Application of Kahoot-Based Digital Assessments in Basic Physics Lectures: The Case of Muhammadiyah Makassar University
Abstract
Abstract Previous research has developed digital assessments in basic physics courses. This study aims to measure the effectiveness of implementing Kahoot-based digital assessments in Basic Physics courses at a private university in Makassar. This research is a pre-experimental study with a pretest-posttest design in one experimental class. The research sample is a saturated sample with 13 students as respondents. This study tested three types of questions, namely quiz, true-false, and multiple choice. The results of the data analysis show that the mean value for the pretest is 54.46 and the posttest is 85.87. In addition, an increase (n-gain) value of 0.68 was obtained in the medium category. The n-gain percentage value is 68.06 which means the effectiveness of the instrument is in the fairly effective category. Testing the pretest and posttest scores for each type of question shows an increase in learning outcomes for the type of question being tested. The pretest and posttest results for the three types of questions are presented in the form of a frequency distribution graph. After obtaining data on the effectiveness of using the Kahoot-based digital basic physics assessment, it is further suggested to test the practicality of the Kahoot-based basic physics assessment developed.
Keywords Learning assessment, basic physics, Kahoot application.
Abstrak Penelitian sebelumnya telah mengembangkan asesmen digital pada perkuliahan fisika dasar. Penelitian ini bertujuan untuk mengukur efektifitas penerapan asesmen digital berbasis kahoot pada perkuliahan Fisika Dasar di salah satu Universitas swasta di Makassar. Penelitian ini merupakan pra eksperimen dengan desain pretest-posttest pada satu kelas eksperimen. Sampel penelitian adalah sampel jenuh dengan jumlah responden 13 mahasiswa. Penelitian ini mengujikan tiga jenis soal yaitu jenis kuis, benar-salah, dan pilihan ganda. Hasil analisis data memperlihatkan rekapitulasi nilai mean untuk pretest 54,46 dan posttest 85,87. Selain itu, diperoleh juga nilai peningkatan (n-gain) sebesar 0,68 berada pada kategori sedang. Nilai persentasi n-gain sebesar 68,06 yang berarti efektifitas instrumen berada pada kategori cukup efektif. Pengujian nilai pretest dan postest untuk masing-masing jenis soal memperlihatkan peningkatan hasil belajaruntuk jenis soal yang diujikan. Hasil pretest dan posttest untuk ketiga jenis soal tersebut disajikan dalam bentuk grafik distribusi frekuensi. Setelah memperoleh data efektifitas penggunaan asesmen digital fisika dasar berbasis kahoot, selanjutnya disarankan untuk menguji kepraktisan dari asesmen fisika dasar berbasis kahoot yang dikembangkan.
Kata kunci asesmen pembelajaran, fisika dasar, aplikasi Kahoot.
Full Text:
PDFReferences
Amrhein, V., Trafimow, D., & Greenland, S. (2019). Inferential Statistics as Descriptive Statistics: There Is No Replication Crisis if We Don’t Expect Replication. American Statistician, 73(sup1), 262–270. Retrieved from https://doi.org/10.1080/00031305.2018.1543137
Camileri, M. ., & Camileri, A. . (2017). Digital Learning Resources and Ubiquitous Technologies in Education. Tech Know Learn, 22, 65–82.
Daryanes, F., & Ririen, D. (2020). Efektivitas Penggunaan Aplikasi Kahoot Sebagai Alat Evaluasi pada Mahasiswa. JNSI: Journal of Natural Science and Integration (Vol. 3). Retrieved from https://kahoot.com/
Ediyanto, E., Sunandar, A., Ramadhani, R. S., & Aqilah, T. S. (2022). Sustainable Instrument Development in Educational Research. Discourse and Communication for Sustainable Education, 13(1), 37–47. Retrieved from https://doi.org/10.2478/dcse-2022-0004
Gary, P., & Seow, P.-S. (2016). A critical review of information technology competencies and skills development. Journal of Education for Business, 91(3), 166–175.
Hamed Taherdoost, A., & Lumpur, K. (2016). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. International Journal of Academic Research in Management (IJARM) (Vol. 5). Retrieved from https://ssrn.com/abstract=3205040
Imania, K. A., & Bariah, S. K. (2019). Rancangan Pengembangan Instrumen Penilaian Pembelajaran Berbasis Daring. Jurnal Petik, 5(1), 31–47. Retrieved from https://doi.org/10.31980/jpetik.v5i1.445
Khamidah, N., Winarto, W., & Mustikasari, V. R. (2019). Discovery Learning : Penerapan dalam pembelajaran IPA berbantuan bahan ajar digital interaktif untuk meningkatkan prestasi belajar siswa. JIPVA (Jurnal Pendidikan IPA Veteran), 3(1), 87. Retrieved from https://doi.org/10.31331/jipva.v3i1.770
Kurniawan, B. (2020). Implementasi Pendidikan Tekhnohumanistik Berbasis 4C Dalam Membentuk Karakter Peserta Didik. Indonesian Values and Character Education Journal, 3(1), 40–46.
Lai, K.-W., & Hong, K.-S. (2014). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educatrional Technology, 46(4), 725–738.
Lichtenberger, A., Wagner, C., Hofer, S. I., Stern, E., & Vaterlaus, A. (2017). Validation and structural analysis of the kinematics concept test. Physical Review Physics Education Research, 13(1). Retrieved from https://doi.org/10.1103/PhysRevPhysEducRes.13.010115
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. Retrieved from https://doi.org/10.12973/eurasia.2017.00744a
Lisnani, L., & Emmanuel, G. (2020). Analisis Penggunaan Aplikasi KAHOOT dalam Pembelajaran IPA. Jurnal IPA & Pembelajaran IPA, 4(2), 155–167. Retrieved from https://doi.org/10.24815/jipi.v4i2.16018
Marisda, D. H., Rahmawati, ., Riskawati, ., Basri, S., & Anisa, . (2022). Analyzing the Validity of Interactive Multimedia-based Learning on Acid Rain Content. KnE Social Sciences, 2022. Retrieved from https://doi.org/10.18502/kss.v7i12.11534
Mulyati, S., & Evendi, H. (2020). Pembelajaran Matematika melalui Media Game Quizizz untuk Meningkatkan Hasil Belajar Matematika SMP. GAUSS: Jurnal Pendidikan Matematika, 3(1), 64–73. Retrieved from https://doi.org/10.30656/gauss.v3i1.2127
Munawaroh, R. Z., Prastowo, A., & Nurjanah, M. (2021). Efektivitas Penilaian Pembelajaran Menggunakan Google Form pada Pembelajaran Daring. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 5(3). Retrieved from https://doi.org/10.36312/jisip.v5i3.2152
Novita, L., & Sundari, F. S. (2020). Peningkatan Hasil Belajar Siswa Menggunakan Media Game Ular Tangga Digital. Jurnal Basicedu, 4(3), 716–724. Retrieved from https://doi.org/10.31004/basicedu.v4i3.428
Nurlina, Marisda, D. H., Riskawati, Sultan, A. D., Sukmawati, & Akram. (2022). Assessment On Digitalization Of Basic Physics Courses: Need Analysis On The Use Of Digital-Based Assessment. Jurnal Pendidikan IPA Indonesia, 11(4), 531–541. Retrieved from https://doi.org/10.15294/jpii.v11i4.39191
Purnasari, P. D., & Sadewo, Y. D. (2020). Pemanfaatan Teknologi Dalam Pembelajaran Sebagai Upaya Peningkatan Kompetesnsi Pedagogik. Publikasi Pendidikan, 10(3), 189. Retrieved from https://doi.org/10.26858/publikan.v10i3.15275
Rahmawati, Rustaman, N. Y., Hamidah, I., & Rusdiana, D. (2018). The development and validation of conceptual knowledge test to evaluate conceptual knowledge of physics prospective teachers on electricity and magnetism topic. Jurnal Pendidikan IPA Indonesia, 7(4), 483–490. Retrieved from https://doi.org/10.15294/jpii.v7i4.13490
Ramdhani, E. P., Khoirunnisa, F., & Siregar, N. A. N. (2020). Efektifitas Modul Elektronik Terintegrasi Multiple Representation pada Materi Ikatan Kimia. Journal of Research and Technology, 6(1), 162–167. Retrieved from https://journal.unusida.ac.id/index.php/jrt/article/view/152
Santoso, P. B. (2019). Efektivitas Penggunaan Media Penilaian Google Form Terhadap Hasil Belajar Pelajaran Tik Effectiveness of Google Form Assessment Media on Ict Learning Outcomes. Kebijakan Dan Pengembangan Pendidikan Di Era Revolusi Industri 4.0., (September), 287–292.
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(June), 101602. Retrieved from https://doi.org/10.1016/j.ijer.2020.101602
Sefriani, R., Sepriana, R., Wijaya, I., Radyuli, P., & Menrisal. (2021). Blended learning with edmodo: The effectiveness of statistical learning during the covid-19 pandemic. International Journal of Evaluation and Research in Education, 10(1), 293–299. Retrieved from https://doi.org/10.11591/IJERE.V10I1.20826
Wahab, A., Junaedi, J., & Azhar, M. (2021). Efektivitas Pembelajaran Statistika Pendidikan Menggunakan Uji Peningkatan N-Gain di PGMI. Jurnal Basicedu, 5(2), 1039–1045. Retrieved from https://doi.org/10.31004/basicedu.v5i2.845
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Jurnal Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.