The Wordwall-Assisted Problem-Based Learning Model on Learning Interests, Scientific Attitudes, And Social Science Learning Outcomes

Abstract

Natural and Social Sciences (IPAS) instruction in elementary schools continues to face challenges regarding low student interest, scientific attitudes, and learning outcomes, largely due to the dominance of teacher-centered instruction and a lack of interactive media. This study aimed to analyze changes in these three areas after implementing an interactive problem-solving approach supported by Wordwall. A quantitative, quasi-experimental research design with a non-equivalent control group was employed. The sample consisted of 48 fifth-grade students selected via purposive sampling and divided into experimental and control groups of 24 students each. Data were collected using questionnaires on learning interest and scientific attitudes, learning outcome tests, observation sheets, and documentation. Analysis included descriptive statistics, the Shapiro-Wilk test, Levene's test, paired-sample t-tests, independent-sample t-tests, and N-Gain analysis. The results indicate that implementing Wordwall-assisted Problem-Based Learning (PBL) improved students' learning interest, scientific attitudes, and IPAS learning outcomes regarding the human digestive system. Paired sample t-tests revealed significant improvements across all three measures, while independent sample t-tests showed that the experimental class achieved significantly higher learning outcomes than the control class. N-Gain analysis indicated moderate treatment effectiveness for learning interest and scientific attitudes, and high effectiveness for learning outcomes. These findings demonstrate that integrating problem-solving with interactive digital activities can enhance both cognitive and affective outcomes.