Penerapan Media Pembelajaran Berbasis Kahoot pada Mata Pelajaran Dasar-Dasar Ketenagalistrikan
DOI:
https://doi.org/10.24036/jpte.v7i2.683Keywords:
Kahoot, learning media, learning outcomes, Basic Electrical Engineering, interactive learning, Grade X TITL, gamified learning, vocational educationAbstract
This study aims to analyze the effect of implementing Kahoot-based learning media on student learning outcomes in the Basic Electrical Engineering course for Grade X Electrical Power Installation Engineering (TITL) students at SMKN 2 Sungai Penuh. A quantitative approach with a quasi-experimental design—specifically, a pretest-posttest control group design—was employed. The research involved two groups: an experimental class (N = 15) that received interactive Kahoot-based instruction, and a control class (N = 20) that followed conventional teaching methods. Data were collected using multiple-choice learning achievement tests administered before (pretest) and after (posttest) the intervention. Data analysis included descriptive statistics and inferential tests, namely the normality test, the homogeneity test, and the independent samples t-test. Results showed a significant increase in the experimental group’s posttest mean score (70.2) compared to the control group (38.5). The hypothesis test yielded a significance value of 0.000 (< 0.05), indicating a statistically significant positive effect of Kahoot on student learning outcomes. These findings suggest that Kahoot is an effective interactive learning medium for enhancing students’ conceptual understanding of electrical engineering fundamentals in vocational education settings.
References
[1] M. A. Rohman, F. Fakhruddin, T. Prihatin, and M. Khafid, “Model Kesiapan Kerja Taruna Pendidikan Vokasi Pelayaran,” in Prosiding Seminar Nasional Pascasarjana, 2022, pp. 673–678. [Online]. Available: http://pps.unnes.ac.id/pps2/prodi/prosiding-pascasarjana-unnes
[2] C. Antonietti, A. Cattaneo, and F. Amenduni, “Can teachers’ digital competence influence technology acceptance in vocational education?,” Comput. Human Behav., vol. 132, p. 107266, Jul. 2022, doi: https://doi.org/10.1016/J.CHB.2022.107266.
[3] D. T. P. Yanto, “Praktikalitas Media Pembelajaran Interaktif pada Proses Pembelajaran Rangkaian Listrik,” INVOTEK: Jurnal Inovasi Vokasional dan Teknologi, vol. 19, no. 1, pp. 75–82, 2019, doi: 10.24036/invotek.v19i1.409.
[4] O. Candra, D. T. P. Yanto, and F. Ismanto, “Pengembangan Perangkat Pembelajaran Berbasis Praktikum Inkuiri untuk Mata Pelajaran Menganalisis Rangkaian Listrik,” JINoP (Jurnal Inovasi Pembelajaran), vol. 6, no. 1, pp. 62–74, 2020.
[5] H. Thomann, J. Zimmermann, and V. Deutscher, “How effective is immersive VR for vocational education? Analyzing knowledge gains and motivational effects,” Comput. Educ., vol. 220, p. 105127, Oct. 2024, doi: 10.1016/J.COMPEDU.2024.105127.
[6] M. J. Figuccio and M. Johnston, “Kahoot! Predicts exam scores and promotes student engagement,” Journal of Research in Innovative Teaching & Learning, vol. 15, no. 2, pp. 170–177, Oct. 2022, doi: 10.1108/JRIT-07-2021-0051.
[7] A. I. Wang and R. Tahir, “The effect of using Kahoot! for learning – A literature review,” Comput. Educ., vol. 149, p. 103818, May 2020, doi: 10.1016/J.COMPEDU.2020.103818.
[8] D. T. P. Yanto, G. Ganefri, S. Sukardi, R. Kurani, and J. P. Yanto, “Examining The Practicality of Mobile-Based Gamification Assessment in Electrical Machine Course: A Study in Industrial Electrical Engineering,” Journal of Applied Engineering and Technological Science, vol. 5, no. 1, pp. 349–360, 2023, doi: 10.37385/jaets.v5i1.2803.
[9] Y. Wirani, T. Nabarian, and M. S. Romadhon, “Evaluation of continued use on Kahoot! as a gamification-based learning platform from the perspective of Indonesia students,” Procedia Comput. Sci., vol. 197, pp. 545–556, Jan. 2022, doi: 10.1016/J.PROCS.2021.12.172.
[10] Y. Navarro-Castillo, I. Pablo-Lerchundi, and G. Morales-Alonso, “Kahoot! as a tool to enhance learning for engineering students in economics & management courses,” The International Journal of Management Education, vol. 23, no. 2, p. 101173, Jul. 2025, doi: 10.1016/J.IJME.2025.101173.
[11] D. T. P. Yanto, F. Eliza, G. Ganefri, S. Sukardi, M. Kabatiah, and A. Andrian, “Android-Based Courseware as an Educational Technology Innovation for Electrical Circuit Course: An Effectiveness Study,” International Journal of Information and Education Technology, vol. 13, no. 12, pp. 1835–1843, 2023, doi: 10.18178/ijiet.2023.13.12.1996.
[12] Sugiyono, Quantitative, Qualitative, and R& D Research Methods. Bandung: Alfabeta, 2018.
[13] C. S. A. J. Suharsimi Arikunto, Evaluasi Program Pendidikan, Edisi Kedu. Jakarta: PT Bumi Aksara, 2010.
[14] O. Candra and D. T. P. Yanto, “The Active Learning Strategy ‘ Everyone Is A Teacher Here ’ To Improve Studet Learning Outcomes,” Jurnal Pajar (Pendidikan dan Pengajaran), vol. 4, no. 3, pp. 616–623, 2020.
[15] D. T. P. Yanto et al., “Evaluating the Practicality of Android-Based Courseware in Enhancing Electrical Circuit Proficiency among Vocational Students,” International Journal of Interactive Mobile Technologies (iJIM), vol. 18, no. 02, pp. 27–42, Jan. 2024, doi: 10.3991/ijim.v18i02.46341.
[16] S. Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta, 2013.
[17] Elidjen, D. Hidayat, and E. Abdurachman, “The roles of gamification, knowledge creation, and entrepreneurial orientation towards firm performance,” International Journal of Innovation Studies, vol. 6, no. 4, pp. 229–237, Dec. 2022, doi: 10.1016/J.IJIS.2022.07.002.
[18] B. Nguyen-Viet and B. Nguyen-Viet, “Enhancing satisfaction among Vietnamese students through gamification: The mediating role of engagement and learning effectiveness,” Cogent Education, vol. 10, no. 2, 2023, doi: 10.1080/2331186X.2023.2265276.
[19] Z. Zhang and J. Crawford, “EFL learners’ motivation in a gamified formative assessment: The case of Quizizz,” Educ. Inf. Technol. (Dordr)., vol. 29, no. 5, pp. 6217–6239, Apr. 2024, doi: 10.1007/S10639-023-12034-7/FIGURES/11.
[20] E. Novia Susanti, “Pengembangan Multimedia Interaktif Berbasis Prezi di SMK Negeri 1 Tanjung Raya,” Jurnal Teknik Elektro dan Vokasional, vol. 5, no. 2, pp. 28–34, 2019.
[21] D. T. P. Yanto, Ganefri, Sukardi, J. P. Yanto, R. Kurani, and Muslim, “Engineering Students’ Acceptance of Augmented Reality Technology Integrated with E-Worksheet in The Laboratory Learning,” International Journal of Online and Biomedical Engineering (iJOE), vol. 20, no. 03, pp. 39–54, Feb. 2024, doi: 10.3991/ijoe.v20i03.46101.
[22] F. Cechella, G. Abbad, and R. Wagner, “Leveraging learning with gamification: An experimental case study with bank managers,” Computers in Human Behavior Reports, vol. 3, p. 100044, Jan. 2021, doi: 10.1016/J.CHBR.2020.100044.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ahmad Fabian, Doni Tri Putra Yanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
.png)
.png){kind=small}
.png)
