THE EFFECTIVENESS OF THE KAHOOT-ASSISTED TEAMS GAMES TOURNAMENT (TGT) MODEL ON STUDENTS' ENGAGEMENT AND MATHEMATICAL COMMUNICATION SKILLS

Abstract

Mathematics learning at SMP Negeri 15 Tegal, Indonesia, is still dominated by teacher-centered lecture methods, resulting in relatively low levels of learning engagement and mathematical communication skill among eighth-grade students. This study examined the effectiveness of the Kahoot-assisted Teams Games Tournament (TGT) model on students' engagement and mathematical communication skill on the topic of measures of central tendency. A quantitative approach with a quasi-experimental, pretest-posttest control group design was used. The population consisted of 254 eighth-grade students across eight classes; using purposive sampling, class VIII C (32 students) served as the experimental group taught with Kahoot-assisted TGT and class VIII B (32 students) as the control group taught with teacher-centered learning. Data were collected through interviews, a 15-item essay test, documentation, and a Likert-scale engagement questionnaire, then analyzed using normality, homogeneity, Independent Sample t-test, and Normalized Gain (N-Gain) procedures. The results show a significant difference in learning engagement (Sig. 2-tailed = 0.029 < 0.05) and in mathematical communication skill (Sig. 2-tailed = 0.000 < 0.05) between the experimental and control groups, with the experimental class scoring higher on both measures. N-Gain analysis further confirmed that mathematical communication skill improved in the "high" category for both classes, with a slightly larger average gain for the experimental class (0.78 versus 0.74). These findings indicate that the Kahoot-assisted TGT model is effective in improving both students' learning engagement and mathematical communication skill in mathematics instruction