PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING (DL) BERBANTUAN MEDIA KAHOOT TERHADAP KEMAMPUAN HOTS LITERASI SISWA KELAS X PADA MATERI STRUKTUR ATOM

Abstract

This study aimed to analyze the effect of the Kahoot-assisted Discovery Learning model on students' Higher Order Thinking Skills (HOTS) literacy in the Atomic Structure topic and to identify the most developed HOTS aspect. The research employed a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 60 tenth-grade students of SMA Negeri 13 Medan, divided into an experimental class (30 students) taught using Kahoot-assisted Discovery Learning and a control class (30 students) taught through conventional learning. The research instrument was a valid and reliable HOTS literacy test. Data were analyzed using normality and homogeneity tests, N-Gain analysis, and a right-tailed t-test. The results showed that the average posttest score of the experimental class was 81.1, higher than the control class score of 66.8. The hypothesis test revealed that the calculated t-value (6.742) exceeded the critical t-value (1.67), indicating that H₀ was rejected and H₁ was accepted. This finding demonstrates that students taught using the Kahoot-assisted Discovery Learning model achieved significantly higher HOTS literacy skills than those taught through conventional learning. Furthermore, HOTS aspect analysis indicated that the highest improvement occurred in evaluating skills (C5) with an N-Gain of 66.2%, followed by analyzing skills (C4) at 63.8% and creating skills (C6) at 61.7%. Therefore, the Kahoot-assisted Discovery Learning model significantly improves students' HOTS literacy skills in learning Atomic Structure.