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EFFECTIVENESS OF THE PROBING PROMPTING MODEL ASSISTED BY KAHOOT GAMIFICATION ON STUDENTS’ MATHEMATICAL CONCEPTUAL UNDERSTANDING
Abstract
Limited conceptual understanding and low student engagement often hinder middle school learners in transforming contextual problems into formal mathematical representations. This study aims to evaluate the effectiveness of the Probing Prompting model assisted by Kahoot gamification in improving students’ mathematical conceptual understanding and to describe their attitudes toward its implementation. A quasi-experimental design was employed involving two seventh-grade classes with 23 students in the experimental group and 27 students in the control group. Data were collected through an essay test on conceptual understanding and a student attitude questionnaire. The results of the independent sample t-test showed a significant difference between the two groups, with the experimental class achieving an N-Gain score of 0.66 in the medium category, outperforming the control class, which obtained an N-Gain score of 0.28 in the low category. Students also demonstrated a positive attitude toward the integration of Kahoot, with an average score of 3.16. These findings indicated that the combination of structured probing questions and digital gamification was effective in strengthening students’ conceptual understanding while creating a more engaging and supportive learning experience.
References
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Anwar, I. N., Muhtadi, D., & Sukirwan, S. Kesulitan siswa pada asesmen kompetensi minimum materi segiempat dan segitiga. Journal on Mathematics Education Research (J-MER), 5(1), 18-32. https://doi.org/10.17509/j-mer.v5i1.75586.
Dewimarni, S., Ulhusna, M., & Marhayati, L. (2022). Penerapan aplikasi Kahoot pada mata pelajaran Matematika untuk meningkatkan motivasi dan minat belajar siswa dikelas VII SMP Negeri 38 Padang. J-ABDI: Jurnal Pengabdian kepada Masyarakat, 1(8), 1935-1940. https://doi.org/10.53625/jabdi.v1i8.1024.
Dila, O. R., & Zanthy, L. S. (2020). Identifikasi kesulitan siswa dalam menyelesaikan soal aritmatika sosial. Teorema: Teori dan Riset Matematika, 5(1), 17-26. https://doi.org/10.25157/teorema.v5i1.3036.
Dwiyanti, W., & Sholihat, M. N. A. (2023). Kebutuhan akan kognisi dan efikasi diri matematis terhadap kecenderungan berpikir reflektif. Plusminus: Jurnal Pendidikan Matematika, 3(3), 359-370. https://doi.org/10.31980/plusminus.v3i3.1501.
Febriantika, A. A. (2019). Kemampuan pemahaman konsep matematis ditinjau dari kompetensi keahlian. AlphaMath: Journal of Mathematics Education, 5(2), 1-8. https://doi.org/10.30595/alphamath.v5i2.7329.
Hanifa, U., Suhendra, S., & Jauhari, M. F. (2023). Probing-prompting learning: Its effect on improving conceptual understanding in mathematics. Kalamatika: Jurnal Pendidikan Matematika, 8(2), 205-218. https://doi.org/10.22236/KALAMATIKA.vol8no2.2023pp207-220.
Ismail, H. S., & Zulkarnaen, R. (2023). Korelasi antara kemampuan pemahaman konsep matematis dengan kecemasan matematis. Jurnal Educatio FKIP UNMA, 9(4), 1857-1862. https://doi.org/10.31949/educatio.v9i4.6122.
Ismail, N. M. D., & Hakim, D. L. (2023). Kemampuan pemecahan masalah matematis siswa SMK dalam menyelesaikan permasalahan materi sistem persamaan linier tiga variabeL (SPLTV). JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 9(1), 40-49. https://doi.org/10.37058/jp3m.v7i1.4674.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8.
Lestari, K. E., dan Yudhanegara, M. R. (2017). Penelitian pendidikan matematika (ed. 2). Bandung: PT. Refika Aditama.
Putri, W. E., Darto, D., & Rahmi, D. (2019). Pengaruh penerapan model pembelajaran probing prompting terhadap kemampuan pemahaman konsep matematis berdasarkan keaktifan belajar siswa SMP. Juring (Journal for Research in Mathematics Learning), 2(4), 357-362.
Rohman, R. L., Susantini, E., Raharjo, R., Makhtar, M. M. Z., & Satriawan, M. (2025). The effectiveness of probing prompting models for critical thinking development in indonesian science education: A systematic literature review. Jurnal Pendidikan MIPA, 26(3), 1428-1444. https://doi.org/10.23960/jpmipa.v26i3.pp1428-1444.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. ComAlyawati, D., Susanti, E., Sari, N., & Sukmaningthias, N. (2020). Probing prompting in symbolization. Journal of Physics: Conference Series, 1480(1), 012048. https://doi.org/10.1088/1742-6596/1480/1/012048.
Anwar, I. N., Muhtadi, D., & Sukirwan, S. Kesulitan siswa pada asesmen kompetensi minimum materi segiempat dan segitiga. Journal on Mathematics Education Research (J-MER), 5(1), 18-32. https://doi.org/10.17509/j-mer.v5i1.75586.
Dewimarni, S., Ulhusna, M., & Marhayati, L. (2022). Penerapan aplikasi Kahoot pada mata pelajaran Matematika untuk meningkatkan motivasi dan minat belajar siswa dikelas VII SMP Negeri 38 Padang. J-ABDI: Jurnal Pengabdian kepada Masyarakat, 1(8), 1935-1940. https://doi.org/10.53625/jabdi.v1i8.1024.
Dila, O. R., & Zanthy, L. S. (2020). Identifikasi kesulitan siswa dalam menyelesaikan soal aritmatika sosial. Teorema: Teori dan Riset Matematika, 5(1), 17-26. https://doi.org/10.25157/teorema.v5i1.3036.
Dwiyanti, W., & Sholihat, M. N. A. (2023). Kebutuhan akan kognisi dan efikasi diri matematis terhadap kecenderungan berpikir reflektif. Plusminus: Jurnal Pendidikan Matematika, 3(3), 359-370. https://doi.org/10.31980/plusminus.v3i3.1501.
Febriantika, A. A. (2019). Kemampuan pemahaman konsep matematis ditinjau dari kompetensi keahlian. AlphaMath: Journal of Mathematics Education, 5(2), 1-8. https://doi.org/10.30595/alphamath.v5i2.7329.
Hanifa, U., Suhendra, S., & Jauhari, M. F. (2023). Probing-prompting learning: Its effect on improving conceptual understanding in mathematics. Kalamatika: Jurnal Pendidikan Matematika, 8(2), 205-218. https://doi.org/10.22236/KALAMATIKA.vol8no2.2023pp207-220.
Ismail, H. S., & Zulkarnaen, R. (2023). Korelasi antara kemampuan pemahaman konsep matematis dengan kecemasan matematis. Jurnal Educatio FKIP UNMA, 9(4), 1857-1862. https://doi.org/10.31949/educatio.v9i4.6122.
Ismail, N. M. D., & Hakim, D. L. (2023). Kemampuan pemecahan masalah matematis siswa SMK dalam menyelesaikan permasalahan materi sistem persamaan linier tiga variabeL (SPLTV). JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 9(1), 40-49. https://doi.org/10.37058/jp3m.v7i1.4674.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8.
Lestari, K. E., dan Yudhanegara, M. R. (2017). Penelitian pendidikan matematika (ed. 2). Bandung: PT. Refika Aditama.
Putri, W. E., Darto, D., & Rahmi, D. (2019). Pengaruh penerapan model pembelajaran probing prompting terhadap kemampuan pemahaman konsep matematis berdasarkan keaktifan belajar siswa SMP. Juring (Journal for Research in Mathematics Learning), 2(4), 357-362.
Rohman, R. L., Susantini, E., Raharjo, R., Makhtar, M. M. Z., & Satriawan, M. (2025). The effectiveness of probing prompting models for critical thinking development in indonesian science education: A systematic literature review. Jurnal Pendidikan MIPA, 26(3), 1428-1444. https://doi.org/10.23960/jpmipa.v26i3.pp1428-1444.
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.
Zai, G. P. S., & Dwikristanto, Y. P. (2023). Mengembangkan kemampuan berpikir kritis siswa dengan metode pembelajaran probing prompting. KAIROS: Jurnal Ilmiah, 3(2), 1-17.
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(4), 4507-4535. https://doi.org/10.1007/s10639-021-10459-6.
puters & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818.
Zai, G. P. S., & Dwikristanto, Y. P. (2023). Mengembangkan kemampuan berpikir kritis siswa dengan metode pembelajaran probing prompting. KAIROS: Jurnal Ilmiah, 3(2), 1-17.
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(4), 4507-4535. https://doi.org/10.1007/s10639-021-10459-6.
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