Improving Primary Students' IPAS Learning Outcomes through Wordwall-Based Learning Media: A Classroom Action Research

Anggi Waryana; Neneng Sulastri; Agus Hendra

Authors

Anggi Waryana SDN 160 Sukalaksana
Neneng Sulastri Universitas Islam Nusantara
Agus Hendra Universitas Islam Nusantara

Keywords:

Classroom Action Research, Digital Learning Media, Elementary Education, IPAS Learning, Wordwall

Abstract

The integration of digital learning media has become increasingly important in improving students' engagement and learning outcomes in primary education. However, the implementation of interactive digital media in elementary science learning remains limited, particularly within the context of Indonesia's Merdeka Curriculum. This study aimed to investigate the effectiveness of Wordwall-based learning media in improving fourth-grade students' learning outcomes in Ilmu Pengetahuan Alam dan Sosial (IPAS). The study employed Classroom Action Research following the Kurt Lewin model, consisting of three iterative cycles of planning, action, observation, and reflection. The research was conducted in a fourth-grade classroom at SD Negeri Lembang, Sumedang Regency, involving 30 students. Data were collected through classroom observations, learning achievement tests, and documentation, and were analyzed using descriptive qualitative and quantitative approaches. The findings revealed continuous improvements in both the learning process and students' academic achievement throughout the three research cycles. Teacher activity improved from 75% in Cycle I to 90% in Cycle III, while student learning activity increased from 70% to 85%. The percentage of students achieving the Minimum Mastery Criterion also increased from 63% in Cycle I to 70% in Cycle II and reached 83% in Cycle III, accompanied by an increase in the mean learning score from 67.1 to 75.2. These findings indicate that Wordwall-based learning media effectively promoted active participation, strengthened students' conceptual understanding, and improved learning achievement in IPAS. This study contributes to the growing body of knowledge on technology-enhanced learning by providing empirical evidence that integrating interactive digital media with Classroom Action Research offers an effective approach for improving instructional quality and students' learning outcomes in authentic primary school classrooms.

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