Peningkatan Motivasi Belajar IPAS Siswa Kelas IV Sekolah Dasar Setelah Penggunaan Media Wordwall
DOI:
https://doi.org/10.37329/cetta.v9i4.5645Keywords:
Elementary School, IPAS, Learning Motivation, Wordwall MediaAbstract
This study was prompted by the low learning motivation of fourth-grade students in the Natural and Social Sciences (IPAS) subject, reflected in their limited attention, participation, and enthusiasm during teacher-centered lessons that rarely used technology-based media. This study aimed to analyze the difference in students' IPAS learning motivation before and after using Wordwall media at SD Negeri 138 Pekanbaru. A quantitative approach was employed with a pre-experimental one-group pretest-posttest design involving 32 fourth-grade students selected through purposive sampling, who received the treatment in four meetings. Learning motivation was measured using a 20-item four-point Likert-scale questionnaire that was valid (r = 0.381-0.691) and reliable (Cronbach's Alpha = 0.853), supported by observation and documentation, and the data were analyzed using a paired-samples t-test in SPSS. The mean motivation score increased from 53.22 in the pretest to 70.28 in the posttest, a rise of 17.06 points (about 32% relative to the initial mean), and the difference was statistically significant, t(31) = 15.311, p < 0.001, with a very large effect size (Cohen's d = 2.71). Because the design did not include a control group, this result is interpreted as a significant improvement in motivation after using Wordwall rather than as strong causal evidence. These findings indicate that Wordwall is a promising interactive medium for strengthening elementary students' learning motivation.
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