The Effectiveness of Wordwall-Integrated Game-Based Learning on Elementary School Students' Science and Social Studies (IPAS) Learning Outcomes

The implementation of IPAS learning at the elementary school level is still dominated by one-way learning strategies with limited media support. This condition has an impact on the low level of student activity, resulting in suboptimal conceptual understanding, especially for abstract material such as food chains. This study aims to examine the effect of applying digital game-based learning integrated with Wordwall on the IPAS learning outcomes of fifth-grade elementary school students. The research used a quantitative approach with a quasi-experimental design, involving a treatment group and a comparison group with equivalent initial abilities. Data collection was carried out using a learning outcome test instrument that had been declared feasible, then analyzed using parametric statistical techniques to test the differences between groups. The results showed that the treatment group obtained an average score of 85.20, higher than the control group's score of 76.40, with a statistically significant difference. These findings indicate that digital game-based learning combined with Wordwall is effective in improving students' understanding of the food chain concept, encouraging their active involvement, and serving as an alternative technology-based learning strategy relevant to the characteristics of elementary school students.