The Effect of Kahoot-Assisted Collaborative Problem Solving on Students’ Mathematical Habits of Mind

Azra Sabrina; Reflina Reflina

doi:10.58421/misro.v5i3.2069

DOI:

https://doi.org/10.58421/misro.v5i3.2069

Authors

Azra Sabrina Universitas Islam Negeri Sumatera Utara
Reflina Reflina Universitas Islam Negeri Sumatera Utara

Keywords:

Collaborative Problem Solving , Kahoot, Mathematical Habits of Mind, Mathematics Learning, Polynomial

Abstract

This study aimed to determine the effect of the Collaborative Problem Solving (CPS) model, supported by the interactive platform Kahoot, on students’ Mathematical Habits of Mind (MHoM) regarding the topic of polynomials. A quantitative approach was employed using a quasi-experimental method with a non-equivalent control group design. The sample was selected via cluster sampling: Class XI IPA A-1 at MAN 1 Medan served as the experimental group (36 students) and was taught using the Kahoot-assisted CPS model, while Class XI IPA A-3 (36 students) served as the control group and was taught using conventional instruction. Data were collected using a validated MHoM questionnaire, supplemented by observation sheets administered solely to the experimental group over four sessions. Hypothesis testing using the Mann-Whitney U test on N-Gain data yielded a significance value of 0.020 (p < 0.05), indicating that the Kahoot-assisted CPS model resulted in a significantly greater improvement compared to conventional instruction. However, the calculated effect size fell into the small category (r = 0.262), suggesting a limited practical impact. Observations across the four sessions also revealed a consistent upward trend, rising from 50% to 93%. Given that the intervention spanned only four sessions, these results are quite promising. Thus, the Kahoot-assisted CPS model can serve as an alternative instructional strategy for developing students’ MHoM.

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