The Effectiveness of Wordwall Interactive Media to Improve the Learning Outcomes of Grade X-2 Students in Chemistry

Preliminary interviews with fellow teachers indicated that none of the students had achieved the Minimum Mastery Criteria (KKM), signaling low learning outcomes in the targeted class. This study therefore aimed to improve learning outcomes by integrating Wordwall as interactive learning media. The participants were 23 students of Class X-2 at SMA Yadika 10 Kosambi, and the intervention was implemented through two cycles of Classroom Action Research (PTK). Each cycle followed the stages of planning, action, observation, and reflection. Data were gathered through pretests and posttests aligned with the curriculum, complemented by documentation of classroom activities. The analysis focused on comparing the number of students whose posttest scores exceeded the KKM and on calculating learning gains using the N-Gain percentage and N-Gain score. Results showed clear progress across cycles: both N-Gain measures increased from Cycle 1 to Cycle 2, and the count of students meeting or surpassing the KKM rose from the pre-cycle baseline to Cycle 1 and again to Cycle 2. These findings indicate that the use of Wordwall was quite effective and provided a positive impact on students’ learning outcomes in this context. Instruction remained consistent across both cycles.