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All Journal Jurnal Eduscience (JES) Community Development Journal: Jurnal Pengabdian Masyarakat Indo-MathEdu Intellectuals Journal Journal Of Human And Education (JAHE) Educate: Journal of Community Service in Education Journal International Inspire Education Technology (JIIET) Journal Liaison Academia and Society
Marito, Winanda
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Pembelajaran Berbasis Gamifikasi Menggunakan Kahoot untuk Meningkatkan Minat Belajar Mahasiswa pada Pembelajaran Online Marito, Winanda
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2689

Abstract

This research aims to describe gamification-based learning using Kahoot to enhance students' interest in online learning. This study employs a quantitative approach with a quasi-experimental method. The design used is one group pretest-posttest. The sample in this study consists of 30 students from the Physical Education, Health, and Recreation study program. Data collection techniques were conducted through a learning interest questionnaire given before the learning (pretest) and after the learning (posttest) and an observation sheet for the implementation of learning. Data analysis used paired t-test. The research results indicate that there is a 15.5% increase in student learning interest with a t-value of 15.847, p < 0.001, which means there is a significant difference in the increase of student learning interest before and after the implementation of gamification-based learning with Kahoot. The success rate of the learning implementation is 88.75% across all observed aspects, including lesson preparation, execution, student activities, and time management. These findings indicate that gamification-based learning using Kahoot can enhance student learning interest in online learning.
EFFECTIVENESS OF THE ICARE MODEL INTEGRATED WITH DESMOS: IMPROVING MATHEMATICAL CONCEPTUAL UNDERSTANDING Riani, Nova; Marito, Winanda; Iskandar, Lulu Melati; Juliandry, Muhammad Azri; Berutu, Lambenturna
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8399

Abstract

Purpose – This research compared students’ understanding of mathematical concepts when taught through two different approaches: conventional instruction and the ICARE model (Introduction, Connect, Apply, Reflect, Extend) supported by the Desmos application in the topic of quadratic equations. Despite growing evidence on the individual benefits of the ICARE learning model and the Desmos application, limited empirical research has examined their systematic integration within each ICARE phase to improve secondary students’ conceptual understanding of quadratic equations.Methodology – The study adopted a quasi-experimental design with a posttest-only control group. A total of 45 ninth-grade students from SMP Manunggal Medan participated in the 2025/2026 academic year, comprising 23 in the control class and 22 in the experimental class. The instrument was a conceptual understanding test consisting of open-ended questions, validated by experts. Data were analyzed using an independent sample t-test.Findings – The results showed a significant difference between the two groups (p < 0.001). The experimental class obtained an average score of 76.09, while the control class reached only 59.65. Distribution analysis also revealed that 86.4% of students in the experimental group were categorized as good to very good. In comparison, 78.2% of students in the control group were categorized as poor to very poor. These outcomes suggest that the ICARE model, combined with Desmos, is efficacious in improving students' conceptual understanding of mathematics and in narrowing individual achievement gaps.Contribution –In practice, the findings underscore the importance of preparing teachers to integrate technology into their teaching practices, thereby making learning more interactive, collaborative, and student centered.
Co-Authors Baso Intang Sappaile, Baso Intang Berutu, Lambenturna Hartin Kurniawati Hetty Elfina Ika Rahayu Satyaninrum Iskandar, Lulu Melati Juliandry, Muhammad Azri Muthawali, Dede Ibrahim Nasution, Asrindah Rahim, Rani Ramadhani, Rini Riani, Nova Rizka Fahruza Siregar Siregar, Padian Adi Salamat Yuanyuan Wang, Yuanyuan Zou, Guijiao