OPTIMIZING HIGH SCHOOL STUDENT LEARNING OUTCOMES THROUGH KAHOOT-BASED ON PRETEST–POSTTEST SCORE IMPROVEMENT: A SYSTEMATIC LITERATURE REVIEW

Abstract

This study was conducted to summarize and analyze the effectiveness of Kahoot in optimizing the learning outcomes of high school students, based on indicators such as increasing scores before and after (pretest–posttest) or learning completeness. The method used is Systematic Literature Review (SLR) with an article search through Publish or Perish in the Google Scholar database in the range of 2021–2025. Study selection was carried out using inclusion/exclusion criteria (equivalent high school level, empirical studies, reporting quantitative learning outcome data, and access to complete texts). From the selection process, the author selected 10 articles as the final study. The results of the synthesis show that the integration of Kahoot, both as an evaluation medium and as an interactive quiz in learning, is consistently associated with improved learning outcomes (e.g., an increase in the average pretest–posttest, an increase in N-Gain, or an increase in the percentage of completeness in classroom action studies). The findings also indicate that the effectiveness of Kahoot is influenced by device readiness, question design quality, and teacher implementation strategies. Implicitly, Kahoot is considered relevant as part of a planned formative evaluation, not just a variation of classroom activities.