The effect of Kahoot gamification on students' active participation in informatics learning: A pre-experimental study at an Indonesian madrasah
DOI:
https://doi.org/10.46963/asatiza.v7i2.3630Keywords:
Gamification, Kahoot, Active Participation, Madrasah Aliyah, Informatics LearningAbstract
Low student active participation in Informatics learning remains a persistent challenge in madrasah settings, where conventional and less-interactive teaching methods are still predominantly used. Preliminary observations at MA Sarji Ar-Rasyid revealed that class X students showed minimal engagement during Informatics lessons, characterized by passive learning behaviours and limited responsiveness. While previous studies have demonstrated the effectiveness of Kahoot in improving motivation and learning outcomes, research specifically examining its impact on the construct of active participation within Informatics learning at the madrasah level remains limited. This study aims to determine the influence of Kahoot-based interactive media on students' active participation in Informatics learning. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The subjects were all 26 students of class X at MA Sarji Ar-Rasyid, selected through saturated sampling. The instruments, validated through expert judgment, demonstrated good reliability (Cronbach's Alpha = 0.722). Data were collected during the odd semester of the 2025–2026 academic year. The paired sample t-test revealed a significant difference between pretest and posttest scores (t = -8.677, p < .001), with the mean active participation score increasing by 14.788 points from pretest to posttest. These findings indicate that Kahoot-based interactive media significantly enhances students' active participation and can serve as an effective pedagogical strategy for creating more engaging and participatory Informatics learning environments in madrasah settings.
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