EFEKTIVITAS MODEL KOOPERATIF TIPE TEAM QUIZ BERBANTUAN KAHOOT TERHADAP KREATIVITAS SISWA PADA MATA PELAJARAN GEOGRAFI

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model  kooperatif tipe team quiz  berbantuan Kahoot terhadap  kreativitas siswa kelas X di SMA Negeri 3 Palu dan untuk mengukur respons siswa terhadap penerapan model pembelajaran model  kooperatif tipe team quiz berbantuan Kahoot.  Metode yang digunakan dalam penelitian ini adalah quasi-experiment dengan desain pretest dan posttest. Variabel penelitian terdiri dari variabel bebas (independent variables) dan variabel terikat (dependent variables). Teknik analisis data yang diterapkan meliputi Uji Indikator Kreativitas Siswa, Uji Reliabilitas, Uji Normalitas, Uji Homogenitas, Uji T, dan Uji Hipotesis. Pada (pretest) di kelas kontrol, nilai tertinggi 73 dan nilai terendah 43, dengan rata-rata skor sebesar 60,87. Setelah perlakuan (PBL), nilai (posttest) nilai terendah 67 dan nilai tertinggi 93, serta rata-rata mencapai 77,9. Sementara itu, pada kelas eksperimen yang menerapkan model kooperatif tipe Team quiz berbantuan Kahoot, nilai (pretest) nilai tertinggi 77 dan nilai terendah 33, dengan rata-rata 57,33. Pada posttest, nilai tertinggi mencapai 93 dan terendah 63, sehingga rata-rata meningkat menjadi 78,53. Hasil uji-t menunjukkan tidak ada perbedaan signifikan pada pretest dan posttest kelas kontrol (p = 0,194 > 0,05), namun terdapat perbedaan signifikan pada pretest dan posttest kelas eksperimen (p = 0,007 < 0,05). Hasil penelitian menunjukkan bahwa model kooperatif tipe team quiz berbantuan Kahoot efektif dalam meningkatkan kreativitas siswa dalam belajar, yang dibuktikan dengan peningkatan skor posttest dibandingkan pretest. Respon siswa terhadap kreativitas berdasarkan indikator Fluency mencapai 45%, Fleksibilitas sekitar 25%, Orisinalitas 60%, dan Elaborasi sebesar 20%. Selain itu, respon siswa terhadap pemanfaatan Kahoot dalam pembelajaran menunjukkan hasil positif sebesar 80%. Temuan ini mengindikasikan bahwa model pembelajaran yang diterapkan memberikan dampak positif terhadap keterlibatan aktif dan kolaborasi siswa dalam proses pembelajaran.

Abstract:  This study aims to determine the effectiveness of applying the Kahoot-assisted team quiz cooperative model on the creativity of 10th grade students at SMA Negeri 3 Palu and to measure student responses to the application of the Kahoot-assisted team quiz cooperative learning model. The method used in this study was a quasi-experiment with a pretest and posttest design. The research variables consist of independent variables and dependent variables. The data analysis techniques applied include the Student Creativity Indicator Test, Reliability Test, Normality Test, Homogeneity Test, T-Test, and Hypothesis Test. In the pretest in the control class, the highest score was 73 and the lowest was 43, with an average score of 60.87. After the treatment (PBL), the posttest scores ranged from a low of 67 to a high of 93, with an average of 77.9. Meanwhile, in the experimental class that applied the Team Quiz cooperative model assisted by Kahoot, the highest pretest score was 77 and the lowest was 33, with an average of 57.33. In the posttest, the highest score reached 93 and the lowest was 63, resulting in an average increase to 78.53. The t-test results showed no significant difference between the pretest and posttest scores in the control class (p = 0.194 > 0.05), but there was a significant difference between the pretest and posttest scores in the experimental class (p = 0.007 < 0.05). The research results indicate that the cooperative learning model of the team quiz type assisted by Kahoot is effective in enhancing students' creativity in learning, as evidenced by the increase in posttest scores compared to pretest scores. Students' responses to creativity based on the Fluency indicator reached 45%, Flexibility around 25%, Originality 60%, and Elaboration 20%. Additionally, students' responses to the use of Kahoot in learning showed positive results of 80%. These findings indicate that the implemented learning model has a positive impact on students' active engagement and collaboration in the learning process.