p–ISSN: 2723 - 6609 e-ISSN: 2745-5254
Vol. 5, No. 10, October 2024 http://jist.publikasiindonesia.id/
Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4286
Kahoot Utilization! To Support Game-Based Learning
Nor Ainah Rusliana
1
, Susanti Sufyadi
2*
, Qomario
3
Universitas Lambung Mangkurat, Indonesia
Email: [email protected]
1
2*
,
3
*Correspondence
ABSTRACT
Keywords: game-based
learning;
the use of Kahoot;
student learning
motivation.
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 of the 11 articles
used in this review literature show that activeness in the
learning process makes learning interactive and interesting
and becomes one of the learning media options for teachers.
Conclusion After studying the use of Kahoot in ICE, interest
arose in the potential of this platform in supporting learning
through gamification. Kahoot creates interactive learning
experiences with real-time quizzes and challenges, which
increases student engagement. Research shows that the
platform makes the learning atmosphere competitive and
fun, and provides live evaluation for teacher feedback. Thus,
Kahoot can motivate students and improve academic
outcomes.
Introduction
Education is an important part of human life that must provide various kinds of
changes for humans. The implementation of education must always develop with the
development of the times because education is a provision that must be possessed by
humans to live an increasingly advanced and developing life. (Romadanti, 2023).
Education is a means to develop the character and quality of human resources, especially
in the context of the Industrial Revolution 4.0, as well as its role in supporting the progress
of society and the state. (Pratama et al., 2020).
The era of the Industrial Revolution 4.0 has the main need, namely achieving mastery
of integrated literacy and numeracy materials (Rafiqoh, 2020). In maximizing this mastery,
it is necessary to make a breakthrough in the field of education, one of which is the
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Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4287
Independent Learning – Independent Campus program. MBKM (Merdeka Belajar Kampus
Merdeka) is a program from the Ministry of Education, Culture, Research, and Technology
(Kemendikbudristek) that aims to encourage and improve academic and non-academic
student achievement in higher education (HATIMAH, 2023).
Independent Independent Study Certified Independent Campus is a classroom
learning that is specially designed and made based on real challenges faced by
partners/industries (Director General of Higher Education of the Ministry of Education and
Culture, 2020). Certified Independent Study aims to provide opportunities for students to
learn and develop themselves through activities outside of the classroom, but still be
recognized as part of the course. Therefore, the independent campus collaborates with
partners who want to participate, one of the partner institutions that collaborate is the
Indonesia Cyber Education (ICE) Institute.
Indonesia Cyber Education (ICE)-The Institute was inaugurated by the Director
General of Higher Education, Research, and Technology on July 28, 2021. ICE-Institute
was established to become a digital marketplace for quality bold courses, accredited by the
Ministry of Education and Culture. ICE-Institute aims to facilitate the provision of quality
education while ensuring the quality of online (online) or online (distance) learning
services. (Fitri et al., 2021). During lectures at ICE-Institute, everything is done online with
independent learning with a certain time limit (Speed Test). The speed test method is a test
whose work has a certain time limit, in this case like the Kahoot application! Whose work
has a duration of time in working on each question?
Therefore, this writing aims to explain the use of Kahoot! as a game-based learning
to support the speed test method. The benefit of this writing is as a requirement for
undergraduate graduation in Educational Technology and a reference for further
understanding of the use of Kahoot! in learning.
The research has been conducted by (Sakdah et al., 2022) with the title
"Implementation of Kahoot as a Game-Based Learning Media on Learning Outcomes in
Facing the Industrial Revolution Era 4.0". The results of the study showed that Kahoot
media had an effect on the learning outcomes of grade V students in the Ecosystem material
at the Permata Cendekia Integrated Islamic Elementary School, Simalungun Regency.
Research has been conducted by Nasikhah et al., 2021 with the title "The Effectiveness of
the Speed Test Method Using Kahoot Media! In three-dimensional learning". The results
showed that there was a significant average difference between the control class and the
experimental class, the average final test of the experimental class was lower than that of
the control class, based on the questionnaire that had been distributed, the majority of
students did not approve of the effectiveness of the Kahoot application! as an interactive
quiz medium. Then in the research of (Anggraeni & Elan Maulani, 2023) with the title
"The Utilization of the Kahoot Application! As a Digital Game-Based Learning in Fiqh
Subject at SMP Negeri 6 Singosari Malang". The results showed that the use of the pre-
test and post-test group learning models showed a difference between the control class and
the experiment so a significant result was obtained, which was 0.000. The analysis shows
Nor Ainah Rusliana, Susanti Sufyadi, Qomario
Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4288
that Kahoot! has a varied impact in the context of learning, with some studies showing
positive effectiveness, while others show limitations in students' perception of the app.
Method
The research method used in this literature review uses the SLR (Systematic
Literature Review) method using the Preferred Reporting Items for Systematic Reviews
and Meta-analyses method commonly called PRISMA. To get maximum results in writing
this literature is based on a Research Question (RQ). The purpose of this Research Question
is to focus more on the review of the literature and can make it easier for the author to find
related data.
Research Question
Table 1
Research Question
It
Question
Analyzed in search
1
What are the materials
applied by previous
research related to the use
of Kahoot application
studies? In the learning
process?
At this stage, the author analyzes the
articles about what materials have been
applied to learning using Kahoot!
Application.
2
What are the types of
research used by previous
researchers on Kahoot?
At this stage, the author analyzes
articles about what types of research are
often used using Kahoot!
3
How effective is Kahoot!
in the learning process in
high school?
At this stage, the author analyzes the
effectiveness of Kahoot! In the learning
process through the articles of the past.
In the selection of articles used in literature writing, inclusion and exclusion criteria
are needed to select the main research. The results of the data search with these criteria will
later be used by the author to review the article.
Inclusion and Exclusion Criteria
Table 2
Inclusion and Exclusion Criteria
Inclusion
Criteria
1) Research articles published in 2019-2024,
2) Research topics include Kahoot! as a game-based
learning,
3) The research subjects in SD. Junior High School,
High School, and Higher Education,
4) The research article method is in the form of
experiments, literature reviews, qualitative and
quantitative descriptive, and workshops.
Exclusion
Criteria
1) Research articles that cannot be accessed in full,
2) Literature in the form of a thesis/scientific journal.
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After the inclusion and exclusion criteria are determined, then the selection of articles
to be reviewed. Here's a chart of the article selection process.
Gambar 1. Tahapan Prisma
Data Analysis Techniques
The data analysis technique used is the narrative method. The narrative method aims
to describe the effectiveness of using Kahoot! as game-based learning in the learning
process. The principle of learning effectiveness that is a reference refers to the opinions of
(Nasution & Setiawan, 2024), which states that the effectiveness of learning media is not
only measured by learning outcomes but must also pay attention to aspects of student
motivation and involvement in the learning process. They argue that media that can
increase student interaction and participation, such as Kahoot, are very effective in
supporting the learning process.
Results and Discussion
Results of an Independent Study at the ICE Institute on Microcredential on Digital
Evaluation
Universitas Pendidikan Indonesia joined the Association of Indonesian Educational
Technology Study Programs (APS-TPI) to create courses on the ICE Institute program.
There is one of the classes of this course developed by ICE Institute with the University of
Education Indonesia, namely the Digital Evaluation class, this class will discuss the basics
of evaluation, the role of assessment in learning, and evaluation tools and their types. This
lecture consists of 8 (eight) meetings, students will be invited to learn several topics
discussed and also given an assignment to measure how far their understanding of this
course is.
The following is a table of subjects along with the assignments given in this digital
evaluation class.
Nor Ainah Rusliana, Susanti Sufyadi, Qomario
Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4290
Table 3
Subject Matter and Assignment
It
Topics of
Discussion
Indicator
Assignment
Value
1
Dasar
Kahoot!
- Evaluation
- Valuation
- Measurement
- Evaluation,
assessment, and
measurement
relationships
Multiple
choice
questions
10/10
2
Learn digital
tools
- Digital tool learning
- The phenomenon of
using digital learning
tools
Multiple
choice
questions
10/10
3
Learn the
types of
evaluation
tools
Know what it is
- Kahoot
- Wordwall
- Google form
Multiple
choice
questions
10/10
4
Kahoot
development
steps
- Able to identify the
basic elements of
Kahoot in learning
- Able to explain how
Kahoot works
- Be able to identify the
menus in Kahoot
Multiple
choice
questions
10/10
5
Final Exam
- Able to make learning
product evaluations
- Final assignments are
collected no later than
one week before the
end of lectures.
Practice
creating
quizzes using
Kahoot and
Assignments
are collected
in the form of
links
10/10
The author uses the Learning Management System (LMS) at ICE Institute which
includes material features, discussions, assignments, tests, and summaries to increase
effectiveness in learning. Through the experience of studying at the ICE Institute, the
author's experience not only applies the theoretical concepts that have been learned in
online classes but is also directly involved in designing and implementing a solution to
educational technology constraints in the learning environment. The following is a report
of the author's activities when participating in the Digital Evaluation class.
Kahoot Utilization! to support Game-Based Learning
Based on the article used in this review literature, is an article that was developed
using Google Scholar. The search for research literature relevant to this research topic was
carried out with the keyword: "Kahoot, game-based learning". The literature search will be
carried out in May 2024. The articles were then sorted according to the research topic so
that 11 research articles were collected that were considered to represent the entire research
Kahoot Utilization! To Support Game-Based Learning
Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4291
article on the use of Kahoot! to support game-based learning. The articles used are 11
articles published in the period (2019-2024). The table presents the results of the analysis
of 11 articles.
Table 4
Analysis Results from 11 Articles
No
Heading
Writer
Material
Type of
Research
Results of
Literature
Analysis
1
Implementati
on of Kahoot
as a Game-
Based
Learning
Media on
Learning
Outcomes in
Facing the
Industrial
Revolution
4.0 Era
(Maya Siti
Sakdah et al.,
2022)
Science
with
ecosystem
materials
Experimental
research with
the quasi-
experimental
method
The results
showed that
Kahoot media
was effective in
student learning
outcomes
2
The
effectiveness
of the speed
test method
using Kahoot!
On Three-
Dimensional
Learning
(Malikatun
Nasikhah et
al., 2021)
Mathematic
s in three-
dimensiona
l matter
Quantitative
approach with
the type of
Pseudo-
experiment
The results show
that the lack of
effectiveness of
the Kahoot! as
an interactive
quiz medium
3
Utilization of
the Kahoot!
As a Digital
Game Based
Learning in
Fiqh Subject
at SMP
NEGERI 6
SINGOSARI
MALANG
(Rahmad Yoga
Nugroho et al.,
2022)
Fiqh
Quantitative
approach with
the type of
Pseudo-
experiment
The results show
that the use of
Kahoot
applications as
digital game-
based learning
influences
student learning
outcomes
4
Game-Based
Kahoot-
Assisted
Learning! In
Encouraging
Student
Activity in
Mathematics
Learning
(Erina
Hannawita Br
Sembiring et
al., 2023)
Matematika
Descriptive
qualitative
research
The results show
that the
application of
the game-based
learning method
assisted by
Kahoot! Proven
to encourage
student activity
in the learning
process
Nor Ainah Rusliana, Susanti Sufyadi, Qomario
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5
Increasing
Student
Learning
Motivation
with
Interactive
Learning
Media for
Hypermedia-
Based Kahoot
Games
(Dwi Hartanti,
2019)
-
Quantitative
and qualitative
descriptive
research
The results show
that the Kahoot
application can
increase
students' interest
and motivation
in learning.
6
The Use of
Kahoot
Application
as Digital
Game-Based
Learning in
the Subject of
Al-Qur'an
Hadith at
Madrasah
Aliyah Nu
Maarif
Assaadah
Bungah
Gresik
(Izza Safitri.,
2024)
Al-Qur’an
Hadits
Qualitative
approach
The results
showed that the
use of Kahoot
applications
made learning
interactive and
engaging.
7
The
Utilization of
Educational
Game-Based
Learning
Media
Kahoot! On
Physics
Learning
(Rafika
Andari, 2020)
Physics
with
magnetic
force
matter
Research and
development
(R&D)
The results show
that the use of
educational
game-based
learning media
Kahoot! 34.6%
better compared
to using
PowerPoint
media
8
The
Effectiveness
of Using
Kahoot! to
Improve
Student
Learning
Outcomes
(Irwan Irwan
et al., 2019)
-
Quantitative
approach with
quasi-
experimental
method
The results show
that Kahoot!
Proven to be
effective in
improving
learning
outcomes
9
The Effect of
Game-Based
Learning-
Based Kahoot
Learning
Media on
Interest and
Student
(Rina
Puspitasari et
al., 2022)
Chemistry
with
periodic
system
materials
Quantitative
approach with
quasi-
experimental
method
The results
showed that
there was an
influence of
game-based
Kahoot learning
media and
learning
Kahoot Utilization! To Support Game-Based Learning
Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4293
Learning
Outcomes
interests and
outcomes
learner learning
10
The Use of
Kahoot
Media as a
Formative
Assessment
Instrument in
Fiqh Learning
at MA AL-
BURHAN
GEDAWAN
G
(Qonita
Sholihah,
2022)
Fiqh with
worship
materials
Descriptive
qualitative
approach
The results show
that the use of
Kahoot media is
very effective
and also affects
student learning
outcomes.
11
Use of the
Kahoot! As
Digital
Game-Based
Learning in
Islamic
Cultural
History (SKI)
Subject at
Madrasah
Aliyah
Pembangunan
UIN Jakarta
(Sahara Adjie
Samudera,202
0)
History of
Islamic
Culture
with the
Material
Strategy
and
Substance
of Khulafa
ar-Rasyidin
da'wah
Descriptive
qualitative
research
The results show
that the use of
Kahoot! as a
game-based
learning suitable
for use and can
be an option for
teachers to vary
their learning
scenarios.
The table above contains information about previous research that uses quantitative
approach research methods with quasi-experimental methods, descriptive qualitative,
R&D, qualitative, quantitative and qualitative descriptive, quantitative and qualitative
approaches, quantitative approach with pseudo-experimental types, and experimental
research with quasi-experimental methods in the subjects of Science, Mathematics,
Physics, Chemistry, Fiqih, Al-Qur'an Hadith and Islamic Cultural History. In the table
above, we will also inform you about some of the effectiveness of Kahoot! to support game-
based learning, learning outcomes, motivation, interest in learning, activeness in the
learning process, making learning interactive and interesting, as well as one of the learning
media options for teachers.
In the table above, it can be seen that the subjects that are often used in the use of
Kahoot! Namely mathematics and fiqh. This shows that both subjects have a high potential
to increase student engagement and facilitate a more interactive learning process.
In this study, the types of research methods used are quantitative approaches with
quasi-experimental methods, descriptive qualitative, R&D, qualitative, quantitative, and
qualitative descriptive, quantitative and qualitative approaches, quantitative approaches
with pseudo-experimental types, and experimental research with quasi-experimental
methods. The research method used in the research was reviewed in the literature review.
Researchers use a lot of Descriptive Qualitative research methods. This method was chosen
Nor Ainah Rusliana, Susanti Sufyadi, Qomario
Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4294
because it can provide a deep understanding of the phenomenon being researched, as well
as allow the author to explore the subjective perspectives and experiences of the
respondents. With a qualitative descriptive approach, the author can explore various
aspects related to student interaction in learning, as well as identify factors that affect
student engagement in the subject studied. This research focuses on how the application
of educational games can improve the learning process among students.
Educational games are known as an effective tool to create a fun and interactive
learning atmosphere. According to (Rafika, 2021), educational games not only entertain
but also include educational elements that can support the understanding of important
concepts. Echols (1996) stated that games are fun activities that are done voluntarily, which
provides additional fun and motivation in learning.
In the context of the 21st century, where technology is increasingly dominant, there
is an urgent need to develop educational games that are by the demands of the times. This
is in line with the increasing interest of educators in technology-based products that can be
integrated into the learning process. After reviewing the subjects and research methods, the
effectiveness of Kahoot! Supports game-based learning. Take a look at the following
picture.
From the image above, it can be concluded that Kahoot! can be used effectively in
the learning process. With the implementation of Kahoot! It is proven to increase learning
outcomes, motivation, interest in learning, and activeness in the learning process, make
learning interactive and interesting, and one of the learning media options for teachers. By
using these platforms, students can actively engage in learning activities, which in turn has
a positive impact on their academic performance. This is in line with the phrase that game-
based learning can create a more interesting and interactive learning experience, thus
encouraging students to participate more actively in the learning process. As in (Aisyah,
2023) Research, game-based learning not only makes the learning atmosphere more fun
but also increases student engagement. In this way, students are more motivated to learn
and actively participate in the learning process.
Indonesia Cyber Education Institute (ICE-I) is an educational institution that focuses
on the development and provision of cyber education in Indonesia. With accreditation from
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Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4295
the Ministry of Education and Culture, ICE-I demonstrates its commitment to providing
quality education. The institution offers a wide range of programs, including online courses
in various fields, training for teachers in educational technology, interactive learning
content development, as well as an e-learning platform that is easily accessible to all
groups.
During his studies at ICE Institute, he took the Digital Evaluation course. Learning
at ICE Institute takes place online, and independently. Students are only facilitated with
material that is presented through short-duration video media, power points, etc. In
addition, at ICE Institute there is a platform for discussion, multiple choice, and a special
assignment platform where other students can assess and give feedback on the assignments
that have been done, at the end of the lecture there is a final project where the task is the
practice of making questions in the Kahoot media! that can be accessed by other students.
In the digital evaluation, there is material that discusses Kahoot, the material discusses
how to make a Kahoot, the features of Kahoot, etc. With that, it makes the writer interested
to know more about how to use Kahoot! In game-based learning. The use of Kahoot! As a
game-based learning tool, it can create a more dynamic and fun learning atmosphere, which
in turn can increase student motivation and learning outcomes.
By utilizing technology like Kahoot!, ICE-I shows that education doesn't have to be
monotonous and can be done in innovative ways. As an interactive platform, Kahoot!
Allowing teachers to hold engaging quizzes, support collaboration between students, and
facilitate instant feedback. This is crucial in creating an active learning environment, where
students feel engaged and participate directly.
Overall, learning at ICE-I, especially through digital evaluation courses, provides not
only knowledge of theory but also practical skills in the use of digital tools to support the
learning process. Through this approach, ICE-I contributes to the development of human
resources who are ready to face the challenges of education in the digital era. By continuing
to explore and apply technologies like Kahoot!, these institutions can help demonstrate the
great potential of game-based learning in improving the quality of education.
The writing of this report is based on the article used in this review literature is an
article obtained using Google Scholar. The search for research literature relevant to this
research topic was carried out with the keyword: "Kahoot, game-based learning". In the
analysis of the use of Kahoot! as a learning tool, it can be seen that the subjects that most
often use this platform are Mathematics and Fiqh. This reflects the high potential of both
subjects in increasing student engagement. Mathematics, which is often considered
challenging by students, can be presented in a more engaging way through game elements,
which can make it easier to understand complex concepts. On the other hand, Fiqih, which
deals with values and norms, can also benefit from the interactive learning methods offered
by Kahoot! Previous researchers tended to use the Descriptive Qualitative method, which
allows researchers to delve into the phenomenon being studied and explore the subjective
experiences of respondents. This approach is very useful in understanding how students
interact in learning, as well as the factors that affect their engagement.
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After reviewing the subjects and research methods, this study also leads to the
evaluation of the effectiveness of Kahoot! in supporting game-based learning. The use of
Kahoot! Can increase student engagement, which in turn can improve learning outcomes.
By utilizing this tool, students not only learn in a more fun way but also participate more
actively in the learning process, thus making their learning experience more meaningful
and productive. Overall, the use of Kahoot! In education, it shows that educational games
have great potential to change the way students learn and interact with subject matter.
Further research is expected to explore more deeply the various aspects and benefits of
using Kahoot! in various learning contexts.
Conclusion
ICE-I is committed to providing a comprehensive education by combining theoretical
and practical learning. At ICE-I, students are not only taught academic concepts but also
allowed to apply this knowledge in real situations through various practical activities. This
approach allows students to develop practical skills that are in demand in the workforce,
as well as deepen their understanding of the material studied. Through hands-on experience
with the latest tools and technology, as well as collaboration on real-world projects, ICE-I
ensures that learners are prepared to face professional challenges with confidence. Thus,
ICE-I creates individuals who not only have theoretical knowledge, but also applicable
skills that are relevant to the needs of today's industry.
ICE contributes significantly to the development of human resources through the
application of gamification in education by utilizing interactive platforms such as Kahoot!
With Kahoot, the learning process becomes more engaging and competitive, as learners
can participate in quizzes, challenges, and game-based activities in real-time. This
encourages higher engagement and makes learning an enjoyable experience. Additionally,
the use of Kahoot also allows for hands-on evaluation, facilitating teachers to provide
prompt and effective feedback. This helps improve students' understanding, skills, and
motivation in achieving better learning outcomes.
After studying the use of Kahoot at ICE, there was interest in the potential of this
platform to support learning through gamification. Kahoot offers a more interactive
learning experience by utilizing game elements such as quizzes and challenges that can be
followed in real-time. To understand more deeply about its positive impact, a literature
study was conducted that examined the benefits of this platform in the context of education.
The results of the study show that Kahoot is effective in increasing student engagement in
the learning process because it presents a competitive but still fun learning atmosphere. In
addition, Kahoot also provides direct evaluation, which allows teachers to provide
feedback faster and support student understanding more deeply. Through this approach,
students become more motivated and enthusiastic in participating in learning, thus having
a positive impact on academic results and overall mastery of the material.
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Indonesian Journal of Social Technology, Vol. 5, No. 10, October 2024 4297
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