EFEKTIVITAS PENGGUNAAN APLIKASI KAHOOT DALAM MENINGKATKAN KOSAKATA BAHASA ARAB SISWA KELAS IV SDIT WAHDAH ISLAMIYAH MAKASSAR

Abstract

This study examines the effectiveness of using the Kahoot application to improve Arabic vocabulary mastery among fourth-grade students at SDIT Wahdah Islamiyah Makassar. The study employed Classroom Action Research using the Kemmis and McTaggart model and was conducted in two cycles consisting of planning, action, observation, and reflection. The research participants were 18 fourth-grade students. Data were collected through vocabulary tests, classroom observations, and documentation, and were analyzed descriptively by comparing mean scores, classical mastery, and classroom activity across stages. The findings showed a progressive improvement in students' vocabulary achievement. The mean score increased from 44.64 in the pre-cycle stage to 58.88 in Cycle I and 84.44 in Cycle II. Classical mastery rose from 11.11% to 50% and then to 88.88%, exceeding the predetermined success criterion of at least 80% of students reaching the minimum mastery criterion. Teacher activity increased from 86.66% to 90%, while student activity increased from 80% to 90%. These findings indicate that Kahoot, when integrated with reflection and instructional improvement across action-research cycles, can support vocabulary learning while increasing students' participation, enthusiasm, and engagement in Arabic lessons.