Increasing Student Activeness Using Digital Gamification Learning Media Through Kahoot

Abstract

Student activeness in Pancasila Education in grade IV B of SDN 192 II Sungai Buluh, Bungo Regency, remains low because learning is dominated by teachers and only a few students participate consistently in questions, discussions, and assignments. This classroom action research aimed to describe the planning and implementation of Kahoot-based digital gamification and to analyze its effect on student activeness. Following Kurt Lewin's model, the study was conducted in two cycles of two meetings each, involving 21 fourth-grade students in the 2025/2026 even semester. The material covered norms, rules, rights, and obligations. Data were collected through observation, documentation, student responses, and reflection notes. Activeness was measured on five indicators: teacher interaction, discussion participation, group cooperation, courage to answer, and task completion. Average activeness increased from 43.6% at pre-cycle to 85.4% at the second meeting of cycle II, a gain of 41.8 percentage points. All indicators improved: teacher interaction (46% to 83%), discussion (42% to 84%), group cooperation (44% to 84%), courage to answer (39% to 90%), and task completion (47% to 86%). Kahoot increased student activeness when integrated with discussion, group work, feedback, teacher guidance, and reflection, offering a practical alternative for making Pancasila Education more participatory in elementary schools.