Increasing Student Activeness Using Digital Gamification Learning Media Through Kahoot
DOI:
https://doi.org/10.59944/postaxial.v4i3.2010Keywords:
Digital Gamification; Kahoot; Student Activeness; Pancasila Education; Class Action Research.Abstract
Student activeness in Pancasila Education in grade IV B of SDN 192 II Sungai Buluh, Bungo Regency, remains low because learning is dominated by teachers and only a few students participate consistently in questions, discussions, and assignments. This classroom action research aimed to describe the planning and implementation of Kahoot-based digital gamification and to analyze its effect on student activeness. Following Kurt Lewin's model, the study was conducted in two cycles of two meetings each, involving 21 fourth-grade students in the 2025/2026 even semester. The material covered norms, rules, rights, and obligations. Data were collected through observation, documentation, student responses, and reflection notes. Activeness was measured on five indicators: teacher interaction, discussion participation, group cooperation, courage to answer, and task completion. Average activeness increased from 43.6% at pre-cycle to 85.4% at the second meeting of cycle II, a gain of 41.8 percentage points. All indicators improved: teacher interaction (46% to 83%), discussion (42% to 84%), group cooperation (44% to 84%), courage to answer (39% to 90%), and task completion (47% to 86%). Kahoot increased student activeness when integrated with discussion, group work, feedback, teacher guidance, and reflection, offering a practical alternative for making Pancasila Education more participatory in elementary schools.
References
Agonafir, A. M. (2023). Using cooperative learning strategy to increase undergraduate students’ engagement and performance. Educational Action Research, 31, 981–997. https://doi.org/10.1080/09650792.2023.2231512
Aljas, C. J., Suana, E., & Saldivar, J. (2025). The use of digital tools in teaching general mathematics among senior high students. International Journal of Educational Technology and Learning. https://doi.org/10.55217/101.v18i1.912
Amanda, R. Y. C., & Slow, L. (2026). Implementasi Metode Pembelajaran Jigsaw Dalam Meningkatkan Keaktifan Belajar Siswa Kelas IV SD. Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 4(1), 91–101.
Bingen, H.-M., Aamlid, H., Hovland, B. M., Nes, A., Larsen, M., Skedsmo, K., … Steindal, S. (2023). Use of active learning classrooms in health professional education: A scoping review. International Journal of Nursing Studies Advances, 6. https://doi.org/10.1016/j.ijnsa.2023.100167
Campillo-Ferrer, J.-M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies. Sustainability. https://doi.org/10.3390/su12124822
Darmastuti, E., & Sartono, E. (2026). Enhancing motivation and learning outcomes in Pancasila education through Kahoot-based interactive learning in elementary school. Diniyah: Jurnal Pendidikan Dasar. https://doi.org/10.31332/dy.v7i1.14425
Dumile, N., & Boateng, S. (2026). Game-based learning with Kahoot: Effects on grade 12 learners’ anxiety, engagement, and academic performance in genetics. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/19124
Fasha, H. A., Murpratiwi, S. I., Albar, M. A., & Agetania, N. L. P. (2024). Android Educational Game for Pancasila and Civic Education Learning. Journal of Computer Science and Informatics Engineering (J-Cosine). https://doi.org/10.29303/jcosine.v8i2.615
Hasanah, R., Sos, M., & Ermalianti, M. P. (2025). Gamifikasi pendidikan tinggi: teori, desain, dan integrasi pembelajaran digital. Basya Media Utama.
Hennessy, S., Calcagni, E., Leung, A., & Mercer, N. (2021). An analysis of the forms of teacher-student dialogue that are most productive for learning. Language and Education, 37, 186–211. https://doi.org/10.1080/09500782.2021.1956943
Istiqomah, L., & Wibowo, S. (2024). Effective Learning of Pancasila Education through Technology-Based Interactive Media for Elementary School Students. Jurnal Pendidikan Progresif. https://doi.org/10.23960/jpp.v14.i3.2024135
Lashari, T. A., Fiayaz, R., Lashari, S., Khan, I., Sultana, S., & Afzal, T. (2023). Kahoot: A game‐based web tool to assess motivation, engagement fun, and learning outcomes among engineers. Computer Applications in Engineering Education, 32. https://doi.org/10.1002/cae.22684
Liu, G.-Y. (2022). Research on the Relationship between Students’ Learning Adaptability and Learning Satisfaction under the Mobile Media Environment. Int. J. Emerg. Technol. Learn., 17, 43–58. https://doi.org/10.3991/ijet.v17i02.28549
Mundt, E., & Hänze, M. (2022). Course characteristics influencing students’ oral participation in higher education. Learning Environments Research, 26, 427–444. https://doi.org/10.1007/s10984-022-09437-7
Nirwana, N., Azizah, N., Zulhannan, Z., Romlah, L. S., & Rahmatika, Z. (2025). Students Learning Activeness: An Experimental Study On The Effectiveness Of The Cooperative Learning Model Question Students Have. JIIP - Jurnal Ilmiah Ilmu Pendidikan. https://doi.org/10.54371/jiip.v8i1.6523
Ratnawati, R., Warneri, Aunurrahman, Christiani, Y. H., & Karim, A. (2024). Optimization of Character Education in The Independent Curriculum Through the Pancasila Student Profile Strengthening Project Approach. IJESS International Journal of Education and Social Science. https://doi.org/10.56371/ijess.v5i1.235
Reeve, J., Basarkod, G., Jang, H.-R., Gargurevich, R., Jang, H., & Cheon, S. (2025). Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis. Educational Psychology Review, 37. https://doi.org/10.1007/s10648-025-09989-z
Riggs, C., Kang, S., & Rennie, O. (2020). Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning. CBE Life Sciences Education, 19. https://doi.org/10.1187/cbe.19-09-0189
Ritonga, R., Hasibuan, Y. H., Pasaribu, I. R., Turnip, H. Z., & Anggieta, H. A. (2026). Analisis Klasifikasi dan Pemilihan Strategi Pembelajaran dalam Meningkatkan Efektivitas Proses Belajar Mengajar. Educational Journal, 1(2), 228–237.
Rivera, E., & Garden, C. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45, 999–1012. https://doi.org/10.1080/0309877x.2021.1875201
Rohman, F. A., Khairi, A. I., & Devi, B. (2024). Improving Students Learning Activeness in Social Studies Subjects through Student Teams Achievement Division (STAD) Cooperative Learning Model. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial Dan Ilmu-Ilmu Sosial. https://doi.org/10.19105/ejpis.v6i1.13610
Rosyad, A. M., & Mahamood, S. F. (2026). A Systematic Literature Review of Pancasila Education in Higher Education: Trends, Pedagogical Innovations, and Learner Competencies. International Journal of Science Education and Cultural Studies. https://doi.org/10.58291/ijsecs.v4i2.459
Rushdan, E. E. (2022). Effect of Using Kahoot! As A Digital Game-Based Formative Assessment Tool in Enhancing Nursing Students’ Knowledge and Learning Motivation. Egyptian Journal of Health Care. https://doi.org/10.21608/ejhc.2022.338035
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning - A literature review. Comput. Educ., 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
Wei, W., & Cao, Y. (2024). Willing, Silent or Forced Participation? Insights from English for Academic Purposes Classrooms. RELC Journal, 55, 63–78. https://doi.org/10.1177/00336882211066619
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26, 4507–4535. https://doi.org/10.1007/s10639-021-10459-6
