Utilization of the Kahoot Application as a Medium for Islamic Education at Vocation High School: A Study of the Integration of Religious Values in Digital Learning Interactivity
Main Article Content
Keywords:
Kahoot, Islamic education learning media, Religious Values, Digital LearningAbstract
The development of digital technology demands innovation in the learning process, including in Islamic Religious Education (PAI). Amidst the changing paradigm of 21st-century education, the integration of religious values and digital interactivity has become a strategic necessity in shaping students' character. This study aims to analyze the implementation of the Kahoot application as an interactive learning medium in Islamic Religious Education (PAI) at SMK Unitomo, and how its use can integrate religious values in the context of technology-based learning. The research method used is descriptive qualitative research with a case study approach. Data were collected through observations of learning activities, interviews with headmaster, teachers and students, and documentation of learning activities using Kahoot. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the use of Kahoot can increase student motivation, participation, and understanding of Islamic Religious Education (PAI) materials. Moreover, the digital interactivity created through Kahoot provides a space for teachers to instill religious values such as honesty, responsibility, and cooperation in a fun learning atmosphere. The process of integrating religious values occurs naturally through an educational game mechanism based on healthy competition.
References
Abdullah, M. (2020). Integrasi Nilai-Nilai Religius dalam Pembelajaran Digital. Jurnal Pendidikan Islam Modern, 5(2), 101–115.
Afifah, A., & Lestari, W. (2024). The effect of cooperative model team-game-tournament assisted by Kahoot on learning outcomes. Journal of Language and Learning Technology, 3(2), 65–77.
Al-Attas, S. M. N. (1993). Islam and Secularism. International Institute of Islamic Thought and Civilization (ISTAC).
Al-Faruqi, I. R. (1982). Islamization of Knowledge: General Principles and Work Plan. International Institute of Islamic Thought.
Amanda, A., Supriyanto, B., & Ridwan, M. (2024). Kahoot-based team games tournament in developing critical thinking skills in vocational schools. Prosiding Pendidikan Digital UMS, 2(1), 55–70.
Ardiana, S., & Putri, I. (2024). Application of Kahoot media in Indonesian language learning: Effects on literacy skills. Seloka: Jurnal Pendidikan Bahasa dan Sastra, 13(1), 88–99.
Barr, R. B., & Tagg, J. (1995). From Teaching to Learning: A New Paradigm for Undergraduate Education. Change: The Magazine of Higher Learning, 27(6), 12–25.
Bicen, H., & Kocakoyun, S. (2018). Determination of University Students’ Most Preferred Mobile Application for Gamification. World Journal on Educational Technology: Current Issues, 10(2), 84–93.
Cecep, S. R., & Hidayatullah, M. (2025). Using Kahoot! learning game media to improve students’ learning results in Islamic Education and Character Lessons. Tadibuna: Journal of Islamic Education, 14(2), 115–126.
Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging Games Help Students Learn: An Empirical Study on Engagement, Flow, and Immersion in Game-Based Learning. Computers in Human Behavior, 54, 170–179.
Handayani, D., Lisnawati, S., & Abristadevi, A. (2025). Pengaruh penggunaan aplikasi Kahoot! terhadap minat belajar pada mata pelajaran Sejarah Kebudayaan Islam (SKI). Masaliq: Jurnal Pendidikan Agama Islam, 5(1), 33–44.
Hasyim, M. (2020). Digital Piety in the Modern Muslim Context: Integrating Religious Values in Online Learning. Jurnal Pendidikan Islam, 9(1), 35–52.
Hidayat, M., & Rofiq, A. (2020). Inovasi Pembelajaran Pendidikan Agama Islam di Era Digital. Yogyakarta: Deepublish.
Hoy, W. K., & Miskel, C. G. (2013). Educational Administration: Theory, Research, and Practice (9th ed.). McGraw-Hill Education.
Ilmudinulloh, R. (2024). The development of Kahoot-based learning media to increase Islamic religious learning motivation. Edudeena: Journal of Islamic Religion Education, 6(1), 1–10.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
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(9), 1–23.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Muhaimin. (2011). Pemikiran Pendidikan Islam: Kajian Filosofis dan Strategi Pengembangan. Rajawali Press.
Munir. (2017). Pembelajaran Digital: Pengembangan Kurikulum dan Praktik Pembelajaran Berbasis TIK. Alfabeta.
Nata, A. (2021). Pendidikan Islam di Era Revolusi Industri 4.0: Tantangan dan Peluang. Jakarta: Prenada Media.
Nurhayati, E., & Fauzan, A. (2022). Implementation of digital-based formative assessment using Kahoot in Islamic education. Jurnal Al-Muaddib: Pendidikan Islam dan Teknologi, 4(2), 90–104.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1–6.
Rahmawati, D. (2022). Integrasi Nilai-Nilai Religius dalam Pembelajaran Berbasis Digital di Sekolah Menengah Kejuruan. Jurnal Pendidikan Islam Kontemporer, 7(2), 145–158.
Rahmawati, E., & Nizar, F. (2023). Integrasi Nilai-Nilai Islam dalam Media Digital Pendidikan. Jurnal Pendidikan dan Kebudayaan Islam, 15(2), 102–118.
Rijal, F. (2025). Digital innovation in Islamic religious education: Integrating technology to strengthen internalization of Islamic values. Sinthop: Jurnal Kajian Agama dan Pendidikan Islam, 9(1), 45–57.
Robbins, S. P., & Coulter, M. (2022). Management (15th ed.). Pearson Education.
Rochman, M. F., & Azmi, H. (2023). Gamification and student motivation in Islamic religious learning. Jurnal Teknologi Pendidikan Islam, 5(3), 121–134.
Salsabila, R., & Zain, M. (2024). The impact of Kahoot as learning evaluation on students’ motivation and outcomes. Jurnal Pendidikan Islam dan Teknologi Digital, 4(1), 11–22.
Sari, P., & Nugroho, E. (2020). Kahoot sebagai Media Pembelajaran Interaktif dalam Meningkatkan Partisipasi Siswa. Jurnal Teknologi Pendidikan, 8(3), 234–243.
Sibagariang, S. W. (2024). Integration of Islamic gamification strategy in PAI learning: Design to internalize religious values. Educationist: Journal of Islamic Learning Innovation, 5(2), 22–35.
Sugiyono. (2019). Metode Penelitian Kualitatif, Kuantitatif, dan R&D. Bandung: Alfabeta.
Utami, R. A., & Kurniawan, D. (2025). Perspectives on usability, content quality, and effectiveness of digital learning modules. Journal of Educational Research and Evaluation, 6(2), 78–90.
Zainuddin, Z. (2021). Digital Pedagogy and Gamification in Islamic Education. Journal of Islamic Educational Studies, 9(1), 33–48.
Article Sidebar
Download this PDF file
PDFPublished:
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors send the manuscript with the understanding that if accepted for publication, the copyright of the article belongs to the author and retains publishing rights without restriction.
Copyright includes the non-exclusive right to reproduce and submit articles in all forms and media, including reprints, photographs, microfilm, and other similar reproductions, as well as translations. Reproduction of any part of this journal, its storage in the database and its transmission by all forms or media, such as electronic, electrostatic and mechanical copies, photocopying, recording, magnetic media, etc.
The journal editorial board makes every effort to ensure that no false or misleading data, opinions, or statements are published in the journal. Either way, the contents of articles published in journals are the sole and responsibility of each writer and publisher.
All articles published are free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Attribution 4.0 International (CC BY 4.0)