Integrasi Teams Games Tournament dan Kahoot: Meningkatkan Motivasi Belajar Siswa Pada Mata Pelajaran PPKn

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan media Kahoot terhadap motivasi belajar siswa pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn). Latar belakang penelitian ini didasarkan pada rendahnya motivasi belajar siswa dalam pembelajaran PPKn yang sering dianggap monoton, normatif, dan kurang menarik apabila disampaikan melalui metode konvensional. Penelitian ini menggunakan pendekatan kuantitatif dengan desain post-test only control group design. Sampel penelitian terdiri atas dua kelas VII di MTsN 1 Lombok Tengah yang dipilih secara acak, yaitu kelas eksperimen yang memperoleh pembelajaran TGT berbantuan Kahoot dan kelas kontrol yang memperoleh pembelajaran konvensional. Instrumen penelitian berupa angket motivasi belajar yang disusun berdasarkan lima indikator, yaitu hasrat dan keinginan berhasil, dorongan dan kebutuhan belajar, harapan dan cita-cita masa depan, penghargaan dalam belajar, serta lingkungan belajar yang kondusif. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan independent sample t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara motivasi belajar siswa pada kelas eksperimen dan kelas kontrol. Nilai rata-rata motivasi belajar kelas eksperimen sebesar 102,07, sedangkan kelas kontrol sebesar 86,26, dengan nilai signifikansi 0,000 < 0,05. Temuan ini menunjukkan bahwa integrasi TGT dan Kahoot efektif meningkatkan motivasi belajar siswa dalam pembelajaran PPKn. Model ini mampu menciptakan suasana belajar yang aktif, kolaboratif, kompetitif, menyenangkan, serta relevan dengan kebutuhan pembelajaran abad ke-21.

This study aims to analyze the effect of implementing the Teams Games Tournament (TGT) learning model assisted by Kahoot on students’ learning motivation in Civic Education. The study was grounded in the problem of low student motivation in Civic Education learning, which is often perceived as monotonous, normative, and less engaging when delivered through conventional teaching methods. This research employed a quantitative approach using a post-test only control group design. The sample consisted of two seventh-grade classes at MTsN 1 Lombok Tengah selected randomly. The experimental class received instruction using the TGT model assisted by Kahoot, while the control class was taught through conventional learning. The research instrument was a learning motivation questionnaire developed based on five indicators: desire and intention to succeed, learning needs and encouragement, future expectations and aspirations, appreciation in learning, and a conducive learning environment. The data were analyzed using normality tests, homogeneity tests, and an independent sample t-test. The results revealed a significant difference in students’ learning motivation between the experimental and control classes. The mean score of the experimental class was 102.07, while the control class obtained a mean score of 86.26, with a significance value of 0.000 < 0.05. These findings indicate that integrating TGT with Kahoot effectively enhances students’ learning motivation in Civic Education. This learning model creates an active, collaborative, competitive, enjoyable, and meaningful learning atmosphere. Therefore, TGT assisted by Kahoot can serve as an innovative instructional strategy that supports student-centered learning and responds to the demands of twenty-first-century education.