The Effect of Kahoot-Based Interactive Learning on Students' Learning Outcomes in Qur'an-Hadith Education

Qurrota A'yun; Imam Mashuri; Rifqi Firdaus; Kholilur Rahman

doi:10.61987/jemr.v5i4.2763

Authors

Qurrota A'yun Universitas Islam Ibrahimy Banyuwangi
Imam Mashuri Universitas Islam Ibrahimy Banyuwangi
Rifqi Firdaus Universitas Islam Ibrahimy Banyuwangi
Kholilur Rahman Universitas Islam Ibrahimy Banyuwangi

DOI:

https://doi.org/10.61987/jemr.v5i4.2763

Keywords:

Kahoot, Interactive Learning, Learning Outcomes, Qur'an-Hadith Education

Abstract

This study aimed to examine the effect of Kahoot-based interactive learning on students' learning outcomes in Qur'an-Hadith Education. A quantitative approach was employed using a One-Group Pretest–Posttest Design to evaluate changes in students' cognitive achievement before and after the implementation of Kahoot-based learning. The study involved 33 students, and data were collected through pretest and posttest assessments. Prior to hypothesis testing, the research instrument was confirmed to be reliable, with a Cronbach's Alpha coefficient of 0.826. The collected data were analyzed using normality, homogeneity, and paired-sample t-tests. The findings indicated that the data were normally distributed (p = 0.200 > 0.05) and homogeneous (p = 0.599 > 0.05). Furthermore, the paired-sample t-test revealed a statistically significant difference between the pretest and posttest scores (p < 0.001). Students' mean scores increased from 77.79 on the pretest to 85.30 on the posttest, demonstrating a significant improvement in learning outcomes following the intervention. These findings suggest that Kahoot-based interactive learning is an effective instructional strategy for enhancing students' cognitive achievement while fostering more engaging and student-centered learning experiences in Qur'an-Hadith Education. The study provides practical implications for integrating game-based digital learning into Islamic Religious Education to support more effective classroom instruction.

References

Abiin, M. Z. (2026). The Digital Transformation Of Islamic Education In The Perspective Of‎ Abraham Maslow’s Hierarchy Of Needs. Walada: Journal of Primary Education, 5(2), 1751–1762.

Abubakari, M. S., Zakaria, G. A. N., Priyanto, P., & Triantini, D. (2023). Analysing Technology Acceptance for Digital Learning in Islamic Education: The Role of Religious Perspective on ICT. Journal of Computing Research and Innovation, 8(1), 1–16. https://doi.org/10.24191/jcrinn.v8i1.344

Adinda, C., Koderi, Jatmiko, A., & Mustofa, I. (2024). Literature Review on the Use of E-Learning for Islamic Religious Education Learning. Al-Masail: Journal of Islamic Studies. https://doi.org/10.61677/al-masail.v2i1.181

Ahmad, K. A., Asni, F., Hasbulah, M. H., Hashom, H., Mustafa, W. A., Noor, A. M., Tambak, S., & Nasir, K. (2024). Mobile Learning of Islamic Studies: A Comprehensive Review. Journal of Advanced Research in Applied Sciences and Engineering Technology. https://doi.org/10.37934/araset.48.2.211224

Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., ... 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), Article 9739147. https://doi.org/10.1155/2022/9739147

Alluhaybi, M. (2026). When Fun Meets Focus: Comparing Kahoot and Worksheets in Saudi EFL Reading Instruction. Frontiers in Education. https://doi.org/10.3389/feduc.2026.1795606

Alsswey, A., Alobaydi, B., & Alqudah, A. M. A. (2024). The Effect of Game-Based Technology on Students' Learning Anxiety, Motivation, Engagement, and Learning Experience: Case Study Kahoot! International Journal of Religion. https://doi.org/10.61707/565z9c91

Aminullah, A., Mohlas, M., Ni’am, M. D., Najiburrahman, N., & Baharun, H. (2025). Cognitive AI Analysis for Prediction of Changes in Public Behavior in Public Relations Management in Schools. Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam, 5(1), 78–92.

Anane, C. (2024). Impact of a Game-Based Tool on Student Engagement in a Foreign Language Course: A Three-Term Analysis. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1430729

Anwar, M. A., & Inayati, N. L. (2025). Gamification of Islamic Education: Exploring the Role of Wordwalls in Increasing Student Participation in Learning the Qur'an and Hadith. Fikroh: Jurnal Pemikiran dan Pendidikan Islam, 18(2), 281–291. https://doi.org/10.37812/fikroh.v18i2.1898

Asril, Z., Syafril, S., Engkizar, E., & Arifin, Z. (2023). Advancing Educational Practices: Implementation and Impact of Virtual Reality in Islamic Religious Education. Jurnal Pendidikan Islam. https://doi.org/10.15575/jpi.v9i2.20567

Azman, N. A., Hamzah, M. I., & Baharudin, H. (2025). Digital Teaching Strategies of Islamic Education Teachers: A Case Study in Primary Schools. International Journal of Learning, Teaching and Educational Research, 24(3), 562–585. https://doi.org/10.26803/ijlter.24.3.27

Baharun, H., & Sa’diyah, H. (2025). Building public trust through an anti-bullying program in Islamic boarding schools: synergy of the four matra of education. ATTARBIYAH: Journal of Islamic Culture and Education, 10(2), 205–224.

Baissane, O. (2026). Digital Game-Based Vocabulary Learning Using Kahoot! Perceptions, Engagement, and Achievement Among Moroccan EFL Young Learners. Journal of Information Technology Education: Innovations in Practice, 25, 2. https://doi.org/10.28945/5704

Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2024). The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis. Review of Educational Research, 94(2), 193–227. https://doi.org/10.3102/00346543231167795

Diana, A., & Azani, M. Z. (2024). The Concept and Context of Islamic Education Learning in the Digital Era: Relevance and Integrative Studies. Profetika: Jurnal Studi Islam, 25(1), 33–44. https://doi.org/10.23917/profetika.v25i01.4239

Hoerudin, C. W., Syafruddin, S., Mayasari, A., Arifudin, O., & Lestari, S. (2023). E-Learning as a Learning Media Innovation in Islamic Education. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 15(1), 723–734. https://doi.org/10.37680/qalamuna.v15i1.4466

Kim, J., Leung, K., Eng, I., & Sridhar, A. (2024). Surgical Education for Medical Students: Virtual Game-Based Learning. Medical Education, 58, 588–589. https://doi.org/10.1111/medu.15332

Lashari, T. A., Fiayaz, R., Lashari, S., Khan, I., Sultana, S., & Afzal, T. (2023). Kahoot: A Game-Based Web Tool to Assess Motivation, Engagement, Fun, and Learning Outcomes Among Engineers. Computer Applications in Engineering Education, 32. https://doi.org/10.1002/cae.22684

Ma’munah, L. (2025). Penggunaan Media Permainan Edukasi dalam Membentuk Karakter Siswa pada Mata Pelajaran PAI dan BP. Althanshia: Jurnal Pendidikan Agama Islam. https://doi.org/10.53627/jal.v2i2.5930

Mintasih, D., Sukiman, S., & Purnama, S. (2024). Integration of Digital Technology in Islamic Religious Education Learning: A Qualitative Study on Teachers’ Competence and Implementation Models in Secondary Schools. Jurnal Pendidikan Islam. https://doi.org/10.14421/jpi.2024.131.85-96

Norman, E., Pahlawati, E., Siregar, M. L., & Damayanthy, D. (2025). Digital Transformation of Islamic Education: AI, Gamification, and Pedagogical Adaptation for Generation Z. Medina-Te: Jurnal Studi Islam, 21(1), 37–49. https://doi.org/10.19109/medinate.v21i1.27952

Özdemir, O. (2024). Kahoot! Game-Based Digital Learning Platform: A Comprehensive Meta-Analysis. Journal of Computer Assisted Learning, 41. https://doi.org/10.1111/jcal.13084

Pebriana, D. R., Khoirunissa, D., & Supriadi, A. B. (2025). Development of Technology and Science in Islamic Religious Education. Noor: Journal of Islamic Studies. https://doi.org/10.69836/noor.v1i1.7

Ramli, M. (2023). The Effectiveness of Using Media Technology in Islamic Religious Education in an Independent Curriculum: Technocultural Study of Religious Education. Jurnal Iqra': Kajian Ilmu Pendidikan, 8(1), 335–349. https://doi.org/10.25217/ji.v8i1.2760

Rayan, B., & Watted, A. (2024). Enhancing Education in Elementary Schools Through Gamified Learning: Exploring the Impact of Kahoot! on the Learning Process. Education Sciences, 14(3), Article 277. https://doi.org/10.3390/educsci14030277

Siliwangi, I. K. I. P. (2026). Reflective Digital Pedagogy in Islamic Religious Education and Religious Character Formation in Higher Education. International Journal of Learning, Teaching and Educational Research, 25(2), 763–782. https://doi.org/10.26803/ijlter.25.2.34

Siregar, H. (2023). Perceived Usefulness and Perceived Ease of Use of Online Learning for Islamic Religious Education Teacher. Jurnal Pendidikan Islam. https://doi.org/10.15575/jpi.v0i0.25518

Syamsul, K., Affan, M., Somad, A., & Baharun, H. (2026). Digital Ethics and Spirituality From an Islamic Perspective: A Systematic Literature Review. TADIB: Jurnal Pendidikan Agama Islam, 4(1), 179–194.

Tandiono, R. (2024). Gamifying Online Learning: An Evaluation of Kahoot’s Effectiveness in Promoting Student Engagement. Education and Information Technologies, 29(18), 24005–24022. https://doi.org/10.1007/s10639-024-12800-1

Wijaksono, M. E. A., & Affan, M. (2026). Integrating Maqāṣid al-Sharīʿah into Educational Technology: Toward a Human-Centered Digital Pedagogy. Kariman: Jurnal Pendidikan Keislaman, 14(1), 46–64.