Implementation of Kahoot! Training to Support Digital Learning Practices among Elementary School Teachers

Fitria; Emy Iryanie; Heldalina Heldalina

doi:10.25077/jwa.33.3.452-460.2026

Authors

Fitria Department of Accounting Information Systems, Accounting, Politeknik Negeri Banjarmasin, Banjarmasin, Indonesia
Emy Iryanie Department of Accounting Information Systems, Accounting, Politeknik Negeri Banjarmasin, Banjarmasin, Indonesia
Heldalina Heldalina Department of Accounting Information Systems, Accounting, Politeknik Negeri Banjarmasin, Banjarmasin, Indonesia

DOI:

https://doi.org/10.25077/jwa.33.3.452-460.2026

Keywords:

digital learning, elementary school teachers, game-based learning, Kahoot!, teacher training

Abstract

The integration of digital technology into elementary education requires teachers to develop practical skills in utilizing interactive learning media. However, the use of game-based learning platforms at SD Islam Madinaturramlah Banjarmasin remained limited. This community service activity aimed to support elementary school teachers in utilizing Kahoot! as an interactive digital learning medium. The program involved approximately 16 participants and was implemented through preparation, material delivery, platform demonstration, hands-on practice, and evaluation using pre-test and post-test assessments. During the training, participants were guided to develop interactive quizzes and simulate their use in classroom learning. The evaluation recorded 16 pre-test responses with an average score of 99.38 and 15 post-test responses with an average score of 89.33. The difference in scores should be interpreted cautiously because the two assessments emphasized different levels of knowledge and practical application. Observations during the training indicated that participants actively engaged in discussions and were able to develop and simulate Kahoot!-based quizzes. These findings suggest that hands-on training can provide practical experience for teachers in integrating game-based digital learning media into elementary school learning activities. Further evaluation using equivalent assessment instruments is recommended to measure changes in teachers' competencies more accurately.

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