in Pare, Kediri. Despite evidence supporting its effectiveness, Kahoot!'s integration into academic writing still needs to be improved. This research aims to evaluate how Kahoot! Enhances students' fluency in academic writing within an IELT

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Cahyaningrum, Elief Fitriana. "Implementasi Game Kahoot untuk Evaluasi Hasil Belajar Siswa." TSAQOFAH 4, no. 1 (2024): 545–53. http://dx.doi.org/10.58578/tsaqofah.v4i1.2529.

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The involvement of technology in the learning process is something that can facilitate the learning process so that learning becomes more effective and efficient. The method used is qualitative and the collection of data and information is using the literature study method. The purpose of this research is to describe the feasibility and effectiveness of game-based learning applications, namely the kahoot! In the learning process so that it can make it easier for teachers to evaluate the level of understanding of students in understanding the material that has been delivered within a certain pe

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Mohd Noor, Nur Hidayah. "Exploring the Impact of Kahoot! as An Interactive Game-Based Tool in Learning Chemistry for Undergraduates: A Review." International Journal of Transformative Health Professions Education 2, no. 1 (2024): 53–67. https://doi.org/10.71354/ijthpe.02.01.21.

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Kahoot! is a popular game-based learning platform that leverages technology to create interactive and engaging classroom quizzes. It fosters the active participation of students and is believed to enhance students’ comprehension more effectively than traditional methods in educational settings. Thus, this review paper systematically examines and integrates existing literatures on using Kahoot! for learning Chemistry at the undergraduate level. By exploring the impact of Kahoot! on various aspects of Chemistry education, including academic performance, student engagement, study motivation, and

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Muna, Hayatul, Rusma Setiyana, and Fitriah Ismail. "A Game-based Assessment as A Formative Test in Academic Performance: Teachers’ Perspectives on Kahoot!" International Journal of Education, Language, and Religion 5, no. 2 (2023): 180. http://dx.doi.org/10.35308/ijelr.v5i2.8661.

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This study explored the utilization of a game-based assessment tool, Kahoot, as a formative test in the academic context focusing on the perspectives of teachers. With the increasing integration of technology into education, Kahoot has gained popularity as an interactive and engaging platform for assessing student learning. The research investigated how teachers perceive Kahoot as a formative assessment tool and its impact on their teaching practices. The qualitative approach was used in this study. Moreover, purposive sampling was administered to determine the subjects. The data in this study

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Lestari, Dasmayanti, Abdul Muis Mappalloteng, and Ruslan Ruslan. "Pengaruh Penerapan Game Kahoot Dalam Meningkatkan Hasil Belajar Pada Mata Pelajaran Desain Grafis Kelas X Di Smkt Sombaopu." UNM Journal of Technology and Vocational 7, no. 3 (2023): 240. http://dx.doi.org/10.26858/ujtv.v7i3.50510.

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Penelitian ini merupakan penelitian eksperimen semu atau quasi eksperimen yang bertujuan untuk 1.Mengetahui penerapan game kahoot 2.Mengetahui ada tidaknya Pengaruh Penerapan Game Kahoot Dalam Meningkatkan Hasil Belajar Pada Mata Pelajaran Desain Grafis Kelas X Di SMKT Sombaopu 3.Mengetahui respon siswa terhadap game kahoot. Penelitian ini terdiri dari dua variabel yaitu media Game Kahoot sebagai variabel bebas dan hasil belajar siswa sebagai variabel terikat, dengan menggunakan desain penelitian Pretest dan Posttest Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kela

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Islamy, Muhammad Fajry, Asnawati Asnawati, and Jumiati Siska. "Utilization Of Kahoot Game-Based Learning Media for Vocational School 6 Bengkulu City." IJOEM Indonesian Journal of E-learning and Multimedia 3, no. 3 (2024): 154–58. http://dx.doi.org/10.58723/ijoem.v3i3.285.

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The purpose of this study was to determine how Kahoot is used as a learning medium at SMK N 6 Kota Bengkulu in Vocational Subjects. The research method used is qualitative. The subjects of the study were Class XI TKJ. Data collection techniques used were observation, interviews, questionnaires, and documentation. Based on the data obtained from the results of the study, both obtained from the results of observations, interviews, filling out student response questionnaires, and documentation with class 80, % of students think that Kahoot game-based learning media is useful for students, and stu

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Dwi Aufa, Atika, Saskia Dita Ayu Ningtias, Annisya Ranggawuni, Jody Setya Hermawan, and Supriyadi. "PERANAN GAME EDUKASI KAHOOT! SEGABAI MEDIA DALAM MENCIPTAKAN PEMBELAJARAN YANG INTERAKTIF DI SEKOLAH DASAR." JS (JURNAL SEKOLAH) 9, no. 1 (2024): 97–103. https://doi.org/10.24114/js.v9i1.64801.

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Abstract : At different educational levels, Kahoot utilized as a game-based educational tool that can improve learning outcomes and student engagement. The goal of this study was to assess how useful media-based interactive technologies, such as Kahoot, are for improving student engagement, learning effectiveness, and academic outcomes. This was discovered through the use of qualitative methods and a literature review that integrated Kahoot into the classroom greatly improves test scores for students. Apart from facilitating understanding of subject matter, Kahoot also adds excitement and ener

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Zuhriyah, Fatimatuz, Lina Susilowati, and Munawaroh Munawaroh. "Pelatihan Pemanfaatan Aplikasi Pembelajaran Berbasis Game Kahoot Di SMA Islam Terpadu Misykat Al Anwar." IRA Jurnal Pengabdian Kepada Masyarakat (IRAJPKM) 2, no. 3 (2024): 87–92. https://doi.org/10.56862/irajpkm.v2i3.165.

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Penentu keberhasilan pembelajaran seorang guru terletak pada proses pengajaran yang mampu menarik minat siswa sehingga tidak cepat bosan dalam belajar dengan memanfaatkan media pembelajaran. Sekolah SMA Islam Terpadu Misykat Al Anwar dalam meningkatkan kualitas pembelajaran dan keterampilan Guru mengadakan agenda yakni Gerakan Guru Hebat dan Inovatif. Kegiatan tersebut tidak hanya berpusat pada kemampuan guru, Khususnya media pembelajaran berbasis game yakni kahoot. Media pembelajaran berbasis game yang dapat digunakan guru dalam proses belajar mengajar di kelas yang menciptakan suasana lebih

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Novitasari, Devi, and Shierly Novalita Yappi. "THE EFFECT OF KAHOOT IN ENHANCING VOCABULARY ACHIEVEMENT AT CAMBRIDGE BASED CURRICULUM." EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi 5, no. 2 (2025): 26–31. https://doi.org/10.51878/edutech.v5i2.4974.

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This study investigated the effectiveness of Kahoot! based game learning in enhancing vocabulary achievement among third-grade students in a Cambridge-based bilingual school in Sidoarjo, addressing a gap in research on digital game-based learning within this specific educational context. Employing a quasi-experimental pretest-posttest design, the research compared an experimental group using Kahoot! with a control group receiving traditional vocabulary instruction. Vocabulary data, focused on descriptive texts, were collected through tests, and statistical analysis, including ANOVA, try-out va

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Warsihna, Jaka, and Zulmi Ramdani. "SIGNIFIKANSI KAHOOT!: INTERAKSI MANUSIA DAN MESIN DALAM PROSES PEMBELAJARAN." Kwangsan: Jurnal Teknologi Pendidikan 8, no. 2 (2020): 154. http://dx.doi.org/10.31800/jtp.kw.v8n2.p154--167.

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Abstract The use of technology in the learning process is a new step that is considered capable of becoming an alternative and innovative media to improve the quality of learning. Kahoot!is a game-based learning media created to make it easier for teachers to carry out evaluations and increase student motivation in participating in learning activities. This study aims to explore the psychological processes and conditions that might occur with the interaction between students and Kahoot!as gamification in the learning process. A total of 44 student respondents involved in this study was selecte

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Mahbubah, Laily, and Syafiul Anam. "STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF KAHOOT! IN ENGLISH LANGUAGE TEACHING." Lingua Scientia 29, no. 1 (2022): 23–32. http://dx.doi.org/10.23887/ls.v29i1.35644.

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A paradigm of integrating technology in education has been reaching increasing attention in past decades, one of which is by implementing gamification (the use of game-like features in non-game contexts) in English Language Teaching (ELT). This descriptive qualitative study explores how 23 secondary students in Indonesia perceived the strategy (Kahoot! application) in the classroom activities to support their learning activities which were divided into two: brainstorming and Kahoot! implementation as the main learning activity in the classroom. The data was derived from questionnaire and inter

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Khasanah, Binti Anisaul, Nurmitasari Nurmitasari, Robia Astuti, et al. "WORKSHOP PEMBUATAN GAME EDUKASI MENGGUNAKAN WORDWALL, QUIZIZZ, DAN KAHOOT! UNTUK MEWUJUDKAN GURU MUHAMMADIYAH MELEK DIGITAL." JMM (Jurnal Masyarakat Mandiri) 7, no. 5 (2023): 4111. http://dx.doi.org/10.31764/jmm.v7i5.16633.

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Abstrak: Salah satu kompetensi guru Muhammadiyah berkemajuan adalah kompetensi professional yakni menguasai teknologi dan meningkatkan kualitas daya saing pendidikan Muhammadiyah. Tujuan pengabdian ini adalah mewujudkan guru muhammadiyah melek digital melalui kegiatan workshop pembuatan game edukasi menggunakan wordwall, Quizizz, dan Kahoot!. Metode pengabdian meliputi 1) tahap persiapan yaitu untuk berkoordinasi dengan mitra dan merancang buku panduan; 2)tahap pelaksanaan meliputi kegiatan penyuluhan, workshop dan praktek membuat game edukasi dan kuis dengan Wordwall, Quizizz, dan Kahoot!; da

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Hidayat Rahman. "Optimalisasi Game Learning Kahoot dalam Evaluasi Pembelajaran Daring Matematika di SMKN 1 Singgahan Tuban." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 2, no. 1 (2021): 91–104. http://dx.doi.org/10.62775/edukasia.v2i1.39.

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Abstract: This descriptive qualitative research offers an evaluation model for Mathematics learning problems that have stagnated due to the rigidity of manual exams and exercises with the Kahoot application. This Kahoot application is equipped with tutorials, pictures, and practical testing tools and their feedback. At least there are some problems in Mathematics learning faced by teachers at SMKN 1 Singgahan Tuban, namely, difficulties in utilizing technological devices, 2) there are limitations in making learning evaluation questions with virtual applications. 3) learning evaluation is still

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Saeful Ahmad Agus Salim and Hasbullah. "PENGARUH KOMPETENSI GURU DAN MEDIA GAME KAHOOT DALAM MENINGKATKAN LITERASI DIGITAL AL-QUR’AN HADIS PADA SISWA KELAS 6 MIN KAIMANA." Transformasi : Jurnal Kepemimpinan & Pendidikan Islam 8, no. 1 (2024): 1–19. https://doi.org/10.47945/transformasi.v8i1.1617.

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The objectives of this study are To determine the influence of teacher competencies and kahoot game media on improving the digital literacy of 6th grade students of MIN Kaimana, and. Determine the effect of the difference in increasing digital literacy between kahoot game media learning and conventional learning. This study uses a type of experimental quantitative research with one group pretest-posttest design. namely by giving pre-test and post test to 46 students as samples. The data analysis in this study was carried out descriptively through the t-test and paired sample t-test. Then the d

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Johnson, Katie L., and Dena Nazer. "When it’s all fun and games: gamification of child abuse medical education." International Journal of Pediatrics and Adolescent Medicine 11, no. 1 (2024): 13–17. http://dx.doi.org/10.4103/ijpam.ijpam_67_24.

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Background and Objective Game-based learning has been used in medical education, but there are limited studies to date addressing the use of gamification in child abuse education. Child abuse is a content area that is undertaught in medical schools. This study aimed to explore the feasibility, acceptability, and perception among medical students of the online game-based platform Kahoot! for learning about child abuse. Materials and methods Kahoot! was utilized to deliver a 1-hour child abuse education session to 10 groups of medical students on their pediatric clerkship between 2021 and 2023.

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Darwis, Nirwana, and Nur Ikhsan Amal. "AN ANALYSIS OF STUDENTS’ PERCEPTION USING KAHOOT GAME IN VOCABULARY LEARNING PROCESS." International Journal of Research on English Teaching and Applied Linguistics 4, no. 1 (2023): 1–11. http://dx.doi.org/10.30863/ijretal.v4i1.5006.

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In general, teaching and learning activities are mostly supported by books, the presentation of the materials by the teacher, and written or oral exercises. This type of learning method is monotonous. With technological developments and the internet as an educator, it is reasonable to utilize technology-based online learning applications, such as Kahoot. This research aims to find out the students' perceptions using Kahoot game in the vocabulary learning process. The participants of this research are XI Bahasa class students at MAN 1 BONE who have experienced using Kahoot. This qualitative res

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Murawski, Matthias, Md Tawhid Hasan, and Markus Bick. "Five Years of Kahoot! in the Classrooms – What does Research Tell Us?" EDEN Conference Proceedings, no. 1 (June 16, 2019): 509–17. http://dx.doi.org/10.38069/edenconf-2019-ac-0057.

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One of the current major trends in education is the integration of innovative technology. In this context, gamification – which encompasses the integration of game elements in non-gaming systems (Licorish, Owen, Daniel, George, 2018) – plays an important role. In this paper, we consider one specific game-based learning tool: Kahoot! (Existing literature uses both options, Kahoot and Kahoot!. We select the latter as the exclamation mark belongs to the term.), which can be classified as a student response system (Plump LaRosa, 2017). Although there are similar tools such as Socrative (www.socrat

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Aima, Zulfitri, Alfi Yunita, and Rina Febriana. "Pelatihan Membuat Soal Matematika Secara Daring Menggunakan Aplikasi Kahoot." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 3, no. 2 (2023): 185–94. http://dx.doi.org/10.30812/adma.v3i2.2487.

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In the world of education, it is currently commonly known as learning media that can be used as teaching aids for teachers to make it easier for students to understand the material being taught. Learning media can clarify the presentation of messages and information from teachers to students so that they can facilitate and improve learning processes and outcomes. Learning media can also overcome the limitations of the senses, space and time. One form of media is Kahoot. Kahoot is a game-based learning platform that uses educational technology in schools and other educational institutions. Kaho

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MIMOUNI, Abderrahim, and Youssef Tamer. "The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom." International Journal of Language and Literary Studies 2, no. 2 (2020): 210–20. http://dx.doi.org/10.36892/ijlls.v2i2.303.

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Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Qui

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Kıyançiçek, Ezgi, and Levent Uzun. "Gamification in English Language Classrooms: The Case of Kahoot!" Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi) 6, no. 1 (2022): 1–13. http://dx.doi.org/10.46328/bestdergi.63.

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Technology has been part of education in the 21st century. Especially gamification and online games have been integrated into traditional classroom instruction and they have found their place in language education. It is argued that gamification creates opportunities in which teachers and students focus on entertaining game elements that can be used in non-game settings such as the classroom. Kahoot! is one of the most commonly used online gamification applications that many teachers and students utilize in language teaching and learning process. The current review article focuses on teaching

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Sitorus, Friska Ria, Wolter Parlindungan Silalahi, and Pestaria Naibaho. "COLLEGE STUDENTS' VIEWS ON COMPLETING THE TEST THROUGH GAME-BASED LEARNING." Jurnal Bahasa Indonesia Prima (BIP) 4, no. 2 (2022): 296–304. http://dx.doi.org/10.34012/jbip.v4i2.3138.

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Recently, game-based learning has been increasingly popular in education to increase the colleges' student participation in learning activities, especially conducting tests. This study examined the college students' learning experiences by conducting a pretest and posttest through the Kahoot application. This study recruited four college students aged twenty to twenty-two to participate who were selected purposely to provide "information-rich" cases. Focus group discussions were conducted to obtain rich information to solve the research question and analyzed through four steps: analyzing inter

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