Science and Research |
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SAR Journal |
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| ISSN 2619-9955 | eISSN 2619-9963 | Frequency:4/year | Peer Reviewed: Yes | UIKTEN Publisher |  |
Enhancing Critical Thinking through Kahoot-Based Digital Learning: A Meta-Analytical Study in Physics Education
Himawan Putranta
© 2025 Himawan Putranta, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).
Citation Information: SAR Journal. Volume 8, Issue 4, Pages 382-394, ISSN 2619-9955, https://doi.org/10.18421/SAR84-10, December 2025.
Received: 01 November 2025.
Revised: 16 December 2025.
Accepted: 23 December 2025.
Published: 27 December 2025.
Abstract:
The limited use of digital learning media by educators, particularly the lack of integration of interactive platforms such as Kahoot, has resulted in suboptimal development of students’ critical thinking skills, especially among physics education students who are expected to master analytical and evaluative competencies. This study aims to determine the effectiveness of Kahoot-based learning in enhancing students’ critical thinking skills using a meta-analysis. The study employed a quantitative meta-analytic approach, reviewing 30 national and international journal articles on the implementation of Kahoot as a digital learning medium in science and physics education contexts. The procedure included literature identification, inclusion-exclusion selection, data extraction, and quantitative synthesis using the JASP software to calculate the overall effect size (summary effect). Descriptive and inferential analyses were performed to assess the consistency and strength of the findings across studies. The meta-analysis results revealed that using Kahoot significantly improved students’ critical thinking skills, with a summary effect size of 0.80, indicating very high effectiveness.This finding demonstrates that integrating Kahoot promotes an interactive, engaging, and reflective learning environment that supports the development of higher-order thinking. Consequently, this study highlights the pedagogical potential of Kahoot as an innovative and effective digital learning strategy to enhance learning quality and cognitive engagement in physics education at the tertiary level.
Keywords – Kahoot, critical thinking skills, digital learning media, meta-analysis, physics education.
