Jeni Puspitasari, Sukartono Sukartono

Application of wordwall media in PPKn learning for grade IV elementary school students: a qualitative study

Introduction

Application of wordwall media in ppkn learning for grade iv elementary school students: a qualitative study. Discover the impact of Wordwall media on elementary PPKn learning. This study reveals increased student engagement, activity, and understanding in citizenship education.

Abstract

Background - PPKn learning has an important role in shaping students' character, but conventional methods often make them passive and less motivated. Therefore, learning innovation is needed by utilizing interactive digital media so that students are more active and understand the material better. Purpose - This study aims to describe the application of wordwall media in learning Pancasila and Citizenship Education (PPKn) in grade IV of SD Muhammadiyah Plus Malangjiwan Colomadu. Wordwall is a digital-based learning media that allows teachers to create interactive activities such as quizzes, matching, and other educational games to increase student engagement and understanding of the subject matter. Method/approach - This study uses a descriptive qualitative method with data collection techniques including interviews, observations, and documentation. To ensure the validity of the data, triangulation of techniques and sources is used. Meanwhile, data analysis is carried out through three main stages, namely data presentation, data reduction, and verification or drawing conclusions. Findings - The results of the study show that in learning planning, teachers rarely create teaching modules or RPPs so that they only compile them when there are administrative needs. The use of wordwall in PPKn learning has a significant impact on student engagement, where students become more active in discussions, show increased enthusiasm in answering questions, and understand the concepts taught more easily. Compared to the lecture method, student engagement increased substantially, with most students showing active participation during the learning process. Supporting factors in the implementation of this media include adequate internet access and the availability of devices such as projectors and speakers. Conclusions - However, there are several obstacles such as limited time for teachers to create media, minimal teacher skills in using technology, and technical obstacles such as unstable electricity. As a solution, training and assistance are needed for teachers in utilizing digital-based media in order to optimize learning, as well as arranging the schedule for using projectors or increasing the capacity of electricity to overcome technical obstacles. Novelty/Originality/Value - The implication of this study is that the integration of digital media such as wordwall in PPKn learning not only increases student engagement but also encourages innovation in teaching methods, so teachers need to develop their digital competencies to create more engaging and effective learning.

Review

This qualitative study effectively addresses a pertinent issue in Indonesian elementary education: the challenge of passive learning in Pancasila and Citizenship Education (PPKn). By investigating the application of Wordwall media, the authors highlight a practical approach to fostering greater student engagement and comprehension, which is crucial for character development. The findings strongly suggest that interactive digital tools can significantly enhance student activity and enthusiasm compared to traditional lecture methods, making the learning process more dynamic and accessible for fourth-grade students. The identification of both supporting factors and practical obstacles in implementation provides a balanced and realistic assessment of integrating such technology. The research employs a descriptive qualitative method, which is well-suited for exploring the application and impact of Wordwall in a specific educational setting. The data collection techniques, including interviews, observations, and documentation, along with data triangulation for validity, establish a credible foundation for the findings. However, a notable observation within the findings—that teachers "rarely create teaching modules or RPPs" and only compile them for administrative needs—raises questions about the depth of pedagogical planning surrounding the Wordwall integration. While the study effectively describes the media's use and its immediate impact on student engagement, this underlying issue in lesson preparation could influence the consistency and long-term effectiveness of any implemented innovation. Despite the positive outcomes concerning student engagement, the study candidly identifies significant barriers such as limited teacher time, insufficient technological skills, and technical infrastructure issues. The proposed solutions—teacher training and assistance, along with improving technical capacity—are directly relevant and crucial for scaling such initiatives. The study's value lies in providing specific insights into the practicalities of digital media integration in PPKn, emphasizing that successful implementation requires not just the tool itself, but also comprehensive teacher development and robust institutional support. While the novelty of digital media in education is not new, its focused application and detailed qualitative analysis in this specific context and subject area offer valuable guidance for educators and policymakers.

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