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The implementation of Kahoot! based assessment and its impact on students' motivation in learning mathematics
Abstract
Abstrak: Penelitian menggunakan aplikasi Kahoot! mempengaruhi motivasi belajar peserta didik dalam pembelajaran matematika menjadi tujuan penelitian ini. Penelitian ini menggabungkan prosedur pra-eksperimental dengan metode kualitatif dan kuantitatif dalam desain one group pretest-posttest. Peneliti menemukan bahwa ketika peserta didik menggunakan aplikasi Kahoot!, motivasi belajar matematika mereka meningkat sebesar 12% (60.58 > 54.03). Berdasarkan hasil analisis kualitatif menyatakan bahwa aplikasi Kahoot! membuat pembelajaran matematika lebih menarik, tidak membosankan, meningkatkan interaksi sosial terhadap pembelajaran matematika, serta memberikan dorongan kompetitif yang positif. Selain itu, berdasarkan hasil analisis kuantitatif menunjukkan adanya perbedaan yang signifikansi antara nilai motivasi belajar matematika sebelum dan sesudah penerapan aplikasi Kahoot!. Hasil uji t menunjukkan nilai signifikansi (Sig) lebih rendah dari nilai alpha (0,000 < 0.05), sehingga H0 ditolak dan H1 diterima yang berarti terdapat pengaruh yang signifikan antara sebelum dan sesudah menggunakan aplikasi Kahoot!. Hasil uji N-Gain motivasi belajar matematika sebesar 0.30, skor ini dikategorikan sedang yang artinya penggunaan aplikasi Kahoot! dalam pembelajaran matematika cukup efektif dalam meningkatkan motivasi mempelajari mata pelajaran tersebut.
Abstract: This research uses the Kahoot! to influence students' learning motivation in learning mathematics is the goal of this study. This study combines pre-experimental procedures with qualitative and quantitative methods in a single-group pretest-posttest design. Researchers found that when students used the Kahoot! app, their motivation to learn math increased by 12% (60.58 > 54.03). Based on the qualitative analysis results, it is stated that the Kahoot! application makes mathematics learning more interesting, not boring, enhances social interaction in mathematics learning, and provides positive competitive motivation. Additionally, based on the quantitative analysis results, there is a significant difference in motivation for learning mathematics before and after the implementation of the Kahoot! application. The t-test results show a significance value (Sig) lower than the alpha value (0.000 < 0.05), thus rejecting the null hypothesis (H0) and accepting the alternative hypothesis (H1), which means there is a significant impact between before and after using the Kahoot! application. The N-Gain test result for motivation in learning mathematics is 030, categorized as moderate, indicating that the use of the Kahoot! application in mathematics education is quite effective in improving motivation to study the subject.
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DOI: http://dx.doi.org/10.17977/um031v11i22024p106
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