Enhance Engagement Students Through Kahoot ! In Online Lecture During Pandemi Covid-19

Numerous schools worldwide have closed during Covid-19 pandemic but students has several distraction when they study from home. Schools and universities have to continue with preparing learning method in any occasion like online lecture. Some study results show an increase in linkages using digital applications, one of which is Kahoot. Therefore, this study aims to analyze the acceptance and relationship of students with lectures through Kahoot in online lecture. In this study, 67 students of pre-service Madrasah/ Primary teachers at a Siliwangi Islamic College were chosen as a participant. The age of the students ranged from 19 to 30 years and they were students who were taught by the researcher. The research conducted of two phases. In the first phases, consist of an introduction, lectures, and Kahoot! Quiz each chapter. In the second phase students answering the questionnaire-based online using google form. Question points in the questionnaire included usability, ease of use, attitude, engagement skills, and interaction. The findings show that a whole respondents agree that Kahoot can improve their learning performance. In spite of encourage in taking a good notes and listening carefully in classroom, Kahoot is contribute students to having fun in the online lecture.


Introduction
As we know, the quickly creating coronavirus emergency is ruling worldwide headlines and adjusting life. Numerous schools worldwide have closed. Schools and universities have to continue with preparing learning method in any occasion, when schools close. The New York Times (30/3/2020) provides an overview of the state of students when studying at home. Students complete school assignments in about 2-3 hours, but for them more tiring than being in school for 8 hours. Some students feel unenthusiastic because they do not have an internet network. Students has several distraction when they study from home. However, students feel more time for reflection and closer to their family. There are several factors for the success of lectures in the classroom. The process of building knowledge will occur well if students are ready to gain knowledge. Some research has been done mainly to improve the relationship at students with lectures. Some study results show an increase in linkages using digital applications, one of which is Kahoot . However, no deeper analysis has yet been found to improve the relationship of students during lectures at the time with the number of distractions like online Classroom using Kahoot. Therefore, this study aims to analyze the acceptance and relationship of students with lectures through Kahoot! in online lecture.
Several studies referred to Kahoot as a tool to increase student engagement Kahoot being able to provide a fun, competitive, and immersive end to the class and strengthening end to class using gameplay is Volume 1, Nomer 2, Agustus 2021 Jurnal Teknologi Pembelajaran (JTeP) https://journal.iaimnumetrolampung.ac.id/index.php/jtep a positive social learning strategy (Cameron & Bizo, 2019). Overall Kahoot Implementation! quite simple, pleasing aesthetically and inclusive. Kahoot can improve the nature of instructing and learning since decline interruptions in the class (Licorish, Owen, Daniel, & George, 2018). He uncovered that Kahoot! enhanced the nature of understudy learning in the study hall, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience.
Their discoveries additionally propose that the utilization of instructive games in the study hall is probably going to limit interruptions, consequently improving the nature of educating and realizing past what is given in regular study halls.Other factors that contributed to students' enhanced learning,because Kahoot, providing students with timely feedback, and game-play (gamification) strategies.Gamified design is effective in engaged people who were bashful or distracted (Song, Ju, & Xu, 2017).
Students were motivated, enthusiast and able to manage their time through the questions. The outcomes show that the understudies were progressively persuaded, increasingly excited and ready to deal with their opportunity to think all through the test (Rosdiana, 2019). There was no strained air, and all understudies appeared to be cheerful and energetic in addressing each question.

Method
In this study, 67 students of pre-service Madrasah/ Primary teachers at a Siliwangi Islamic College were chosen as a participant. The age of the students ranged from 19 to 30 years and they were students who were taught by the researcher.
The research conduct of two phases as shown in Figure 1. In the first phases, consist of an introduction, lectures, and Kahoot! Quiz each chapter. In the second phase students answering the questionnaire-based online using google form.
Procedure of the research start from the beginning of the semester. Students were introduced to how to use Kahoot! in their home on their own devices like smartphones. Lessons were conducted based on the lesson plan. After each chapter is completed, a quiz using Kahoot! was held to assess the students understanding.
At the end of the chapter, students were asked to fill a five-point Likert Scale questionnaire of 17 questions.
All items used a 5-point Likert scale option ranged from 1 (Strongly disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), and 5 (Strongly Agree). The other 2 items covered the demographic data of the students which are gender and age. Then, a focus-group interview was performed with randomly selected 5 students to evaluate their answers in detail. The personal details of the students who responded to the questionnaire and accepted to be interviewed were kept confidential.
The survey instrument was designed to assess students' acceptance of

Result and Discussion
Kahoot! is a game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes in minutes. The format and number of questions is up to user. Add videos, images and diagrams to questions to amplify engagement. host. Players answer on their own devices, lecturer send kahoot challenges that players complete at their own pace. After a game, encourage players to create and share their own Kahoots.

b. Lecture
In the online lecture process, students enter Google Classroom to get instructions and assignments.
The task is in the form of making concept maps. Concept maps will help students find concept definitions and the interrelationships between concepts. In addition, the concept map is able to reveal the students' misconceptions. so that the process of understanding the material will run more directed. Quiz using Kahoot is conducted after the lecture process is finished each chapter. The grace period for filling is 3 days. Each question is given 30 seconds. The final point will come out right after students fill in all the questions. At the end a podium will appear for the 3 students with the highest grades.

II Phase 2
A. Demographic analysis

Gender and Age
Respondents fill in age and gender questions to find out the distribution of age and sex participants. Table 1 and Figure 1 show the age percentage.    Four questions of perceived usefulness filled by respondents. The descriptive analyze showed on Table 3. Analysis for perceived usefulness variable in Table 3 shows that the distribution of the data was normal. Because the value of mean (3.9) and median (4.0) were close and have low value of standard deviation (0.77). The mean value in Table 3 was 3.90 showed that, most students, the respondents agree on the usefulness of the Kahoot! conducted in this study. The findings are in line with the advantages of game based learning, this emerging technology has expanded far beyond integrating digital and online games into learning. Games enable learners to acquire new knowledge and enhance learning through multiple intelligences. There are many online applications/games that could be utilized in teaching and learning. Among the simplest ways to engage students in gamified learning is to try web resources such as Kahoot, Quizlet, Quizziz, Socrative and many more (Hashim, 2018). Four questions of ease to use filled by respondents. The descriptive analyze showed on Table 5.
Analysis for perceived usefulness variable in Table 5 shows that the distribution of the data was normal.
Because the value of mean (4.2) and median (4.0) were close and have low value of standard deviation (0.67).
The mean value in Table 5 was 4.20 showed that, most students, the respondents agree on the ease to useof the Kahoot! conducted in this study. Some research suggested that following the Kahoot introduction, student retention rates and academic performance increased, and there was a positive correlation between students' scoring highly on the app and achieving higher academic grades. While the app's affordances for learning are promising, the causal relationship between the app usage and improved student outcomes requires further investigation (Pechenkina, Laurence, Oates, Eldridge, & Hunter, 2017). Three questions of attitude towards using Kahoot! filled by respondents. The descriptive analyze showed on Table 7. Analysis for attitude variable in Table 7 shows that the distribution of the data was normal. Because the value of mean (4.4) and median (4.0) were close and have low value of standard deviation (0.56). The mean value in Table 7 was 4.40 showed that, most students, the respondents a good attitude towards using Kahoot! conducted in this study.  Table 8 shown more deeply analyze of the result. Questions number one showed that a whole respondents think agree that using Kahoot! is a good idea. In where 68 (strongly agree and agree) respondents like learning with Kahoot!, another 2 students neutral with that questions. In where 67 respondents look forward to those aspects of their learning that require the use of Kahoot!, 3 respondents neutral with that questions.
In where 42.9% of the respondents strongly agree on usefulness of Kahoot! another 53.3% agree, and 3.8% neutral of usefulness Kahoot! This shows that most of students (96.2%) respondents agreed using Kahoot! in the classroom. Three questions of percieved engagment towards using Kahoot! filled by respondents. The descriptive analyze showed on Table 9. Analysis for attitude variable in Table 9 shows that the distribution of the data was normal. Because the value of mean (4.2) and median (4.0) were close and have low value of standard deviation (0.56). The mean value in Table 9 was 4.20 showed that, most students, the respondents a good attitude towards using Kahoot! conducted in this study.  Table 10 shown more deeply analyze of the result. Questions number one showed that a whole respondents encourage in taking a good notes in classroom. In where 67 (strongly agree and agree) respondents encourage to listening carefully in classroom, another 3 students neutral with that questions.
In where 68 respondents agree that Kahoot encourage students to make sure study on regular basis.
In where 25.71% of the respondents strongly agree on skill if engagement of Kahoot! another 69.05% agree, and 5.23% neutral of that question. This shows that most of students (94.76%) respondents agreed using Kahoot! in the classroom with its skill of engagement.
Technology is being increasingly integrated into teaching environments in view of enhancing students' engagement and motivation. In particular, game-based student response systems have been found to foster students' engagement, enhance classroom dynamics and improve overall students' learning experience. Educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms (Licorish et al., 2018).
Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies. Four questions of interactions towards using Kahoot! filled by respondents. The descriptive analyze showed on Table 11. Analysis for attitude variable in Table 11 shows that the distribution of the data was normal. Because the value of mean (4.4) and median (4.0) were close and have low value of standard deviation (0.58). The mean value in Table 11 was 4.40 showed that, most students, the respondents a good interacting towards using Kahoot! conducted in this study.  Table 12 shown more deeply analyze of the result. Questions number one showed that a whole respondents think agree that using Kahoot! is contribute students to having fun in the online lecture. In where 68 (strongly agree and agree) respondents like learning with Kahoot!, another 2 students neutral with that questions. In where 67 respondents look forward to those aspects of their learning that require the use of Kahoot!, 3 respondents neutral with that questions.
In where 40,7% of the respondents strongly agree on usefulness of Kahoot! another 53,6% agree, and 5,7% neutral of usefulness Kahoot! This shows that most of students (96.2%) respondents agreed using Kahoot! in the classroom.
Above all, due to the unique characteristics of the new generation of learners, teachers could not run away from integrating and applying technology in teaching and learning. For these learners, technology is not considered an accessory to life but is viewed as a way of life. This has implications on pedagogy and it demands the transformation of education (Hashim, 2018)

Conclusion
In the pandemic situation teachers could not run away from integrating and applying technology in teaching and learning. The use of Kahoot in the online classroom is minimize distractions, thereby improving the quality of online lecture. The findings show that a whole respondents agree that Kahoot can improve their learning performance. In spite of encourage in taking a good notes and listening carefully in classroom, Kahoot is contribute students to having fun in the online lecture. Obstacles felt by students during the implementation of Kahoot in lectures such as signals and accuracy of students in choosing answers because of the short time to answer. For further research to prevent students from feeling bored, it is recommended to try to integrate with other applications.