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This study aims to investigate the utilization of the Kahoot application to minimize academic dishonesty during physics examinations. The research was a Quasi-Experimental approach, employing a one-shot case study design. The study's sample involves 23 students in the eleventh grade, selected using a purposive non-probability sampling technique. Data were collected through observation, questionnaires, and interviews.  The instruments in this study utilized indicators developed by Anderman and Murdock, comprising three categories: (1) Providing, utilizing, or receiving various information, (2) Using prohibited materials, and (3) Exploiting someone's weaknesses, procedures, or processes to gain an advantage. The results of this study indicate that 96% of the students agree that the Kahoot application is beneficial in minimizing cheating during the examination process. The inclusion of a timer feature for each question in Kahoot makes it challenging for students to cheat, such as by accessing unauthorized materials, discussing with peers, or engaging in other forms of dishonesty. Consequently, cheating during exams can be reduced by employing the Kahoot application