Developing and Piloting a Kahoot-Based Arabic Reading Assessment for Seventh-Grade Students at MTs Al-Yasini Pasuruan
DOI:
https://doi.org/10.38073/lughawiyyat.v9i2.3785Keywords:
Arabic reading assessment, Kahoot, digital formative assessment, Arabic language education, pesantrenAbstract
This study developed and evaluated a Kahoot-based assessment tool for Arabic reading (maharah qirā’ah) among seventh-grade female students at MTs Al-Yasini, Pasuruan. Using research and development procedures guided by the ADDIE model, the study involved 26 students in one class. The instrument was reviewed by three experts, implemented in a one-group pretest–posttest design, and evaluated through tests, questionnaires, interviews, and classroom observations. The mean score increased from 45.69 (SD = 13.59) before implementation to 90.00 (SD = 8.47) afterward; a paired-samples t test showed a statistically significant difference, t(25) = −15.88, p < .001, with a very large within-group effect (dᶻ = 3.11). Expert validation scores were 68.6%, 98.2%, and 98.1%. Teacher and student responses were generally favorable. Overall, the assessment was feasible in this class, and scores improved substantially after implementation; however, the one-group design does not establish that Kahoot caused the improvement or support broad generalization.
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