The Impact of a Kahoot-Assisted STEAM Learning Model on Elementary School Students' Reading Literacy and Responsibility

This study aims to examine the differences in students' reading literacy and responsibility between those taught using the Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning model assisted by Kahoot and those receiving conventional instruction at SDN 1 Kadengan. This study employed a quantitative approach with a quasi-experimental method using a nonequivalent pretest-posttest control group design. The sample consisted of 30 fifth-grade students, comprising 15 students in the experimental group and 15 students in the control group. The experimental group received instruction using the Kahoot-assisted STEAM learning model, whereas the control group received conventional instruction. Data were collected using a reading literacy test and a student responsibility questionnaire, both of which had met the validity and reliability criteria. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t-tests, and Pearson Product-Moment correlation analysis. The results revealed significant differences between the experimental and control groups in both reading literacy and responsibility. The reading literacy analysis yielded a t-value of 12.704 (p < 0.001), with a very large effect size (Cohen's d = 4.64). Similarly, the responsibility analysis showed a significant difference (t = 5.324, p < 0.001), with a very large effect size (Cohen's d = 1.94). Furthermore, Pearson correlation analysis indicated a strong, positive, and significant relationship between reading literacy and responsibility (r = 0.760). These findings suggest that Kahoot-assisted STEAM learning is a promising instructional alternative for supporting students' reading literacy and responsibility in elementary schools. The integration of STEAM activities and interactive digital media provides opportunities for students to engage in exploration, problem-solving, collaboration, and task completion while developing academic competencies and responsible learning behaviors.