Development of Kahoot-Based Cognitive Learning Outcome Evaluation for Elementary School Students in Science Learning

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~14, Article ID: 1337 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.1337 Research Article Development of Kahoot-Based Cognitive Learning Outcome Evaluation for Elementary School Students in Science Learning Renita*, Suciati, and Suhartono Master of Elementary Education, Postgraduate, Universitas Terbuka, Samarinda, Indonesia, 75126 *Corresponding Author: | Phone: +628349299826 ABSTRACT The integration of technology in education represents a strategic effort to enhance the quality and effectiveness of learning processes. One form of technological innovation in assessment is the use of the Kahoot application as a digital evaluation tool. Learning assessment serves as concrete evidence to measure students’ cognitive development. This study aimed to: (a) develop a valid Kahoot-based assessment product for evaluating cognitive learning outcomes of elementary school students in IPAS (science and social studies) learning; (b) examine the practicality of the Kahoot application as an assessment tool; and (c) analyze its effectiveness in improving students’ cognitive learning outcomes. This research employed a Research and Development (R&D) approach using the ADDIE development model. The research subjects were fourth-grade students from SD Negeri 012 Jempang and SD Negeri 010 Jempang. Data were collected through interviews, questionnaires, and tests, and analyzed using descriptive qualitative and descriptive quantitative techniques. The results indicated that the Kahoot-based assessment was highly feasible, with validation scores of 100% from material experts, 92% from media experts, and 88% from language experts. Furthermore, the application was categorized as very practical and demonstrated effectiveness in improving cognitive learning outcomes of fourth-grade students at SDN 010 Jempang, East Kalimantan. Keywords: assessment technology; Kahoot; cognitive learning outcomes; elementary education; ADDIE model 1. INTRODUCTION Learning is an active effort in organizing and managing the learning environment, with a focus on developing students' potential and talents through interactions between educators, students, and learning resources (Janawi, 2019). According to Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, learning not only focuses on the transfer of knowledge from teachers to students but also involves active interaction between students, teachers, and learning resources. The learning environment built in learning must support students to actively participate, think critically, collaborate, and develop their potential holistically (Kusumawati et al., 2023). In addition to the learning environment, the learning strategies used by teachers must also be tailored to students' needs. Teachers play a crucial role in determining appropriate learning strategies for students to develop their thinking skills (Prasetiyo & Rosi, 2021). Teachers can design learning activities that encourage students to think analytically, synthetically, evaluatively, and creatively (Widiya & Radia, 2023). For example, teachers can assign assignments or questions that require complex problem-solving, group discussions that encourage critical thinking, or creative projects. Teachers can design assessment instruments that measure cognitive abilities, such as project assignments, essay writing, or decision-making based on data analysis (Lismaya, 2019). Assessment activities can help teachers determine the extent to which students have mastered cognitive skills and provide appropriate feedback for further development (Batubara & Siregar, 2022). Assessment in this learning process is expected to develop cognitive abilities that will help students become critical, creative individuals capable of facing changes and challenges in today's global era (Tiwery, 2021). Assessment is a crucial activity in learning. Poerwanti (2015) stated that assessment is a series of activities aimed at improving performance, quality, and productivity in learning. This involves monitoring and evaluating the learning process and obtaining information about student learning outcomes. The assessment process involves collecting objective data and information about student learning progress (Ramatni et al., 2023). Data can be obtained through various techniques, such as tests, project assignments, observations, interviews, and portfolios. Through data analysis, teachers can evaluate student achievement and identify student strengths and weaknesses (Andayani & Madani, 2023). Assessment results are used to plan the next steps in learning according to individual student needs. The primary purpose of assessment is to provide useful feedback to students, teachers, and other stakeholders to guide their next steps (Efriani et al., 2024). By obtaining accurate information about learning outcomes, teachers can identify student needs and challenges and design effective learning strategies (Mambu et al., 2023). Assessment can also motivate Renita et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~14, Article ID:1337 students to continuously improve their abilities and develop themselves in the learning process. Assessment activities are carried out by developing questions aimed at students (Novitasari et al., 2022). Assessment questions can be created with the aid of advanced technology, which is highly advanced in the world of education. The application of technology in education is an effort to bring about positive change in the educational process. Technological developments in the 21st century provide significant opportunities to improve the quality of education (Fricticarani et al., 2023). By utilizing technology, teachers can create more engaging, interactive, and relevant learning experiences for students. 21st-century learning currently utilizes educational technology as an alternative resource to address 21st-century challenges (Banarsari et al., 2023). Teachers must be able to utilize technology in school learning (Dayu et al., 2022). The 21st century has resulted in a paradigm shift in learning, marked by changes in curriculum, media, and technology (Rahayu et al., 2022). Technology-based learning is inseparable from the demands of 21st-century learning. One of the demands of 21st-century learning is the integration of technology as a learning medium to develop learning skills (Mardhiyah et al., 2021). There are three most important competencies in the 21st century: the ability to think, act, and live in the world (Mayudana & Sukendra, 2020). 21st-century learning skills equip students with the 4C skills needed to address today's challenges (Khasanah et al., 2023). The 4Cs are soft skills that have far greater benefits than mastering hard skills (Ariyana, 2018). The 4C skills (Communication, Collaboration, Critical Thinking, (...truncated)