Aisya Rahma Fadhilla, Fadia Rusydiyanti

Implementasi FWEG (Fun Wordwall Energi Game) Sebagai Media Pembelajaran Interaktif Dalam Meningkatkan Literasi Sains

Introduction

Implementasi fweg (fun wordwall energi game) sebagai media pembelajaran interaktif dalam meningkatkan literasi sains. FWEG (Fun Wordwall Energi Game) adalah media interaktif yang efektif meningkatkan literasi sains siswa SD melalui pemahaman konsep energi yang menyenangkan.

Abstract

This study aims to describe the implementation of FWEG (Fun Wordwall Energy Game) as an interactive learning medium in improving the science literacy of elementary school students. FWEG is a word-based media designed to help students understand the concept of energy in a fun and meaningful way. This study uses a qualitative approach with a descriptive method. The subjects of the study were grade V students in one of the public elementary schools, with data collection through observation, interviews, and documentation. The results of the study show that the application of FWEG is able to increase students' active involvement in learning, facilitate the understanding of energy concepts, and encourage students to think critically and communicatively. In addition, students showed high enthusiasm in following the learning process using FWEG, which had a positive impact on improving their science literacy. Thus, FWEG can be an effective alternative learning media to support the development of students' science literacy at the elementary school level.

Review

This study introduces FWEG (Fun Wordwall Energy Game) as an interactive learning medium aimed at enhancing science literacy among elementary school students. The premise of FWEG, leveraging a word-based game format to make complex energy concepts accessible and enjoyable, is commendable. The abstract highlights several positive outcomes, including increased student engagement, facilitated understanding of energy concepts, and the development of critical thinking and communication skills. The reported high enthusiasm among students during the learning process with FWEG suggests its potential to significantly impact motivation, which is a crucial factor in effective elementary education. The research employs a qualitative approach with a descriptive method, focusing on Grade V students in a public elementary school. Data collection through observation, interviews, and documentation provides a rich understanding of the implementation process and its immediate effects on student learning. The findings strongly suggest that FWEG is capable of fostering active involvement and concept comprehension, thereby positively contributing to students' science literacy. The study concludes that FWEG serves as an effective alternative learning medium, supporting the development of essential scientific skills at this foundational educational level. While the qualitative descriptive approach effectively details the implementation and observable benefits of FWEG, it inherently limits the generalizability and the quantitative measurement of the intervention's impact. The abstract describes *how* FWEG was implemented and *what* positive effects were observed, but it does not provide empirical data on the *extent* of improvement in science literacy or compare FWEG's effectiveness against traditional teaching methods or control groups. Future research could benefit from incorporating quantitative measures, larger and more diverse samples, and comparative designs to robustly validate FWEG's impact on science literacy. Nevertheless, this study presents a valuable initial exploration into an innovative and promising pedagogical tool, laying a strong foundation for further investigation.

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