Teachers’ Experiences Using Kahoot for Assessment in Islamic Education:
A Qualitative Case Study
DOI:
https://doi.org/10.29240/belajea.v11i1.16556Keywords:
Experiences, Evaluation, Islamic Junior High School, KahootAbstract
This study examines the experiences of Islamic education teachers in using Kahoot as an assessment tool at an Islamic junior high school. Although Kahoot has been widely used as a digital assessment tool, research on teachers’ real-world experiences in Islamic education, particularly at the junior high school level, remains limited. This study employs a qualitative case study design, collecting observational data, interviews, and documentation from 1 Islamic education teacher and 17 students. The findings indicate that Kahoot facilitates the assessment process for teachers and enables the provision of immediate feedback. However, several challenges were also identified, including limited internet connectivity and limited device availability. Students’ responses to the use of Kahoot were generally positive, as learning became more enjoyable and the score display encouraged greater enthusiasm. This study offers practical implications for teachers in selecting interactive assessment tools and opens opportunities for further research with a broader scope.
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