| Summary: | Rapid advances in technology affect many areas of our lives, one of which is education. In the local Indonesian context, teachers and schools sometimes still see technology as a threat to the teaching and learning process. Many schools forbid their students to bring their devices to school. Some modern schools are trying to embrace technology by allowing students to carry and use their tools at school and provide free WiFi at school. However, it does not mean that teachers are ready to adapt and use technology in their classrooms. To get the benefits of information technology advances in teaching and learning process at schools; we need to find a technology that is easy for the teacher to use and fun for the students to learn it. Kahoot is a form of technology in the Student Response System (SRS) with a gamification approach that can increase student involvement in the class-room. This study aims to look at the students' perceptions of Kahoot and see the effect on non-cognitive aspects, namely Likeness and Interesting, and cognitive aspects, namely Achievement. As many as 153 students were involved in this study consisting of 127 students in the experimental class and 26 students in the control class. We implemented Kahoot in chemistry lessons for three months in the experimental class then surveyed to see their perceptions. We also compare the academic score of chemistry lesson from both classes before and after the implementation. The results show that Kahoot has a positive effect on student perceptions and non-cognitive aspects, but the application of Kahoot has no direct impact on the cognitive elements observed, namely Achievement.
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