Wordwall Based Learning Media in Earth Structure Learning: Student Engagement and Students' Perceptions

Abstract

This study aims to analyze the implementation of Wordwall-based learning media in Earth Structure learning, focusing on student engagement and students' perceptions of its use in science education. The study was motivated by the need for interactive learning media to address students' low motivation and difficulties in learning abstract science concepts through conventional teaching methods. A qualitative descriptive approach was employed, involving science teachers and eighth-grade students as research participants. Data were collected through questionnaires, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of Wordwall fostered a more interactive and engaging learning environment. Students demonstrated increased participation, enthusiasm, and motivation during learning activities. Questionnaire results showed that 83.7% of students responded positively to the use of Wordwall. Students perceived that the interactive quizzes and game-based activities made learning more enjoyable and supported their understanding of Earth Structure materials. Teachers also reported that Wordwall facilitated classroom evaluation and encouraged greater student participation. Although challenges such as unstable internet connections and limited digital devices were encountered, Wordwall was perceived as an effective digital learning medium that promoted student engagement and positive learning experiences in science education.