PENGARUH GAME BASED LEARNING BERBASIS KAHOOT TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN INFORMATIKA DI SMPN 7 WATAMPONE

Abstract

Learning motivation is a key determinant of student engagement, yet conventional instruction often fails to sustain it. This study examined the effect of Kahoot-based Game-Based Learning (GBL) on the learning motivation of Grade VII students in the Informatics subject at SMPN 7 Watampone. A quantitative quasi-experimental study with a nonequivalent control group design was conducted. Two intact classes selected through purposive sampling (30 students each) served as the experimental class (VII E), taught with Kahoot-based GBL, and the control class (VII A), taught conventionally. Learning motivation was measured with a 20-item, five-point Likert questionnaire covering five indicators, administered as a pretest and a posttest. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, Levene’s test, and independent-samples t-tests in SPSS 26. The mean score of the experimental class rose from 63.10 (high) to 86.40 (very high), whereas that of the control class rose from 56.50 (moderate) to 65.90 (high). The posttest difference between the classes was 20.50 points (t = 20.839, df = 58, p < 0.001). However, the pretest scores also differed significantly between the classes (mean difference = 6.50, p < 0.001), so the findings should be interpreted cautiously. Kahoot-based GBL was associated with significantly higher learning motivation, with the largest gains in learning interest and active participation. Future studies should apply designs that control for baseline differences.