The Effect of Wordwall-Assisted Problem-Based Learning (PBL) on the Science Learning Outcomes of Fifth-Grade Students at SD Negeri 19 Beringin, Padang City

Abstract

Low science learning outcomes remain a concern in elementary classrooms characterized by teacher-centered instruction and limited use of interactive learning media. This study examined the effect of Wordwall-assisted problem-based learning (PBL) on fifth-grade students’ science learning outcomes at SD Negeri 19 Beringin, Padang City. A quantitative quasi-experimental approach was employed using a nonequivalent posttest-only control group design. All 55 fifth-grade students participated through saturated sampling: 28 students in Class V.A formed the experimental group, and 27 students in Class V.B formed the control group. Data were collected using a multiple-choice science achievement test that had undergone validity, reliability, item discrimination, and difficulty testing. Analysis comprised normality and homogeneity tests followed by an independent-samples t-test. The experimental group achieved a higher mean posttest score (85.86) than the control group (79.26), and the difference was statistically significant (t = 3.576). These findings indicate that Wordwall-assisted PBL was associated with higher science learning outcomes within the studied setting. Integrating PBL with Wordwall may therefore provide an interactive instructional alternative for supporting science learning in elementary classrooms.