Pengaruh pemanfaatan kahoot dalam model flipped classroom terhadap keterampilan menulis teks eksposisi siswa kelas X

Abstract

Limited active practice time and the dominance of one-way conventional teaching methods often trigger low scientific drafting proficiency among vocational students. To overcome these conceptual and structural barriers, a blend of inverted classroom strategies and digital gamification was implemented to optimize time management and enhance student engagement. This quantitative study utilized a quasi-experimental approach with a Nonequivalent Control Group Design to examine the efficacy of this combined methodology. Through purposive sampling, 57 students were divided into an experimental group (27 students) and a control group (30 students). Writing performance data, collected via tests and observations, were evaluated using the non-parametric Mann-Whitney U test. The results indicated that the experimental group achieved a post-test mean score of 85.56 with a medium N-Gain index of 0.68, significantly outperforming the control class which scored a mean of 69.72 with a low N-Gain of 0.16. A significance value of 0.000 and a large effect size of 0.59 empirically confirmed the intervention's success. This study concludes that game-based instructional inversion serves as a strategic solution to substantially improve students' writing literacy in the digital era.