Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia

Research Article

Game Based Learning Platform as a Tool for Assessment in Chemistry Education: Students’ Experiences and Perspectives

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  • @INPROCEEDINGS{10.4108/eai.2-10-2018.2295280,
        author={Munasprianto Ramli and Media Putri Yohana and R. Ahmad Zaky El Islami},
        title={Game Based Learning Platform as a Tool for Assessment in Chemistry Education: Students’ Experiences and Perspectives},
        proceedings={Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology,  ICONQUHAS \& ICONIST, Bandung, October 2-4, 2018, Indonesia},
        publisher={EAI},
        proceedings_a={ICONQUHAS},
        year={2020},
        month={5},
        keywords={kahoot! formative assessment game-based learning},
        doi={10.4108/eai.2-10-2018.2295280}
    }
    
  • Munasprianto Ramli
    Media Putri Yohana
    R. Ahmad Zaky El Islami
    Year: 2020
    Game Based Learning Platform as a Tool for Assessment in Chemistry Education: Students’ Experiences and Perspectives
    ICONQUHAS
    EAI
    DOI: 10.4108/eai.2-10-2018.2295280
Munasprianto Ramli1,*, Media Putri Yohana1, R. Ahmad Zaky El Islami2
  • 1: Universitas Islam Negeri Syarif Hidayatullah Jakarta
  • 2: Universitas Sultan Ageng Tirtayasa
*Contact email: munasprianto.ramli@uinjkt.ac.id

Abstract

This study aims to explore student’ experiences and perspective on using Kahoot!, a game based learning platform as an assessment tools in chemistry education. A descriptive qualitative approach utilised for this research. The study carried out at two analytical chemistry classrooms at Syarif Hidayatullah State Islamic University Jakarta. The researchers used Kahoot! every two weeks during the period of four month as a tool for formative assessment. Three students form each classroom were interviewed to explore their experiences and perception on using this game-based learning platform. The data from interviews were analysed using thematic analysis. The finding indicates that the students felt nervous when they were assessed using game-based learning platform since they knew their scores straight away and they were timed to do the assessment. However, they felt motivated to be a top scorer student. Moreover, they see beneficial of Kahoot and want to employ this platform in their classroom when they become a teacher.