The purpose of this research was to determine (1) Teacher's perception on using Kahoot! for English learning; (2) Students' perceptions on using Kahoot! for English learning; and (3) Constraints encountered while using Kahoot! for English learning. This is a quantitative descriptive research. The research subjects were one English teacher and 32 students of Class X MIPA 1 of SMA 4 Singaraja. Data collection was conducted using a closed questionnaire, structured interviews, and nonparticipatory observation. The results highlight teacher and students' perceptions on the use of Kahoot! is very good. The constraint encountered by the teacher is slow internet connection when accessing Kahoot!
Kahoot! is an individual and collaborative gamified learning platform that encourages curiosity, promotes lifelong learning, and makes learning enjoyable. Given the numerous advantages of using Kahoot! in language acquisition, several academic institutions have included gamification to enhance their learning experience. However, there are always issues and hurdles encountered throughout technology deployment. The present study aimed to analyze how the teacher implements Kahoot! in Japanese learning, the Indonesian high school teachers and students' perceptions of using Kahoot! and the constraints they encountered in using Kahoot! The study was designed as qualitative research, enrolling one Japanese language teacher and 34 students in a state senior high school. Semi-structured interviews, non-participatory observation, and a mixed questionnaire were used to collect data. Despite specific problems in the teacher's implementation of Kahoot!, the research indicated that both the teacher and the students had an "excellent" impression of the platform, with a poor internet connection being recognized as the biggest stumbling block to their utilizing Kahoot! efficiently. While Kahoot! may be a realistic alternative for inspiring high school students to learn Japanese, it requires a solid internet connection to guarantee that the learning process runs well.
This study aims to determine: (1) the influence of Principal Managerial on Student Achievement, (2) the influence of Teacher Competence on Student Achievement, (3) the influence of Principal Managerial and Teacher Competencies on Student Achievement. This study uses a quantitative approach. The sample in this study amounted to 58 respondents taken from the number of teachers in SMA Negeri 2 Denpasar. Data collection techniques using observation, documentation, and questionnaires with descriptive analysis testing, testing requirements analysis and hypothesis testing and SPSS 26 The results of this study indicate that (1) the Principal Managerial variable (X1) has an effect on Student Achievement (Y) this is based on the t-count value is 3.837 which is greater than the t-table which is 2.001 with a significant value of 0.000 <0.05. (2) Teacher Competency variable (X2) has an effect on Student Achievement of Prime Card 3 (Y) this is based on the t-count value, which is 6.640, which is greater than the t-table, which is 2.001 with a significant value of 0.000 <0.05. (3) Student Achievement variable (Y) the F-count value is 26,190 which is greater than the F-table, which is 3.16. The results of the determination test show that the amount of Adjusted R Square is 0.469, which means that 46.9% of the Student Achievement variable (Y) is influenced by Principal Managerial (X1) and Teacher Competence (X2), while the remaining 53.1% is influenced by other factors. which were not included in the study.
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