PENGARUH GAMIFIKASI KAHOOT TERHADAP HASIL BELAJAR BAHASA INGGRIS DENGAN METODE K-MEANS CLUSTERING

Reza  Prastyono; Al-Khowarizmi Al-Khowarizmi

doi:10.51878/learning.v6i1.8398

Authors

Reza Prastyono Sistem Informasi, Fakultas Ilmu Komputer dan Teknologi Informasi, Universitas Muhammadiyah Sumatera Utara
Al-Khowarizmi Al-Khowarizmi Sistem Informasi, Fakultas Ilmu Komputer dan Teknologi Informasi, Universitas Muhammadiyah Sumatera Utara

DOI:

https://doi.org/10.51878/learning.v6i1.8398

Keywords:

Kahoot!, Gamifikasi, Hasil Belajar, Bahasa Inggris, Media Pembelajaran Interaktif, K-Means Clustering, Kuasi-Eksperimental

Abstract

This study examines the effectiveness of Kahoot! as an interactive learning medium for improving English learning outcomes among fifth-grade students at Satit Phattanawitya Yala, Thailand, and further classifies students’ achievement levels using the K-Means Clustering method. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed, involving 63 students divided into an Experimental Group (31 students) receiving Kahoot!-based instruction and a Control Group (32 students) receiving conventional instruction. Learning outcome data were analyzed using t-tests, N-Gain calculations, and K-Means clustering to identify patterns of performance improvement. The findings indicate that the Experimental Group achieved significantly higher posttest scores (M = 86.65; SD = 5.21) than the Control Group (M = 74.59; SD = 3.45), with t = 10.860 and p < 0.05. K-Means analysis classified students in the Experimental Group into three categories: High Performers (19.4 percent), Medium Performers (58.1 percent), and Low Performers (22.6 percent), reflecting a more optimal distribution of improvement compared to the control group. The N-Gain values further demonstrate medium–high effectiveness for the Experimental Group (61.63 percent) and low effectiveness for the Control Group (27.60 percent), while Cohen’s d = 2.737 signifies a very strong effect size. These results confirm that Kahoot! significantly enhances English learning outcomes and produces a more progressive performance distribution than conventional instructional methods.

ABSTRAK

Studi ini menganalisis efektivitas penggunaan Kahoot! sebagai media pembelajaran interaktif dalam meningkatkan hasil belajar bahasa Inggris pada siswa kelas 5 di Satit Phattanawitya Yala, Thailand, serta melakukan klasifikasi tingkat pencapaian siswa menggunakan metode K-Means Clustering. Penelitian ini menerapkan pendekatan kuantitatif melalui desain kuasi-eksperimental pretest-posttest dengan kelompok kontrol, melibatkan 63 siswa yang terbagi menjadi Kelompok Eksperimen (31 siswa) yang menerima pembelajaran berbasis Kahoot! dan Kelompok Kontrol (32 siswa) yang belajar dengan metode konvensional. Data hasil belajar dianalisis melalui uji-t, perhitungan N-Gain, dan pengelompokan K-Means untuk mengidentifikasi pola peningkatan capaian siswa. Hasil penelitian menunjukkan bahwa skor pascates kelompok eksperimen (M = 86,65; SD = 5,21) secara signifikan lebih tinggi dibandingkan kelompok kontrol (M = 74,59; SD = 3,45), dengan nilai t = 10,860 dan p < 0,05. Analisis K-Means mengklasifikasikan siswa kelompok eksperimen ke dalam tiga kategori performa, yaitu Performer Tinggi (19,4%), Performer Sedang (58,1%), dan Performer Rendah (22,6%), yang merefleksikan sebaran peningkatan capaian yang lebih optimal dibandingkan kelompok kontrol. Perhitungan N-Gain juga menunjukkan efektivitas sedang–tinggi pada kelompok eksperimen (61,63%) dan efektivitas rendah pada kelompok kontrol (27,60%), sedangkan nilai Cohen’s d = 2,737 mengindikasikan besaran efek yang sangat kuat. Temuan ini menegaskan bahwa penggunaan Kahoot! secara signifikan mampu meningkatkan hasil belajar bahasa Inggris dan menghasilkan distribusi performa siswa yang lebih progresif dibandingkan metode konvensional.

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