PEMANFAATAN PLATFORM KAHOOT SEBAGAI MEDIA GAME YANG INTERAKTIF PADA MATA PELAJARAN AQIDAH AKHLAK
Keywords:
Kahoot, aqidah akhlak , interaktif.
Abstract
Kahoot is an online-based application that can be used in the learning process. The use of the Kahoot platform as an interactive gaming media can be applied to moral aqidah subjects. Usually teachers explain learning material using the lecture method which tends to make learning monotonous and boring. In line with that, the aim of this research is that the Kahoot platform can provide interactive explanations and understanding in learning moral aqidah. By utilizing the game features on the Kahoot platform, it is hoped that learning aqidah and morals will become an interesting and enjoyable lesson. This research uses quantitative methods by distributing questionnaires online via WhatsApp. The results of this research are that students are able to use the game features on the Kahoot platform effectively and make the Kahoot platform an interactive game media on the subject of moral aqidah. The conclusion of this research can be explained that the Kahoot platform can optimize learning of moral aqidah in a fun way and can achieve the expected learning objectives. Due to the limitations of this research, the researcher only discussed the game features on the Kahoot platform. The researcher also hopes that future researchers can optimize all the features on the Kahoot platform in the subjects of aqidah, morals and other subjects.
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References
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López-Martínez, A., Meroño, L., Cánovas-López, M., García-de-Alcaraz, A., & Martínez-Aranda, L. M. (2022). Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables. Sustainability, 14(17), 11014. https://doi.org/10.3390/su141711014
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317
Mat Husin, M. Z., & Azmuddin, R. A. (2022). Learner Engagement in Using Kahoot! Within a University English Proficiency Course. Educational Process International Journal, 11(2). https://doi.org/10.22521/edupij.2022.112.9
Mayor Paredes, D., Lòpez Medialdea, A. M., & Solís Galán, M. G. (2019). El Aprendizaje-Servicio como Escenario Formativo y su Influencia en Distintos Agentes Socioeducativos. Percepción de los Participantes. International Journal of Sociology of Education, 8(2), 153–172. https://doi.org/10.17583/rise.2019.4071
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Mirauda, D., Capece, N., & Erra, U. (2019). StreamflowVL: A Virtual Fieldwork Laboratory that Supports Traditional Hydraulics Engineering Learning. Applied Sciences, 9(22), 4972. https://doi.org/10.3390/app9224972
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Neureiter, D., Klieser, E., Neumayer, B., Winkelmann, P., Urbas, R., & Kiesslich, T. (2020). Feasibility of Kahoot! As a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching. Advances in Medical Education and Practice, Volume 11, 695–705. https://doi.org/10.2147/AMEP.S264821
Nguyen, H.-T. T. (2021). Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study. International Journal of Interactive Mobile Technologies (IJIM), 15(10), 4. https://doi.org/10.3991/ijim.v15i10.20319
Nuci, K. P., Tahir, R., Wang, A. I., & Imran, A. S. (2021). Game-Based Digital Quiz as a Tool for Improving Students’ Engagement and Learning in Online Lectures. IEEE Access, 9, 91220–91234. https://doi.org/10.1109/ACCESS.2021.3088583
Pal, D., & Patra, S. (2021). University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective. International Journal of Human–Computer Interaction, 37(10), 903–921. https://doi.org/10.1080/10447318.2020.1848164
Peimani, N., & Kamalipour, H. (2021a). Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown. Education Sciences, 11(2), 72. https://doi.org/10.3390/educsci11020072
Peimani, N., & Kamalipour, H. (2021b). Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience. Education Sciences, 11(10), 633. https://doi.org/10.3390/educsci11100633
Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307. https://doi.org/10.7821/naer.2022.7.1025
Rameli, M. R. M., Alhassora, N. S. A., Bunyamin, M. A. H., & Hanri, C. (2020). Student Teachers’ Attitude and Self-esteem towards Online Learning: Application of Rasch Measurement Model. Universal Journal of Educational Research, 8(11C), 37–44. https://doi.org/10.13189/ujer.2020.082305
Raoofi, A., Takian, A., Akbari Sari, A., Olyaeemanesh, A., Haghighi, H., & Aarabi, M. (2020). COVID-19 Pandemic and Comparative Health Policy Learning in Iran. Archives of Iranian Medicine, 23(4), 220–234. https://doi.org/10.34172/aim.2020.02
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Published
2024-01-25
How to Cite
Demina, D., Salma, N., Emryan, N., & Rahim, R. (2024). PEMANFAATAN PLATFORM KAHOOT SEBAGAI MEDIA GAME YANG INTERAKTIF PADA MATA PELAJARAN AQIDAH AKHLAK. MIDA : Jurnal Pendidikan Dasar Islam, 7(1), 52-72. https://doi.org/https://doi.org/10.52166/mida.v7i1.5661
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Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
