The use of interactive applications or e-learning tools like Kahoot and Quizizz can significantly enhance students' active engagement, providing them with focused and in-depth attention during the teaching and learning process. Therefore, this study was conducted to examine whether the utilization of interactive learning applications Kahoot and Quizizz could improve the performance and interest of Form 3 students in the subject of Geography. This study was designed as an action research with a quantitative approach to observe changes in students' performance through pre-test and post-tests and their level of interest using a survey instrument. A total of 67 students were selected as the study sample from a regular daily secondary school in Kulim, Kedah, utilizing purposive sampling techniques. The data collected were statistically analyzed using IBM Statistical Package for Social Sciences (SPSS). Inferential statistical analysis was employed to assess the mean differences in student achievement scores between the pre-test and post-test using a t-test. Descriptive statistical analysis was used to examine demographic information and respondents' interest levels in interactive learning with Kahoot and Quizizz during the Geography teaching and learning process based on mean scores, frequencies, and percentages. The study's findings revealed a significant mean difference in student achievement scores between the pre-test and post-test, with a p-value (p<0.05). The analysis also indicated that students' interest levels in interactive applications Kahoot and Quizizz were high, with an overall mean score ranging from (m=3.61 - 4.61), and the overall mean score being (m=4.01). Furthermore, the results demonstrated an increase in the percentage of student achievement between the pre-test and post-test. This study can be beneficial for various stakeholders, particularly teachers and the Ministry of Education, in designing teaching materials and policies that consider the integration of interactive elements into teachers' instructional methods to promote active learning and improve learning outcomes.
Amalia, D. F. (2020). Quizizz website as an online assessment for English teaching and learning: Students’ perspectives. Journal of English Language Teaching Fakultas, 7(1), 1-8.
Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. International Conference on Digital Arts, Media and Technology (ICDAMT), 178-182.
Faridah, C. I., & Afham, Z. A. (2019). Kajian keberkesanan pembelajaran interaktif berasaskan aplikasi Kahoot: Satu Kajian Tindakan terhadap kursus Principles of Marketing. Online Journal for TVET Practitioners, 4(1), 1-11.
Harlina, I., Zubaidah, M. N., & Ainee, A. (2017). Pembelajaran Interaktif Berasaskan Aplikasi Kahoot Dalam Pengajaran Abad Ke-21. Buku Panduan Pelaksanaan Pendidikan Abad ke21. Institut Pendidikan Aminuddin Baki: Kementerian Pendidikan Malaysia.
Maimunah, N., & Hashimah, M. Y. (2017). Peranan guru Tingkatan Enam dalam membentuk pelajar terarah kendiri dan meningkatkan kemahiran abad ke-21. Jurnal Kurikulum & Pengajaran Asia Pasifik, 5(1), 1-6.
Muhamad, I. S., Kasman, R., Ridwan, B. Herawan, H., Budi, Y., & Ririt, D. P. P. (2019). The Effectiveness of Learning Media Developed with the Kahoot Application on the Subject of Management Information System. Journal of Physics: Conference Series, 1363(1), 1-6.
Mutiara, F., Arif, W., & Stephani, D. P. (2022). Analisis instrumen penilaian HOTS berbasis game mata pelajaran IPA untuk pembelajaran jarak jauh. Proceeding Seminar Nasional IPA, 12, 116-126.
Noriyani. (2017). Implikasi google APPS dalam pengajaran dan pembelajaran pelajar pesisir UTHM. Master’s thesis, Universiti Tun Hussein Onn Malaysia.
Nurul, A. A., Razzatul, I. Z. R., & Norazila, A. (2018). Penggunaan aplikasi Kahoot dalam pembelajaran modul teori di Kolej Komuniti Ledang Johor. International Conference on Education, Islamic Studies & Social Sciences Research (ICEISR), 1-9.
Orhan, G. D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers and Education, 135, 15–29.
Pallant, J. (2010). SPSS survival manual - a step by step guide to data analysis using SPSS for windows (version 10). Buckingham: Open University Press.
Sharipova. (2020). Interactive Learning in the Medical English Classroom. Universal Journal of Educational Research, 8(5), 1997–2004.
Suryaman, M., Akbar, F., & Salsabila, S. (2020). English education students as pre-service English teachers’ perception on Quizizz: Considering mall utilization as a pedagogical tool. Indonesia Technology Enhanced Language Learning, 139-142.
Teresa, P., Jose-Miguel, M., Gerard, C., & Lucila-Paola, M. (2018). Gamification for formative assessment in the framework of engineering learning. International Conference on Technological Ecosystems for Enhancing Multiculturality, 6, 61–65.
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In European Conference on Games Based Learning, 20, 738-746.
