The Development of Kahoot-Based Learning Media Cooperative Learning to Improve Learning Motivation

Rafiud Ilmudinulloh; Ahmad Bustomi; Widya Rizky Pratiwi

doi:10.30762/ed.v8i2.2893

Authors

Rafiud Ilmudinulloh Institut Agama Islam Negeri Manado
Ahmad Bustomi Institut Agama Islam Negeri Metro Lampung
Widya Rizky Pratiwi Universitas Terbuka

DOI:

https://doi.org/10.30762/ed.v8i2.2893

Keywords:

Learning Media, Kahoot!, Cooperative learning, Motivatation, Students of Islamic Education

Abstract

Abstract: This study aims to develop learning media based on Kahoot! in cooperative learning to increase the learning motivation of Islamic Religious Education students. The 4D research design, which consisted of defining, designing, developing, and disseminating, was chosen to produce Kahoot! based media. Data were collected using observation sheets and questionnaires. The data was then analyzed using descriptive statistics. It was concluded that learning media based on Kahoot! suitable for use in cooperative learning and can increase student learning motivation. This is evidenced by the results of the media expert test with very good criteria or 93%, the material expert test with good criteria, or 88%, the field test with very good criteria, or 95%, and the learning motivation test with very high and effective criteria. Media Kahoot! as a quiz helps the implementation of cooperative learning with design and game elements relevant to the main principles of cooperative learning such as collaboration, student engagement, active learning, and appreciation. The availability of supporting facilities such as loudspeakers, projector screens, and the Internet has an important role in using Kahoot! media. because it is quite influential on the students’ psychological atmosphere and the fluency of cooperative learning.

Abstrak: Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis Kahoot! dalam pembelajaran kooperatif untuk meningkatkan motivasi belajar mahasiswa Pendidikan Agama Islam. Desain penelitian 4D yang terdiri atas tahapan pendefinisian, perancangan, pengembangan dan penyebarluasan dipilih untuk dapat menghasilkan media berbasis Kahoot!. Data dikumpulkan menggunakan lembar observasi dan angket. Data kemudian dianalisis menggunakan statistik deskriptif. Hasil penelitian menyebutkan bahwa media pembelajaran berbasis Kahoot! layak digunakan dalam pembelajaran kooperatif dan dapat meningkatkan motivasi belajar mahasiswa. Hal tersebut dibuktikan dengan hasil uji ahli media dengan kriteria sangat baik atau 93%, hasil uji ahli materi dengan kriteria baik atau 88%, hasil uji lapangan dengan kriteria sangat baik atau 95%, dan hasil penilaian motivasi belajar dengan kriteria sangat tinggi dan efektif. Media Kahoot! sebagai kuis membantu penerapan pembelajaran kooperatif dengan desain dan elemen game yang memiliki relevansi terhadap prinsip – prinsip pokok pembelajaran kooperatif seperti kerjasama, keterlibatan peserta didik, keaktifan belajar, dan penghargaan. Ketersediaan sarana penunjang seperti pengeras suara, layar LCD, dan internet memiliki peran penting dalam penggunaan media Kahoot!. Sehingga, medai pembelajaran Kahoot! memberikan pengaruh kepada suasana psikologis peserta didik dan kelancaran pembelajaran kooperatif.

Downloads

Download data is not yet available.

References

Adnyani, K. E. K., Adnyana, I. W., & Murniasih, N. N. (2020). Teacher and Students’ Perception on Using Kahoot! for English Learning. 394(Icirad 2019), 62–67. https://doi.org/10.2991/assehr.k.200115.011

Anatomía, U. K. (2018). Let ’ s Kahoot ! Anatomy. 36(2), 716–721.

Andriani, R., & Rasto, R. (2019). Motivasi belajar sebagai determinan hasil belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 4(1), 80. https://doi.org/10.17509/jpm.v4i1.14958

Anggraeni, A. A. A., Veryliana, P., & Fatkhu R, I. F. R. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Make A Match terhadap Motivasi dan Hasil Belajar Matematika. International Journal of Elementary Education, 3(2), 218. https://doi.org/10.23887/ijee.v3i2.18552

Anugerahwati, M. (2019). Integrating the 6Cs of the 21st Century Education into the English Lesson and the School Literacy Movement in Secondary Schools. KnE Social Sciences, 3(10), 165. https://doi.org/10.18502/kss.v3i10.3898

Baydas, O., & Cicek, M. (2019). The examination of the gamification process in undergraduate education : a scale development study. Technology, Pedagogy and Education, 00(00), 1–17. https://doi.org/10.1080/1475939X.2019.1580609

Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72–93. https://doi.org/10.3991/ijet.v13i02.7467

Bunga, & Desyandri. (2022). Peningkatan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Picture and Picture dengan Media Kahoot dalam Pembalajaran Tematik Terpadu. Journal of Practice Learning and Educational Development, 2(1), 8–16. https://doi.org/10.58737/jpled.v2i1.32

Dimyati, & Mudjiono. (2015). Belajar dan Pembelajaran. Rineka Cipta.

Donkin, R., & Rasmussen, R. (2021). Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education. Anatomical Sciences Education, 14(5), 572–585. https://doi.org/10.1002/ase.2094

Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in the teaching-learning process: the case of Kahoot! On the Horizon, 27(1), 35–45. https://doi.org/10.1108/OTH-11-2018-0035

Hamalik, Oemar. (2008). Proses Belajar Mengajar. Bumi Aksara.

Haryati, S. (2017). BELAJAR DAN PEMBELAJARAN BERBASIS PEMBELAJARAN KOOPERATIF. Graha Cendekia.

Hatchi, I., & Sari, L. P. (2019). Pengembangan Modul Bernuansa Mind Map Yang Efektif Pada Materi Sistem Regulasi Manusia Untuk Siswa Kelas Xi Ipa Sekolah Menengah Atas. Jurnal Education and Development, 7(2), 39–43.

Hou, Y. J. (2018). Integration of kahoot into EFL classroom. In Communications in Computer and Information Science (Vol. 852, Issue 2016). Springer International Publishing. https://doi.org/10.1007/978-3-319-92285-0_5

Ilmudinulloh, R. (2021). Pengembangan Media Pembelajaran Berbasis Sparkol Videoscribe pada Mata Pelajaran Bahasa Inggris. Jurnal Ilmiah Edutic : Pendidikan Dan Informatika, 8(1), 59–72. https://doi.org/10.21107/edutic.v8i1.11988

Ilmudinulloh, R. (2023). the Perception of Islamic Religious Education Students on Kahoot! As a Quiz. IJIET (International Journal of Indonesian Education and Teaching), 7(1), 72–83. https://doi.org/10.24071/ijiet.v7i1.5522

Irwan, I., Luthfi, Z. F., & Waldi, A. (2019). Efektifitas Penggunaan Kahoot! untuk Meningkatkan Hasil Belajar Siswa. Pedagogia : Jurnal Pendidikan, 8(1), 95–104. https://doi.org/10.21070/pedagogia.v8i1.1866

Johnson, D. W. (2003). Social Interdependence: Interrelationships among Theory, Research, and Practice. American Psychologist, 58(11), 934–945. https://doi.org/10.1037/0003-066X.58.11.934

Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence theory. In Theory and research on small groups (pp. 9–35). Springer.

Johnson, D. W., & Johnson, R. T. (2008). Social Interdependence Theory and Cooperative Learning: The Teacher’s Role. The Teacher’s Role in Implementing Cooperative Learning in the Classroom, 9–37. https://doi.org/10.1007/978-0-387-70892-8_1

Kamil, V. R., Arief, D., Miaz, Y., & Rifma, R. (2021). Pengaruh Penggunaan Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Motivasi dan Hasil Belajar Belajar Siswa Kelas VI. Jurnal Basicedu, 5(6), 6025–6033. https://doi.org/10.31004/basicedu.v5i6.1744

Licorish. (2018). Student perception Kahoot. Research and Practice in Technology Enhanced Learning, 13(9), 1–24.

Lofti, T. M., Pratolo, B. W., & Dahlan, U. A. (2021). Students’ Perceptions Toward The Use of Kahoot! Online Game for Learning English. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 276–284.

Lunden, I. (2018). Education quiz app Kahoot says it’s now used by 50% of all US K-12 students, 70M users overall. TechCrunch.

Mada, R. D., & Anharudin, A. (2019). How Online Learning Evaluation (Kahoot) Affecting Students’ Achievement and Motivation (Case Study on it Students). International Journal for Educational and Vocational Studies, 1(5), 422–427. https://doi.org/10.29103/ijevs.v1i5.1494

Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333–369. https://doi.org/10.1016/S0364-0213(81)80017-1

Martins, E. R., Geraldes, W. B., Afonseca, U. R., & Gouveia, L. M. B. (2019). Using Kahoot as a Learning Tool. Lecture Notes in Information Systems and Organisation, 31, 161–169. https://doi.org/10.1007/978-3-030-14850-8_11

Martín-Sómer, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by Covid 19. Education for Chemical Engineers, 36(March), 154–159. https://doi.org/10.1016/j.ece.2021.05.005

Mustafa, N. H., Hussein, N. H., & Zulkifle, N. F. M. (2018). Exploring students’ perceptions of English kahoot module for basic learners in UMK. ORGANISED BY: CENTRE FOR LANGUAGE STUDIES AND GENERIC DEVELOPMENT, 299.

Nurmala, D. A., Tripalupi, L. E., & Suharsono, N. (2014). Pengaruh Motivasi Belajar dan Aktivitas Belajar Spiritual Hasil Belajar Akuntansi. Jurnal Ekonomi, 4(1), 4.

Octavia, S. A. (2020). Model-model pembelajaran. Deepublish.

Pello, A. C. S. (2018). Keefektifan Pembelajaran Kooperatif Tipe Teams Games Tournament (Tgt) Berbantuan Media Kahoot Untuk Topik Persamaan Kuadrat Pada Siswa Kelas X Sma Iph 2 Surabaya. Buana Matematika : Jurnal Ilmiah Matematika Dan Pendidikan Matematika, 8(2:), 89–100. https://doi.org/10.36456/buana_matematika.8.2:.1733.89-100

Perdana, I., Saragi, R. E. S., & Aribowo, E. K. (2020). Students ’ Perception of Utilizing Kahoot In Indonesian Language Learning. Kwangsan: Jurnal Teknologi Pendidikan, 08(02), 290–306.

Pradikto, B., Dewi, I. P., & Janjumari, R. (2021). Penerapan Model Pembelajaran Kooperatif Tipe STAD Menggunakan Aplikasi Kahoot Dalam Meningkatkan Hasil Belajar Pada Pendidikan Kesetaraan Paket C. AKSARA: Jurnal Pendidikan Nonformal, 7(2), 371–380. https://doi.org/http://dx.doi.org/10.37905/aksara.7.2.371-380.2021

Pratama, F., Firman, & Neviyarni. (2019). Pengaruh Motivasi Belajar IPA Siswa Terhadap Hasil Belajar. EDUKATIF : Jurnal Ilmu Pendidikan, 1(3), 280–286.

Pristiyono, E., Herpratiwi, H., Jalmo, T., & Hartono, R. (2021). Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Discovery Learning untuk Melatih Kemampuan Berpikir Tingkat Tinggi Peserta Didik SMA. Edukatif : Jurnal Ilmu Pendidikan, 3(6), 5265–5275. https://doi.org/10.31004/edukatif.v3i6.1792

Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi Pembelajaran Abad 21 dan Penerapannya di Indonesia. Jurnal Basicedu, 6(2), 2099–2104. https://doi.org/10.31004/basicedu.v6i2.2082

Robiyati, I., Muin, A., & Amalia, I. (2020). Students’ perception toward the use of Kahoot in learning phonology. Indonesian Journal of English Studies, 1(No 1), 2.

Rohyami, Y., & Huda, T. (2019). Pengaruh cooperative learning dan flipped classroom-cooperative learning matakuliah kimia analisis II terhadap motivasi belajar mahasiswa. Refleksi Pembelajaran Inovatif, 1(2), 147–160. https://doi.org/10.20885/rpi.vol1.iss2.art5

Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., Safriyani, R., Hayuningtyas, N., Khodijah, S., & Amumpuni, R. S. (2022). Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation. Frontiers in Education, 7(September), 1–11. https://doi.org/10.3389/feduc.2022.939884

Romadhoni, E., Wiharna, O., & Mubarak, I. (2019). Pengaruh Motivasi Belajar Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Gambar Teknik. Journal of Mechanical Engineering Education, 6(2), 228–234.

Rosyida, U., Islami, N., & Azhar, A. (2022). The Effectiveness of Cooperative Learning Model Type Tgt Assisted by Kahoot Application To Improve Students’ Cognitive Learning Outcomes Material Pressure Substance Class VIII Middle School. Journal of Educational Sciences, 6(4), 637. https://doi.org/10.31258/jes.6.4.p.637-644

Setiawan, A., & Soeharto, S. (2020). Kahoot-Based Learning Game to Improve Mathematics Learning Motivation of Elementary School Students. Al-Jabar : Jurnal Pendidikan Matematika, 11(1), 39–48. https://doi.org/10.24042/ajpm.v11i1.5833

Slavin, R. E. (1982). Cooperative Learning : Student Teams. What Research Says to the Teacher. In National Education Association.

Slavin, R. E. (2015). Instruction Based on Cooperative Learning. Handbook of Research on Learning and Instruction, 388–404. https://doi.org/10.4324/9780203839089.ch17

Srifariyati, S., Sati, A. L., Faruq, A., & Subhi, M. R. (2023). Penggunaan Aplikasi Kahoot dalam Mata Pelajaran Pendidikan Agama dan Budi Pekerti di SMK Negeri 1 Pemalang. Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora, 9(2), 475–485. https://doi.org/10.37567/alwatzikhoebillah.v9i2.1785

Sulaiman. (2014). MODEL PEMBELAJARAN COOPERATIVE LEARNING (Suatu Analisis Psikologis Dalam Pembelajaran). Visipena Journal, 5(2), 25–35. https://doi.org/10.46244/visipena.v5i2.258

Syahrurromadhan, G. F. (2023). PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) MENGGUNAKAN KAHOOT TERHADAP PEMAHAMAN KONSEP SISTEM IMUN. UNIVERSITAS NEGERI JAKARTA.

Tembang, Y., & Merauke, U. M. (2020). Implementasi model think pair share berbantuan media Kahoot It meningkatkan keaktifan berdisikusi mahasiswa. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 10(1), 22–33. https://doi.org/10.25273/pe.v10i1.5368

Uno, H. B. (2008). Teori motivasi dan pengukurannya. Jakarta: Bumi Aksara, 11–54.

Utami, A. K. Z., & Hamdun, D. (2020). Pengaruh Penggunaan Aplikasi Kahoot Terhadap Motivasi Belajar Bahasa Arab Siswa Kelas X Man 4 Kebumen. EDULAB: Majalah Ilmiah Laboratorium Pendidikan, 5(1), 20–31. https://doi.org/10.14421/edulab.2020.51-02

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149(January), 103818. https://doi.org/10.1016/j.compedu.2020.103818

Wardana, S., & Sagoro, E. M. (2019). Implementasi Gamifikasi Berbantu Media Kahoot Untuk Meningkatkan Aktivitas Belajar, Motivasi Belajar, Dan Hasil Belajar Jurnal Penyesuaian Siswa Kelas X Akuntansi 3 Di Smk Koperasi Yogyakarta Tahun Ajaran 2018/2019. Jurnal Pendidikan Akuntansi Indonesia, 17(2), 46–57. https://doi.org/10.21831/jpai.v17i2.28693

Warsihna, J., & Ramdani, Z. (2020). Signifikansi Kahoot!: Interaksi Manusia Dan Mesin Dalam Proses Pembelajaran. Kwangsan: Jurnal Teknologi Pendidikan, 8(2), 154. https://doi.org/10.31800/jtp.kw.v8n2.p154--167

Wena, M. (2009). Strategi pembelajaran inovatif kontemporer. : bumi aksara.

Yürük, N. (2019). Edutainment: Using Kahoot! As A Review Activity in Foreign Language Classrooms. Journal of Educational Technology and Online Learning, 2(2), 89–101. https://doi.org/10.31681/jetol.557518

Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6