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p-Index From 2021 - 2026
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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Journal of Social, Humanity, and Education
Nurhikmah H
Universitas Negeri Makassar, Makassar, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Kahoot! as a Digital Tool to Enhance Student Motivation and Academic Outcomes in Music Arts Classes Awaluddin Muin; Nurhikmah H; Lu’mu; Abdul Malik Ramli; Hikmawati Usman
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 3 (2025): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i3.97115

Abstract

Digital tools such as Kahoot! are widely recognized as effective means of increasing students’ engagement in learning activities. However, their use is often limited to enhancing classroom enjoyment rather than being evaluated for their pedagogical impact. This study aims to evaluate the effect of Kahoot! as a digital learning tool on students’ motivation and learning outcomes in Music Education. This research employed a pre-experimental design involving 29 fifth-grade students. Data were analyzed using both descriptive and inferential statistical methods with the assistance of SPSS version 26. The main findings indicate a statistically significant relationship between the use of Kahoot! and students’ learning motivation. The integration of Kahoot! in the classroom increased students’ interest and enthusiasm, creating a more enjoyable learning environment and encouraging active participation. The platform also functioned as an engaging, competitive, and collaborative learning medium. The study concludes that the use of Kahoot! has a positive effect on both students’ motivation and learning outcomes in Music Education. This research contributes to educational practice and academic development by demonstrating that game-based digital tools can effectively support learning in arts education. The implications of this study suggest that integrating interactive technology into instruction can serve as an effective strategy to enhance students’ motivation and academic achievement.
Personalization of Heutagogical Learning through LLMs: A Thematic Study of Opportunities and Challenges Arismunandar Arismunandar; Fatiyatul Muawanah Amdar; Arnidah Arnidah; Sapto Haryoko; Ansar Ansar; Nurhikmah H
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p505-521.2026

Abstract

Purpose: This study explores how university students use Large Language Models (LLMs) to personalize learning within a heutagogical framework, with particular attention to the opportunities and challenges that emerge in their learning experiences..Methodology: A qualitative exploratory design was employed involving 21 undergraduate students from science, social science, STEM, and education programs. Data were collected through semi-structured in-depth interviews, chat log analysis, and learning documentation, and analyzed using thematic analysis and trustworthiness criteria. Results: Four major themes emerged: LLM as a metacognitive scaffold, LLM as a learning partner, cognitive offloading, and autonomy versus dependency of the learning process. The findings show that while LLMs can stimulate reflection, critical questioning, and idea exploration, they also create the risk of shortcut thinking and reduced cognitive engagement. Conclusions: LLMs play a dual role in heutagogical learning, functioning as both cognitive catalysts and cognitive crutches. Their educational value depends on how they are designed and used to preserve productive struggles and learner autonomy. Limitations: This study was limited to a qualitative exploration of higher education and did not quantitatively measure learning outcomes. Contributions: This study contributes to the growing literature on AI in education by offering a nuanced understanding of LLMs as metacognitive scaffolds and informing pedagogical design for AI-scaffolded autonomy.
Co-Authors Abdul Malik Ramli Ansar Ansar Arismunandar Arismunandar Arnidah Arnidah Awaluddin Muin Fatiyatul Muawanah Amdar Hikmawati Usman Lu’mu Sapto Haryoko