The Use of Wordwall Media to Improve Learning Engagement of Grade IV Students of SDN 21 Tolomundu

Abstract

This study aims to examine the effectiveness of using the interactive learning media Wordwall in improving students' learning engagement at SDN 21 Tolomundu. The research employed a quantitative approach with a pre-experimental design using a one-group pretest–posttest model. The participants were fourth-grade students selected through total sampling. Data were collected using a learning engagement questionnaire and classroom observation sheets to measure students' behavioral, emotional, and cognitive involvement during the learning process. The data were analyzed using descriptive statistics and a paired sample t-test to determine whether there was a significant difference between pretest and posttest results. The findings revealed a significant increase in students' learning engagement after the implementation of Wordwall. The posttest scores were higher than the pretest scores, indicating improved participation, attention, and enthusiasm in classroom activities. The results suggest that interactive digital media can create a more engaging learning environment and positively influence students' active involvement. Therefore, the use of Wordwall is effective in enhancing learning engagement among fourth-grade elementary school students.