Leveraging WordWall Teaching Media as Tools to Improve Learning Outcomes in Natural Science Subject

Abstract

This study investigates the effectiveness of WordWall as a digital gamified learning medium in improving students’ learning outcomes in Physics among eighth-grade students at SMP Methodist Pematangsiantar. The study was motivated by low student engagement and unsatisfactory academic performance associated with conventional teacher centered instructional approaches. A quasi-experimental design employing a pretest–posttest control group design was used, involving 50 students divided into an experimental group (n = 25) and a control group (n = 25). Both groups were administered pre-tests and post-tests to measure learning outcomes. The experimental group received instruction using WordWall-based interactive activities, while the control group was taught using traditional methods. The results revealed that the experimental group’s mean score improved from 66.4 to 80.4, whereas the control group increased from 58.0 to 68.2. Inferential analysis showed that the difference was statistically significant, t(48) = 3.536, p < 0.05, with a large effect size (Cohen’s d ≈ 0.8). These findings indicate that WordWall significantly enhances students’ understanding of Physics concepts by promoting engagement, interaction, and immediate feedback. The study suggests that integrating gamified digital media into science instruction can improve student motivation and academic achievement. It is recommended that educators adopt interactive learning platforms such as WordWall to support more effective and student-centered learning environments.