Penerapan Media Pembelajaran Berbasis Kahoot pada Mata Pelajaran IPAS Terhadap Motivasi Belajar Siswa Kelas V Sekolah Dasar
DOI:
https://doi.org/10.61292/cognoscere.246Keywords:
Kahoot, Lerning Media, Student Motivation, Education TechnologyAbstract
This study aims to examine the impact of using Kahoot-based learning media on student motivation in the subjects of Science and Social Studies (IPAS) in fifth-grade elementary school students. The research employs a quantitative method with an experimental approach, where the researcher applies different treatments between the experimental group using Kahoot and the control group using traditional teaching methods. The sample consists of 20 students randomly selected using the Random Sampling technique. Data were collected through pretests and posttests to assess the change in student motivation after participating in the learning process with Kahoot media. The results showed an average posttest score of 78.4 for the experimental group, while the control group had an average score of 74.4. Hypothesis testing using the t-test revealed a significant difference between the two groups, indicating that the use of Kahoot in the learning process can enhance student motivation. Based on the findings, it is concluded that Kahoot-based learning media is effective in increasing student motivation and can be used in elementary school education to create a more engaging and enjoyable learning experience.
Abstrak
Penelitian ini bertujuan untuk mengetahui dampak penggunaan media pembelajaran berbasis Kahoot terhadap motivasi belajar siswa dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas V Sekolah Dasar. Penelitian ini menggunakan metode kuantitatif dengan pendekatan eksperimen, di mana peneliti memberikan perlakuan berbeda antara kelompok eksperimen yang menggunakan Kahoot dan kelompok kontrol yang menerapkan model pembelajaran tradisional. Sampel penelitian terdiri dari 20 siswa yang dipilih secara acak menggunakan teknik Random Sampling. Data diperoleh melalui pretest dan posttest untuk menilai perubahan motivasi belajar siswa setelah mengikuti pembelajaran dengan media Kahoot. Hasil penelitian membuktikan dengan nilai rata-rata posttest kelompok eksperimen sebesar 78,4 sedangkan pada kelomok kontrol sebesar 74,4. Uji hipotesis menggunakan uji t menunjukkan adanya perbedaan yang signifikan antara kedua kelompok, yang mengindikasikan bahwa penggunaan Kahoot dalam proses pembelajaran dapat meningkatkan motivasi belajar siswa. Berdasarkan hasil penelitian, disimpulkan bahwa media pembelajaran berbasis Kahoot efektif dalam meningkatkan motivasi belajar siswa, sehingga dapat digunakan dalam pembelajaran di sekolah dasar untuk menciptakan pengalaman belajar yang lebih menarik dan menyenangkan.
Kata Kunci : Kahoot, Media Pembelajaran, Motivasi belajar, Teknologi Pendidikan
References
Fahrozi, F., Juita, A., & Aspa, A. P. (2024). Penerapan Kurikulum Merdeka Pada Guru Pjok Di Sd Negeri 187 Pekanbaru. Ensiklopedia of Journal, 6(3), 274–279.
Hafizah, N. (2023). Media Pembelajaran Digital Generasi Alpha Era Society 5.0 Pada Kurikulum Merdeka. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(4), 1675. https://doi.org/10.35931/am.v7i4.2699
Hafizatul, K. (2020). Pemanfaatan Aplikasi Kinemaster Sebagai Media Pembelajaran Berbasis ICT. Prosiding Seminar Nasional, 43.
Icha Timart Diany Sinaga, Netto W. S. Rahan, & Abdul Rahman Azahari. (2022). Pengaruh Media Pembelajaran Kahoot Terhadap Motivasi Belajar Siswa SDN Nanga Bulik 6 Kabupaten Lamandau. Journal of Environment and Management, 3(1), 55–61. https://doi.org/10.37304/jem.v3i1.4286
Julaeha, S., Hadiana, E., & Zaqiah, Q. Y. (2021). Manajemen Inovasi Kurikulum: Karakteristik dan Prosedur Pengembangan Beberapa Inovasi Kurikulum. Muntazam: Jurnal Manajemen Pendidikan Islam, 02(1), 1–26.
Mardiana, A., Andjariani, E. W., & Wulan, B. R. S. (2024). Pengaruh Media Book Creator Terhadap Hasil Belajar Siswa Pada Pembelajaran Ipas Di Kelas Iv Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 09(1), 5782.
Mardiana, M., & Emmiyati, E. (2024). Implementasi Kurikulum Merdeka dalam Pembelajaran: Evaluasi dan Pembaruan. Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan Dan Hasil Penelitian, 10(2), 121–127. https://doi.org/10.26740/jrpd.v10n2.p121-127
Nirmala, S. U., Agustina, A., Robiah, S., & Ningsi, A. (2024). Penerapan Media Pembelajaran Berbasis Teknologi Informasi dan Komunikasi pada Kurikulum Merdeka di Sekolah Dasar. Ideguru: Jurnal Karya Ilmiah Guru, 9(1), 182-187.Julaeha, S., Hadiana, E., & Zaqiah, Q. Y. (2021).
Pengabdian, J., Masyarakat, K., & Homepage, J. (2024). 1 , 2 1,2. 4(2), 148–154.
Prihatini, N. W., Dewi, S. M., Buana, U., Karawang, P., Klari, K., Karawang, K., Barat, J., Kahoot, M., & Dasar, S. (2024). Analisis Penggunaan Media Kahoot dalam Pembelajaran IPAS di Sekolah Dasar. 5(4), 4429–4435.
Rahman, R., & Fuad, M. (2023). Implementasi Kurikulum Merdeka Belajar Dalam Pembelajaran Ipas Di Sekolah Dasar. DISCOURSE: Indonesian Journal of Social Studies and Education, 1(1), 75–80. https://doi.org/10.69875/djosse.v1i1.103
Zanah, T. R., Setiawan, D. L., & Kom, M. (2024). Penerapan Media Pembelajaran Berbasis Kahoot Menggunakan Model Kooperatif Teams Games Tournament Untuk Meningkatkan Keaktifan Belajar Siswa. 10(1), 115–127. https://doi.org/10.31980/jpetik.v10i1.1134
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Zyelya Zefra Ayunda, Firman, Desyandri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
These License Terms apply to the content published in "Cognoscere: Jurnal Komunikasi dan Media Pendidikan" and are governed by the Creative Commons Attribution-ShareAlike (CC BY-SA) license. The copyright to the content is held by the respective authors. By accessing or using the content, you agree to comply with the following terms:
-
Attribution: You are free to share, copy, distribute, and adapt the content published in this journal under the condition that you provide appropriate attribution. When using the content, you must clearly indicate the authors, the title of the work, the name of the journal ("Cognoscere: Jurnal Komunikasi dan Media Pendidikan"), and the publication date. The attribution should be given in a manner that does not imply any endorsement or approval by the authors or the journal.
-
ShareAlike: If you remix, transform, or build upon the content, you must distribute your contributions under the same CC BY-SA license as the original. This requirement ensures that derivative works maintain the same freedoms as the original content and promotes the continued sharing and collaboration within the academic community.
-
No Additional Restrictions: You may not apply legal terms or technological measures that legally restrict others from exercising the rights granted under the CC BY-SA license.
-
Disclaimer: The content published in this journal is provided on an "as is" basis. While efforts have been made to ensure the accuracy and reliability of the information, neither the authors nor the journal can guarantee the completeness or fitness for any particular purpose. The use of the content is at your own risk.
By accessing or using the content, you acknowledge and agree that the authors and the journal shall not be liable for any claims, damages, or losses arising from your use of the content or any reliance on the information provided.
For more details about the Creative Commons Attribution-ShareAlike (CC BY-SA) license, please visit the Creative Commons website at https://creativecommons.org/licenses/by-sa/4.0/.
Please note that these License Terms are a summary of the CC BY-SA license and do not replace or modify the terms of the license itself. The copyright to the content is held by the respective authors as the Copyright Holders.
