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All Journal Jurnal Ilmu Pendidikan dan Sosial JR-ELT (Journal of Research in English Language Teaching)
Sinambela, Chintya Angelina
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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STUDENTS’ PERSPECTIVES ON THE USE OF KAHOOT IN ENGLISH LEARNING MOTIVATION AT GRADE 10 OF SMA YP HKBP PEMATANGSIANTAR Sinambela, Chintya; Pangaribuan, Silvia; Sinambela, Chintya Angelina; Pangaribuan, Yemima; Silalahi, Dumaris E
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/z404mf24

Abstract

English is an international language that plays an important role in communication, education, and future career development. However, many Indonesian students still struggle with low motivation when learning English because teaching practices are often teacher-centered and lack interactive media. To address this issue, this study explored Grade 10 students’ perspectives on the use of Kahoot! as a game-based learning platform to enhance their motivation in English learning at SMA YP HKBP Pematangsiantar. This research employed a quantitative descriptive method with a survey design, using a Likert-scale questionnaire administered to 16 students who had experienced Kahoot!-based activities. The findings revealed that 68.75% of the students showed very positive perceptions toward Kahoot!, indicating that the platform increased their excitement, participation, and enjoyment during English lessons. Students also reported improvements in cognitive, affective, and psychomotor aspects of learning, suggesting that Kahoot! made the classroom atmosphere more active, engaging, and student-centered. Overall, the study concludes that Kahoot! effectively enhances students’ learning motivation by offering a fun, competitive, and interactive learning experience. Therefore, integrating Kahoot! into English classrooms is recommended as a strategy to improve students’ motivation and encourage their active involvement in learning.  
Students' Neuro-Psychological Readiness In The Deep Learning Approach: An Exploratory Study Harahap, Raysha Zahra; Tampubolon, Yohana Imelda; Sinambela, Chintya Angelina; Rumapea, Trinita Ivana; Sinaga, Reymond Dwi Putra; Manurung, Dika Kristina Lambok; Napitupulu, Selviana
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 1 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i1.1458

Abstract

This study aims to measure students' neuro-psychological readiness as a prerequisite for implementing deep learning, encompassing executive functions, metacognition, intrinsic motivation, and emotional regulation, through the dimensions of mindful, meaningful, and joyful learning. The research employed a mixed-methods approach with a sequential exploratory design dominated by quantitative data. The study was conducted at SMA Negeri 1 Pematangsiantar, involving a sample of 130 students from grades X and XI selected through stratified random sampling. Quantitative data were collected using a 5-point Likert-scale questionnaire grounded in Diamond's executive functions framework. The results indicate that students' neuro-psychological readiness falls within the moderate-to-high category, with an overall mean of 3.57. The mindful learning dimension recorded the highest score (mean 3.62), followed by joyful learning (3.55), and meaningful learning (3.48). Data distribution across all dimensions was confirmed as normal; however, 12–18 percent of students were in the low category, indicating vulnerability to distractions, difficulties in constructing meaningful understanding, and low emotional resilience when facing learning challenges. These findings suggest that although the majority of students possess an adequate foundation for deep learning, readiness gaps remain that could potentially hinder the effectiveness of curriculum implementation. Based on these results, the study recommends incorporating brief mindfulness exercises into teaching, strengthening integrated cross-subject projects accompanied by metacognitive strategies, and adopting learning approaches that foster intrinsic motivation and a growth mindset. Additionally, ongoing teacher training in educational neuropsychology, periodic assessment of student readiness, and school policies on device management are required.
Co-Authors Dumaris, Atri Harahap, Raysha Zahra Manurung, Dika Kristina Lambok Napitupulu, Selviana Pangaribuan, Silvia Pangaribuan, Yemima Rumapea, Trinita Ivana Sinaga, Reymond Dwi Putra Sinambela, Chintya Tampubolon, Yohana Imelda