A Comparison of Conventional Assessment and Kahoot-Based Assessment Scores on the Topic of Changes in the States of Matter Among Fourth-Grade Madrasah Ibtidaiyah Students

Abstract

This study compares the assessment results of fourth-grade students of MIU Jabalul Khoir 2 Purwodadi on the material of Changes in the State of Objects between conventional assessment (paper-written test) and assessment based on the Kahoot application. Using a mixed methods approach with a sequential explanatory design, the study involved 30 fourth-grade students as research subjects. Quantitative data were collected through test scores of both instruments, while qualitative data were obtained from interviews and observations. Data integration was carried out through triangulation at the interpretation stage, where qualitative findings were used to explain the differences in scores between the two methods. The analysis results showed a significant difference in average scores, with an average Kahoot score of 78.4 compared to the conventional assessment of 71.2. The paired t-test produced a sig. 0.032 (p < 0.05). Qualitative findings revealed that motivational factors, test anxiety, and interface conditions influenced differences in student performance. This study recommends the integration of Kahoot as a formative assessment instrument in Islamic elementary schools, with a note on the need to adapt to the limitations of technological infrastructure.