Students’ Attitudes Toward Using Kahoot! And Blooket As Formative Assessment Tools In The Instructional Planning Course

Ariani, Laras and Noviyenty, Leffi and Hidayah, Jumatul (2026) Students’ Attitudes Toward Using Kahoot! And Blooket As Formative Assessment Tools In The Instructional Planning Course. Sarjana thesis, INSTITUT AGAMA ISLAM NEGERI (IAIN) CURUP.

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Abstract

ABSTRACT Laras Ariani : Students’ Attitudes Toward Using Kahoot! And Blooket As Formative Assessment Tools In The Instructional Planning Course Advisor : Dr. Leffi Noviyenti, M.Pd Co Advisor : Jumatul Hidayah, M.Pd The rapid development of digital technology has encouraged the integration of gamification in education to create more interactive and engaging learning environments. Among various gamification platforms, Kahoot! and Blooket have been widely used as formative assessment tools. However, their implementation in theoretical courses remains relatively underexplored. Guided by the Theory of Planned Behavior (TPB), this study aimed to explore students’ attitudes toward using Kahoot! and Blooket as formative assessment tools in the Instructional Planning course, focusing on attitude, subjective norm, and perceived behavioral control. This study employed a qualitative case study approach involving nine students selected through purposive sampling from the English Tadris Study Program at IAIN Curup. Data were collected through semi-structured interviews and analyzed using Miles and Huberman’s interactive model, including data collection, data reduction, data display, and conclusion drawing/verification. The trustworthiness of the data was established through source triangulation and member checking. The findings, analyzed using the indicators of the Theory of Planned Behavior (attitude, subjective norm, and perceived behavioral control), revealed that students generally showed positive attitudes toward the use of Kahoot! and Blooket as formative assessment tools. Kahoot! was perceived as enhancing engagement, competition, and learning motivation, while Blooket supported understanding, reflection, and content retention. In addition, students’ perceptions were influenced by subjective norms, particularly encouragement from lecturers and peers. Students also reported that ease of use, accessibility, and familiarity with technology contributed to their perceived behavioral control when using both platforms. Overall, Kahoot! and Blooket played complementary roles in supporting students’ learning experiences and were positively perceived as formative assessment tools in the Instructional Planning course. Keywords: Students’ Attitudes, Theory of Planned Behavior, Kahoot!, Blooket,and Formative Assessment

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Thesis (Sarjana)

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