The Effect of Wayground Interactive Learning Media and Learning Motivation on IPAS Learning Achievement

Instruction in Integrated Science and Social Studies (IPAS) at the elementary level is often theoretical and teacher-centered, limiting student participation and learning outcomes. This study examined the effect of Wayground interactive learning media and learning motivation on the IPAS learning achievement of sixth-grade students at SDN Bulak Banteng I Surabaya. A quantitative approach with a 2×2 factorial experimental design was used. The independent variables were learning media (Wayground and PowerPoint) and learning motivation (high and low), while the dependent variable was learning achievement. The sample consisted of 60 students divided into four groups. Data were analyzed using two-way ANOVA with SPSS version 30, preceded by normality and homogeneity tests. Results showed: (1) a significant effect of learning media on achievement (Sig. = 0.000), with Wayground outperforming PowerPoint; (2) a significant effect of learning motivation on achievement (Sig. = 0.000); and (3) a significant interaction between learning media and motivation (Sig. = 0.001). Further analysis indicated that students using Wayground with high motivation achieved the highest scores, with large effect sizes for both the media effect and the interaction effect. Wayground interactive learning media is effective in improving IPAS learning achievement, particularly when combined with high learning motivation.