Efektivitas Pembelajaran Bahasa Indonesia Berbasis Wordwall terhadap Kemampuan Membaca Permulaan Siswa Kelas II Sekolah Dasar
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Penelitian ini bertujuan menganalisis efektivitas pembelajaran Bahasa Indonesia berbasis Wordwall terhadap kemampuan membaca permulaan siswa kelas II sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu (nonequivalent control group design) yang melibatkan 57 siswa, terdiri atas 30 siswa kelompok eksperimen dan 27 siswa kelompok kontrol. Kelompok eksperimen mengikuti pembelajaran berbasis masalah dengan dukungan Wordwall melalui fitur Open the Box, Match Up, dan Gameshow Quiz, sedangkan kelompok kontrol mengikuti pembelajaran berbasis masalah tanpa Wordwall. Data dikumpulkan menggunakan tes pilihan ganda sebanyak 20 butir yang mencakup lima indikator pemahaman dan pengolahan bahasa tertulis. Analisis dilakukan menggunakan statistik deskriptif, independent-samples t-test, Cohen's d, dan N-Gain. Hasil penghitungan ulang data individual menunjukkan bahwa rata-rata posttest kelompok eksperimen (83,00) lebih tinggi dibandingkan kelompok kontrol (68,52), dengan perbedaan signifikan, t(55) = 8,690, p < 0,001, dan Cohen's d = 2,305. Rata-rata N-Gain kelompok eksperimen sebesar 0,603 (kategori sedang), sedangkan kelompok kontrol sebesar 0,259 (kategori rendah). Temuan ini menunjukkan bahwa pembelajaran dengan dukungan Wordwall berkaitan dengan capaian lebih tinggi pada indikator membaca yang diukur. Wordwall dapat dipertimbangkan sebagai media pendukung pembelajaran Bahasa Indonesia, dengan interpretasi efektivitas yang dibatasi pada konteks penelitian dan cakupan instrumen.
The Effectiveness of Wordwall-Based Indonesian Language Learning on Beginning Reading Skills of Second-Grade Elementary School Students
This study examined the effectiveness of Wordwall-based Indonesian language instruction in supporting early reading skills among second-grade elementary school students. A quantitative approach using a quasi-experimental nonequivalent control group design was employed. The participants comprised 57 students, including 30 in the experimental group and 27 in the control group. The experimental group received problem-based instruction supported by Wordwall through the Open the Box, Match Up, and Gameshow Quiz features, whereas the control group received problem-based instruction without Wordwall. Data were collected using a 20-item multiple-choice test assessing five indicators of written language comprehension and processing. Data were analyzed using descriptive statistics, independent-samples t-tests, Cohen's d, and normalized gain (N-Gain). Reanalysis of individual scores indicated that the experimental group achieved a higher posttest mean (83.00) than the control group (68.52), with a statistically significant difference, t(55) = 8.690, p < 0.001, and Cohen's d = 2.305. The experimental group demonstrated a moderate N-Gain (0.603), whereas the control group showed a low N-Gain (0.259). These findings suggest that Wordwall-supported instruction was associated with higher achievement on the assessed early reading indicators. Wordwall may serve as a supplementary instructional tool, although the findings should be interpreted within the study's design and measurement scope.
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