<![CDATA[ABSTRACT Digital technological transformation requires educators to develop innovative learning activities that are interactive, adaptive, and student-centered. However, Indonesian language learning, particularly in the study of hikayat texts at vocational high schools, still faces challenges due to students’ low learning outcomes, the complex nature of archaic and court-centered language, and the dominance of conventional lecture-based teaching methods that limit student engagement. This study aims to examine the effectiveness of interactive digital learning media ClassPoint on students’ learning outcomes in hikayat text instruction. This research employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The sample consisted of two groups: an experimental class taught using ClassPoint and a control class taught using conventional methods. Data were collected through learning outcome tests and analyzed using assumption tests, an Independent Sample t-test, and N-Gain Score analysis assisted by SPSS. The results revealed that the experimental class achieved a higher post-test mean score (95.00) compared to the control class (85.67). Furthermore, the N-Gain analysis showed that ClassPoint achieved an effectiveness score of 79.72% (effective category), while the conventional method reached only 52.06% (less effective category). Therefore, it can be concluded that ClassPoint is significantly more effective in improving students’ learning outcomes in hikayat texts by fostering a more interactive, participatory, and enjoyable learning environment through formative assessment features and gamification elements. ABSTRAK Transformasi teknologi digital menuntut pendidik untuk mengembangkan inovasi pembelajaran yang interaktif, adaptif, dan berpusat pada siswa. Namun, pembelajaran bahasa Indonesia pada materi teks hikayat di Sekolah Menengah Kejuruan (SMK) masih menghadapi kendala berupa rendahnya hasil belajar akibat karakteristik teks yang kompleks serta dominasi metode pembelajaran konvensional yang kurang melibatkan partisipasi aktif siswa. Penelitian ini bertujuan untuk menguji efektivitas penggunaan media pembelajaran digital interaktif ClassPoint terhadap hasil belajar siswa pada materi teks hikayat. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi-experiment dan desain posttest-only control group. Sampel penelitian terdiri dari dua kelompok, yaitu kelas eksperimen yang menggunakan ClassPoint dan kelas kontrol yang menggunakan metode pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar dan dianalisis menggunakan uji prasyarat, Independent Sample t-test, serta perhitungan N-Gain Score dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa rata-rata nilai post-test kelas eksperimen (95,00) lebih tinggi dibandingkan kelas kontrol (85,67). Selain itu, nilai N-Gain menunjukkan efektivitas penggunaan ClassPoint sebesar 79,72% (kategori efektif), sedangkan metode konvensional hanya mencapai 52,06% (kategori kurang efektif). Dengan demikian, dapat disimpulkan bahwa penggunaan ClassPoint secara signifikan lebih efektif dalam meningkatkan hasil belajar teks hikayat karena mampu menciptakan pembelajaran yang lebih interaktif, partisipatif, dan menyenangkan melalui fitur evaluasi formatif dan gamifikasi.]]>
