PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS KAHOOT TERHADAP HASIL BELAJAR SISWA

Abstract

ABSTRACT

The low level of History learning achievement at SMA Persatuan Tulangan provided the starting point for this study, particularly because some students had not yet reached the Learning Objective Achievement Criteria (KKTP) of 75. The study examined whether the integration of Problem Based Learning (PBL) and Kahoot could produce different learning outcomes compared with instruction in the control group. A total of 60 eleventh-grade students participated, with XI MIPA 1 serving as the control group and XI IPS 1 as the experimental group, each consisting of 30 students. Measurement was conducted through a pretest and posttest using a quasi-experimental pretest-posttest control group design. The instrument consisted of 20 multiple-choice questions that met the validity and reliability requirements, with a Cronbach's Alpha value of 0.861 and r values ranging from 0.374 to 0.652. The data were analyzed using normality, homogeneity, independent sample t-test, and N-Gain tests. The comparison of posttest scores yielded a t value of 7.536 with a significance value of 0.000 < 0.05. The experimental group achieved an N-Gain of 0.5093, categorized as moderate, while the control group obtained 0.2088, categorized as low. These findings indicate that PBL assisted by Kahoot was associated with higher learning outcomes and greater improvement. This integration may serve as an alternative for History instruction that combines problem solving with interactive digital assessment.

ABSTRAK

Rendahnya capaian belajar Sejarah di SMA Persatuan Tulangan menjadi titik awal penelitian ini, terutama karena sebagian siswa belum mencapai Kriteria Ketuntasan Tujuan Pembelajaran (KKTP) sebesar 75. Penelitian diarahkan untuk melihat apakah integrasi Problem Based Learning (PBL) dan Kahoot dapat menghasilkan capaian yang berbeda dibandingkan pembelajaran pada kelompok kontrol. Sebanyak 60 siswa kelas XI terlibat, dengan XI MIPA 1 sebagai kontrol dan XI IPS 1 sebagai eksperimen, masing-masing 30 siswa. Pengukuran dilakukan melalui pretest dan posttest dalam rancangan quasi-experimental pretest-posttest control group. Instrumen berupa 20 soal pilihan ganda telah memenuhi pengujian validitas dan reliabilitas, dengan Cronbach's Alpha 0,861 dan r hitung 0,374–0,652. Data dianalisis melalui uji normalitas, homogenitas, independent sample t-test, dan N-Gain. Perbandingan posttest menghasilkan t hitung 7,536 dengan signifikansi 0,000 < 0,05. Peningkatan pada kelompok eksperimen mencapai N-Gain 0,5093 berkategori sedang, sedangkan kelompok kontrol memperoleh 0,2088 berkategori rendah. Temuan ini memperlihatkan bahwa PBL berbantuan Kahoot berkaitan dengan capaian dan peningkatan hasil belajar yang lebih tinggi. Integrasi tersebut dapat dipertimbangkan sebagai alternatif pembelajaran Sejarah yang memadukan pemecahan masalah dengan evaluasi digital interaktif.