Digital Science Learning with Wordwall to Enhance Students' Cognitive Learning Outcomes on Ecosystem Concepts through Discovery Learning
DOI:
https://doi.org/10.30998/5gjvge98Keywords:
Cognitive learning outcomes; wordwall; discovery learning; digital science; ecosystem conceptAbstract
This study presents a comprehensive literature review on the concept of ecosystems and their influence on students’ science learning. Low student achievement in science subjects, particularly in abstract concepts, remains a major issue in many elementary schools in Indonesia. The dominance of lecture-based teaching methods causes students to experience difficulties in processing information and increases cognitive load, thereby necessitating more interactive media innovations. Based on these conditions, this study aims to analyze the effect of using the website-based Wordwall application on the science learning outcomes of fifth-grade elementary school students. This quantitative study employed a quasi-experimental design (non-equivalent control group design) and involved 61 students. The learning outcome test instruments (pretest–posttest) were tested for validity and reliability. Data analysis was conducted using the Mann–Whitney U test because the assumption of homogeneity was not met (Levene’s Sig. < .001). Descriptively, the experimental group experienced a significant increase in mean scores, from 30 to 85 (an increase of 55 points), far exceeding the control group, which increased only from 40 to 45 (an increase of 5 points). The results of the Mann–Whitney U test showed Asymp. Sig. < .001 (α = 0.05), confirming a significant difference in learning outcomes between the two groups. These findings demonstrate that Wordwall is effective in improving science learning outcomes holistically—cognitively, affectively, and psycho-motorically by providing a more engaging, interactive, and contextual learning experience
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Copyright (c) 2026 Nadiah Madubun, Marleny Leasa, Johanes Pelamonia, John Rafafy Batlolona (Author)
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