EFEKTIVITAS ASESMEN FORMATIF DIGITAL BERBASIS KAHOOT DALAM MENDUKUNG PEMBELAJARAN MENDALAM TERHADAP PEMAHAMAN KONSEP IPA SMP
DOI:
https://doi.org/10.51878/strategi.v6i3.11213Keywords:
Asesmen Formatif Digital, Kahoot, Pembelajaran MendalamAbstract
ABSTRACT
Science learning at the junior high school level still faces challenges in developing students’ conceptual understanding and deep learning, particularly in ecosystem topics that require integrated conceptual relationships. This study aims to analyze the effectiveness of Kahoot-based digital formative assessment in improving conceptual understanding and supporting students’ deep learning. This research employed a quantitative approach using a pretest-posttest control group design. The sample consisted of two seventh-grade classes: an experimental class (using Kahoot) and a control class (using Google Form). The instruments included a two-tier conceptual understanding test and a deep learning questionnaire. Data were analyzed using N-Gain and Mann-Whitney test. The results showed that Kahoot significantly improved students’ conceptual understanding (sig. 0.001), with higher N-Gain in the experimental class. Additionally, Kahoot had a significant effect on deep learning (sig. 0.024), although the improvement was moderate and not evenly distributed. These findings indicate that Kahoot is effective in enhancing learning outcomes and supporting meaningful learning; however, optimizing deep learning requires more reflective and concept-oriented assessment design and pedagogical strategies.
ABSTRAK
Pembelajaran IPA di SMP masih menghadapi kendala dalam mengembangkan pemahaman konsep dan pembelajaran mendalam siswa, khususnya pada materi ekosistem yang menuntut keterkaitan antar konsep. Penelitian ini bertujuan untuk menganalisis efektivitas asesmen formatif digital berbasis Kahoot dalam meningkatkan pemahaman konsep serta mendukung pembelajaran mendalam siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen pretest-posttest control group. Sampel terdiri dari dua kelas VII SMP, yaitu kelas eksperimen (menggunakan Kahoot) dan kelas kontrol (menggunakan Google Form). Instrumen yang digunakan meliputi tes pemahaman konsep berbentuk two-tier dan angket pembelajaran mendalam. Data dianalisis menggunakan N-Gain dan uji Mann-Whitney. Hasil penelitian menunjukkan bahwa Kahoot secara signifikan meningkatkan pemahaman konsep siswa (sig. 0,001) dengan rata-rata N-Gain lebih tinggi pada kelas eksperimen. Selain itu, Kahoot juga berpengaruh signifikan terhadap pembelajaran mendalam (sig. 0,024), meskipun peningkatannya bersifat moderat dan tidak merata. Temuan ini menunjukkan bahwa Kahoot efektif dalam meningkatkan hasil belajar dan mendukung pembelajaran yang lebih bermakna, namun optimalisasi pembelajaran mendalam tetap memerlukan desain asesmen dan strategi pedagogis yang lebih reflektif dan konstektual.
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