Evaluating Kahoot-Based Assessment in Arabic Language Final Exam at Madrasah Aliyah

DOI: https://doi.org/10.33650/ijatl.v9i2.13398

Authors (s)


(1) * Yulyana Dewi Nabilah   (State Islamic University of Maulana Malik Ibrahim Malang)  
        Indonesia
(2)  M. Abdul Hamid   (State Islamic University of Maulana Malik Ibrahim Malang)  
        Indonesia
(3)  Nur Hasan   (Islamic University of Malang)  
        Indonesia
(*) Corresponding Author

Abstract


The use of digital tools such as Kahoot! in Arabic language examinations opens up new opportunities to improve assessment efficiency, increase student participation, and align assessment practices with contemporary educational demands. This study examines the validity, reliability, and implementation of a Kahoot-based assessment in the Arabic final exam at Madrasah Aliyah Bilingual Batu. The aim is to evaluate the quality of the test items and understand how students respond to the use of Kahoot in a formal exam setting. Using a descriptive quantitative method, the study analyzed item validity, reliability, and student perceptions through expert review, statistical tests, and a questionnaire. The findings show that the exam instrument achieved very high validity (94%) and strong reliability (α = 0.834). The student perception questionnaire also showed high validity (91%) and good internal consistency (α = 0.845). Students reported feeling more motivated, less anxious, and more comfortable during the test when using Kahoot, suggesting that digital game-based assessments can make Arabic exams more engaging and less stressful. However, several challenges were found, including unstable internet connections and limited time for answering questions. It indicates that Kahoot need more careful calibration of time limits, infrastructural readiness, and other supplementary assessment to achieve a balanced evaluation tools. Overall, the study shows that Kahoot has strong potential to help schools adopt digital assessment.

Keywords

Kahoot;Digital Assessment;Arabic Learning;Student Motivation;Gamification







References


Abidah, Z., Rohman, M. F., & Rahmadian, Y. (2023). Pengaruh Penerapan Media Pembelajaran E-Learning Berbasis Aplikasi Kahoot terhadap Keterampilan Menulis Bahasa Arab. Edu Journal Innovation in Learning and Education, 1(2), 162–179. https://doi.org/10.55352/edu.v1i2.773

Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., Abdul Hussein, H. A., & Azizian, M. (2022). An Empirical Study on the Effects of Using Kahoot as a Game-Based Learning Tool on EFL Learners’ Vocabulary Recall and Retention. Education Research International, 2022(1), 9739147. https://doi.org/10.1155/2022/9739147

Alieto, E., Abequibel-Encarnacion, B., Estigoy, E., Balasa, K., Eijansantos, A., & Torres-Toukoumidis, A. (2024). Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines. Heliyon, 10(2), e24282. https://doi.org/10.1016/j.heliyon.2024.e24282

Almelhes, S. A. (2024). Gamification for teaching the Arabic language to non-native speakers: A systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1371955

Alqahtani, R. B., & Kamhi, A. G. (2023). Do Reading Teachers Have Sufficient Phonological and Morphological Knowledge of Arabic? Learning Disabilities.

Bicen, H., & Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (iJET), 13(02), Article 02. https://doi.org/10.3991/ijet.v13i02.7467

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2181037.2181040

Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11

Firdausiyah, A., & Jannah, I. M. (2025). Analisis Problematika Peserta Didik dalam Menulis Kalimat Bahasa Arab. Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, Dan Kajian Linguistik Arab, 8(1), 854–861. https://doi.org/10.32764/lahjah.v8i1.5159

Glasow, P. (2005). Fundamentals of Survey Research Methodology. https://www.mitre.org/news-insights/publication/fundamentals-survey-research-methodology-0

Hafana, N., & Setyabudi, M. A. (2025). Penerapan Kahoot! Dalam Pembelajaran Bahasa Arab di SMA Muhammadiyah 1 Nganjuk. YASIN, 5(4), 3664–3676. https://doi.org/10.58578/yasin.v5i4.6283

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309–334. https://doi.org/10.1207/S15324818AME1503_5

Hasyim, N., Arismunandar, Butarbutar, R., Ramli, A. M., & Nur, I. D. M. (2024). Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2292864

Husin, M. Z. M., & Azmuddin, R. A. (2022). Learner Engagement in Using Kahoot! Within a University English Proficiency Course. Educational Process: International Journal. https://edupij.com/index/arsiv/52/260/learner-engagement-in-using-kahoot-within-a-university-english-proficiency-course

Ismail, M. A. A., Ahmad, A., Mohammad, J. A. M., Fakri, N. M. R. M., Nasir, M. K. M., & Rahim, A. A. A. (2019). Using Kahoot! As a formative assessment tool in medical education: A phenomenological study. BMC Medical Education, 19(1), 230. https://doi.org/10.1186/s12909-019-1658-z

Nabila, A., & Rustam. (2024). Pemanfaatan Aplikasi Kahoot Sebagai Assesmen Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas. Didaktika: Jurnal Kependidikan, 13(1), 897–906. https://doi.org/10.58230/27454312.1363

Özdemir, O. (2025). Kahoot! Game-based digital learning platform: A comprehensive meta-analysis. Journal of Computer Assisted Learning, 41(1), e13084. https://doi.org/10.1111/jcal.13084

Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452

Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. SAGE Publications. https://books.google.co.id/books?id=FjBw2oi8El4C

Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching Review, 2(2), 151–158. https://doi.org/10.1177/2379298116689783

Rahim, M., Mohammed, L. A., & Batool, S. (2025). The Effect of Kahoot as a Gamification-Based Assessment Tool on Primary Students’ Academic Achievement in Mathematics. International Journal of Technology in Education, 8(4), 977–997. https://doi.org/10.46328/ijte.1220

Rahmayana, L., & Halim, A. (2024). The impact of kahoot-based formative assessment on student learning outcomes at a Junior High School in Samarinda. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 9(1), 103–118. https://doi.org/10.26905/enjourme.v9i1.13150

Riwanda, A., Ridha, M., & Islamy, M. I. (2021). Increasing Arabic Vocabulary Mastery Through Gamification; is Kahoot! Effective? LISANIA: Journal of Arabic Education and Literature, 5(1), 19–35. https://doi.org/10.18326/lisania.v5i1.19-35

Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., Safriyani, R., Hayuningtyas, N., Khodijah, S., & Amumpuni, R. S. (2022). Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.939884

Rusliana, N. A., Sufyadi, S., & Qomario, Q. (2024). Kahoot Utilization! To Support Game-Based Learning. Jurnal Indonesia Sosial Teknologi, 5(10), 4286–4297. https://doi.org/10.59141/jist.v5i10.7021

Salamiyah, A., Wangi, N. B. S., & Rizqi, M. R. (2025). Efektifitas Penggunaan Kahoott Sebagai Media Evaluasi Hasil Belajar Bahasa Arab Kelas Satu Madrasah Aliyah Matholi’ul Anwar Simo Sungelebak Karanggeneng Lamongan. AJER: Advanced Journal of Education and Religion, 2(2), 136–147. https://doi.org/10.52166/ajer.v2i2.9570

Santoso, T. A., Armeridha, Y. A. S., & Pradana, D. A. (2025). The Influence of the Gemification Method on Vocabulary Development in Primary Schools. JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH), 2(1), 158–167. https://doi.org/10.62734/jtech.v2i1.483

Slater, P., & Hasson, F. (2025). Quantitative Research Designs, Hierarchy of Evidence and Validity. Journal of Psychiatric and Mental Health Nursing, 32(3), 656–660. https://doi.org/10.1111/jpm.13135

Sugiyono. (2019). Metode Penelitian Pendidikan: Kuantitatif, Kualitatif , Kombinasi, R&D dan Penelitian Pendidikan. Alfa Beta.

Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296.

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. Int J Med Educ, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd

Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! For learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818

Waruwu, M. (2023). Pendekatan Penelitian Pendidikan: Metode Penelitian Kualitatif, Metode Penelitian Kuantitatif dan Metode Penelitian Kombinasi (Mixed Method). Jurnal Pendidikan Tambusai, 7(1), 2896–2910. https://doi.org/10.31004/jptam.v7i1.6187

Yaccob, N. S., Abd. Rahman, S. F., Azlan Mohamad, S. N., Abdul Rahim, A. A., Khalilah Abdul Rashid, K., Mohammed Abdulwahab Aldaba, A., Md Yunus, M., & Hashim, H. (2022). Gamifying ESL Classrooms through Gamified Teaching and Learning. Arab World English Journal, 8, 177–191. https://doi.org/10.24093/awej/call8.12


Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijatl.v9i2.13398


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Yulyana Dewi Nabilah, M. Abdul Hamid, Nur Hasan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.