Enhancing Third Graders' Understanding of the Water Cycle through Problem-Based Learning and Wordwall Integration
Downloads
Third-grade students often face difficulties in understanding the abstract and cyclical nature of the water cycle, leading to misconceptions and fragmented knowledge. This study aims to investigate the effectiveness of integrating Problem-Based Learning (PBL) and Wordwall (WW) in improving students’ conceptual understanding of the water cycle. A quasi-experiment employed in this study. The participants involved 105 third-grade students from one elementary school, divided into three groups: PBL+Wordwall, PBL-only, and a conventional instruction group. Over six sessions, students received instruction aligned with their group’s assigned strategy. The results, based on pretest and posttest comparisons analysed through t-tests and MANCOVA, show that both PBL and PBL+Wordwall outperform conventional teaching; however, PBL+Wordwall did not significantly surpass PBL alone. These findings suggest that PBL is a powerful strategy for teaching scientific concepts and that visual tools like Wordwall may offer added benefits in vocabulary reinforcement and engagement. This research supports the adoption of active learning and digital aids to enhance science instruction in elementary education.
Downloads
Albright, L. K., & Ariail, M. (2005). Tapping the potential of teacher read-alouds in middle schools. Journal of Adolescent & Adult Literacy, 48(7), 582–591. https://doi.org/10.1598/jaal.48.7.4
Altiok, S., & Yükseltürk, E. (2022). Analyzing current visual tools and methodologies of computer programming teaching in primary education. Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (2, 648–676). https://doi.org/10.4018/978-1-6684-2411-7.ch030
Aragües, A. M. (2023). Constructing scientific knowledge through the teacher’s questions in a guided-inquiry primary lesson of the water cycle. Acta Scientiae, 25(4), 256–283. https://doi.org/10.17648/acta.scientiae.6082
Arici, F., & Yilmaz, M. (2023). An examination of the effectiveness of problem-based learning method supported by augmented reality in science education. Journal of Computer Assisted Learning, 39(2), 446–476. https://doi.org/10.1111/jcal.12752
Arsyad, M. (2024). Harnessing Wordwall for enhanced vocabulary acquisition and engagement in non-formal elementary education. Journal of Languages and Language Teaching, 12(4), 2064. https://doi.org/10.33394/jollt.v12i4.12020
Asraf, R. M., & Ahmad, I. S. (2004). Language Teaching. Cambridge University Press. https://doi.org/10.1017/S0261444804212137
Barrutia, O., Ruíz-González, A., Villarroel, J. D., & Díez, J. R. (2021). Primary and secondary students’ understanding of the rainfall phenomenon and related water systems: A comparative study of two methodological approaches. Research in Science Education, 51, 823–844. https://doi.org/10.1007/s11165-019-9831-2
Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-75379-0
Bouzaiane, B., & Youzbashi, A. (2024). The role of digital-game based language learning in EFL vocabulary learning and retention: A case study at a higher educational institute in Oman. Journal of Language Teaching and Research, 15(5), 1660–1669. https://doi.org/10.17507/jltr.1505.27
Cai, P. (2021). Thinking skills development in mobile learning: The case of elementary school students studying environmental studies. Thinking Skills and Creativity, 42. https://doi.org/10.1016/j.tsc.2021.100922
Can, I., & Inel Ekici, D. (2024). Science learning through problems in gifted and talented education: reflection and conceptual learning. Educational Studies, 50(5), 616–639. https://doi.org/10.1080/03055698.2021.1987860
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dewi, N. P., Prasetya, A. T., & Widiyatmoko, A. (2024). The effect of using water cycle animation videos on the scientific literacy and cognitive learning outcomes of elementary school students. International Journal of Research and Review, 11(2), 294–303. https://doi.org/10.52403/ijrr.20240231
Dewi, P., & Alivi, J. (2023). Digital learning media project as an essential solution in developing TPACK for prospective Indonesian language teachers through project-based learning methods. Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia. https://doi.org/10.4108/eai.7-11-2022.2329256
Fajari, L. E. W., Sarwanto, & Chumdari. (2020). Improving elementary school’s critical thinking skills through three different PBL-assisted learning media viewed from learning styles. Journal of E-Learning and Knowledge Society, 16(1), 55–64. https://doi.org/10.20368/1971-8829/1135193
Fandel, C. A., Breshears, D. D., & McMahon, E. E. (2018). Implicit assumptions of conceptual diagrams in environmental science and best practices for their illustration. Ecosphere, 9(1). https://doi.org/10.1002/ecs2.2072
Fragata, N., Amaral, T., Freire, C., & Mangas, C. (2020). Critical thinking to build creative solutions: ProLearn4All project contributions. Millenium: Journal of Education, Technologies, and Health, 2020(11), 13–19. https://doi.org/10.29352/mill0211.01.00255
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Hallinger, P. (2021). Tracking the evolution of the knowledge base on problem-based learning: A bibliometric review, 1972–2019. Interdisciplinary Journal of Problem-Based Learning, 15(1). https://doi.org/10.14434/ijpbl.v15i1.28984
Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, M. Y., Rahman, M. J. A., & Mohammad, W. M. R. W. (2021). The effects of Wordwall online games (Wow) on English language vocabulary learning among year 5 pupils. Theory and Practice in Language Studies, 11(9), 1059–1066. https://doi.org/10.17507/tpls.1109.11
Hidayah, R., & Pujiastuti, P. (2016). The effect of PBL on science process skills and cognitive learning outcomes of science in elementary school students. Jurnal Prima Edukasia, 4(2), 186. https://doi.org/10.21831/jpe.v4i2.7789
Hidayati, R. M., & Wagiran, W. (2020). Implementation of problem-based learning to improve problem-solving skills in vocational high school. Jurnal Pendidikan Vokasi, 10(2). https://doi.org/10.21831/jpv.v10i2.31210
Hmelo-Silver, C. E. (2012). International perspectives on problem-based learning: Contexts, cultures, challenges, and adaptations. Interdisciplinary Journal of Problem-Based Learning, 6(1). https://doi.org/10.7771/1541-5015.1310
Hwang, G., & Chang, S. (2016). Effects of a peer competition‐based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217–1231. https://doi.org/10.1111/bjet.12303
Jandrić, G. H., Obadović, D. Z., Stojanović, M., & Rančić, I. (2011). Impacts of the implementation of the problem-based learning in teaching physics in primary schools. New Educational Review, 25(3), 194–204. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857067148&partnerID=40&md5=8ad2c7b616ee6c111bcc6639883be35c
Kusuma, N. A., Sukamto, S., Prihanti, Y., & Wuryandini, E. (2024). Implementation of PBL with Wordwall to improve IPAS learning outcomes of grade IV students. Journal of Curriculum Indonesia, 7(2), 156–163. https://hipkinjateng.org/jurnal/index.php/jci/article/view/124
Leasa, M., Abednego, A., & Batlolona, J. R. (2023). Problem-based learning (PBL) with reading questioning and answering (RQA) of preservice elementary school teachers. International Journal of Learning, Teaching and Educational Research, 22(6), 245–261. https://doi.org/10.26803/ijlter.22.6.14
Lee, C. B., Jonassen, D., & Teo, T. (2011). The role of model building in problem solving and conceptual change. Interactive Learning Environments, 19(3), 247–265. https://doi.org/10.1080/10494820902850158
Lee, T. D., Gail Jones, M., & Chesnutt, K. (2019). Teaching systems thinking in the context of the water cycle. Research in Science Education, 49(1), 137–172. https://doi.org/10.1007/s11165-017-9613-7
Lekshmi, B., & Teena, V. (2024). From plate to palate: Role of food and memory in children’s cognitive development. Food Studies, 14(2), 43–65. https://doi.org/10.18848/2160-1933/CGP/v14i02/43-65
Luna Vallejo, C. (2023). Gamified technological tools as a strategy to promote oral participation: an analysis of SIOP model proposal focused on a language center in the North of Mexico. [Unpublished master’s thesis]. Universidad Autónoma de Nuevo León. http://eprints.uanl.mx/id/eprint/27267
Mayer, R. E. (2009). Multimedia Learning, Second Edition. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Merritt, J., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K-8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1674
Mukhamadiarova, A. F., & Nizamutdinova, E. A. (2023). The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment. Perspektivy Nauki i Obrazovania, 65(5), 346–358. https://doi.org/10.32744/pse.2023.5.20
Nisa’, A. R., & Murwaningsih, T. (2020). The effectiveness of Value Clarification Technique (VCT) and Problem-Based Learning (PBL) models on social problem-solving skills viewed from emotional intelligence. Elementary Education Online, 19(3), 1751–1767. https://doi.org/10.17051/ilkonline.2020.734977
Olckers, L., Gibbs, T. J., & Duncan, M. (2007). Developing health science students into integrated health professionals: A practical tool for learning. BMC Medical Education, 7. https://doi.org/10.1186/1472-6920-7-45
Oliveira, B., Fonseca, M., Rendas, A., Carreiro-Martins, P., & Neuparth, N. (2023). A scoping review comparing different mapping approaches pointing to the need for standardizing concept maps in medical education: A preliminary analysis. Knowledge Management and E-Learning, 15(3), 392–419. https://doi.org/10.34105/j.kmel.2023.15.023
Ordoñez, S. E. L., Doig, S. G. A., Campos-Ugaz, O. A., Hernández, R. M., Larrea, Y. M. B., Vasquez, S. J. A., & Luy-Montejo, C. (2024). Didactic use of the publisher processor to enhance meaningful learning in Peruvian secondary school students. Journal of Curriculum and Teaching, 13(1), 298–310. https://doi.org/10.5430/jct.v13n1p298
Pangestu, K., Malagola, Y., Robbaniyah, I., & Rahajeng, D. (2024). The influence of project based learning on learning outcomes, creativity and student motivation in science learning at elementary schools. Jurnal Prima Edukasia, 12(2), 194–203. http://journal.uny.ac.id/index.php/jpehttps://doi.org/10.21831/jpe.v12i2.63208
Pimpuang, K., & Yuttapongtada, M. (2023). Effectiveness of learning English words of Sanskrit origin as loanwords in Thai through WordWall gamification. Learn Journal: Language Education and Acquisition Research Network, 16(2), 451–468. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169915179&partnerID=40&md5=49f3a2f7f901fe8b581f081ede7034ea
Pitaloka, C. D., Saputro, B. A., & Reffiane, F. (2021). Effectiveness of problem-based learning model assisted by audio-visual media on improving students' reasoning ability. Didaktika: Jurnal Pendidikan Sekolah Dasar, 4(2), 87–94. https://doi.org/10.21831/didaktika.v4i2.42083
Primamukti, A. D., & Farozin, M. (2018). Utilization of interactive multimedia to improve learning interest and learning achievement of child. Jurnal Prima Edukasia, 6(2), 111–117. https://doi.org/10.21831/jpe.v6i2.19183
Puspita, A. D., Maryani, I., & Sukma, H. H. (2023). Problem-based science learning in elementary schools: A bibliometric analysis. Journal of Education and Learning, 17(2), 285–293. https://doi.org/10.11591/edulearn.v17i2.20856
Realdon, G., Mogias, A., Fabris, S., Candussio, G., Invernizzi, C., & Paris, E. (2019). Assessing Ocean Literacy in a sample of Italian primary and middle school students. Rendiconti Online Societa Geologica Italiana, 49, 107–112. https://doi.org/10.3301/ROL.2019.59
Romine, W. L., Schaffer, D. L., & Barrow, L. (2015). Development and application of a novel Rasch-based methodology for evaluating multi-tiered assessment instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle. International Journal of Science Education, 37(16), 2740–2768. https://doi.org/10.1080/09500693.2015.1105398
Sarnoko, Asrowi, Gunarhadi, & Usodo, B. (2024). An analysis of the application of problem based learning (PBL) model in mathematics for elementary school students. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 188–202. https://doi.org/10.22437/jiituj.v8i1.32057
Schmid, S., & Bogner, F. X. (2018). Is there more than the sewage plant? University freshmen’s conceptions of the urban water cycle. PLoS ONE, 13(7). https://doi.org/10.1371/journal.pone.0200928
Shishigu, A., Hailu, A., & Anibo, Z. (2018). Problem-based learning and conceptual understanding of college female students in physics. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 145–154. https://doi.org/10.12973/ejmste/78035
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 39. https://doi.org/10.1186/s40594-019-0192-1
Sujana, A., Rachmatin, D., & Panjaitan, R. L. (2019). Science and mathematics literacy of elementary school students related to water cycle. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012131
Tomczyk, Ł., Limone, P., & Guarini, P. (2024). Evaluation of modern educational software and basic digital competences among teachers in Italy. Innovations in Education and Teaching International, 61(2), 355–369. https://doi.org/10.1080/14703297.2023.2173632
Unissa, A., Ashmitha, & Sanchita. (2018). Scaffolding-based problem-solving activity in analog communication. Journal of Engineering Education Transformations, 2018(Special Issue). https://doi.org/10.16920/jeet/2018/v0i0/120937
Utami, D. D., Setyosari, P., Kamdi, W., Ulfa, S., & Kuswandi, D. (2020). The effect of smart-PBL learning strategy and academic-self regulated learning on metacognitive & problem-solving skills in learning chemistry. Periodico Tche Quimica, 17(35), 960–976. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092896665&partnerID=40&md5=5455d823f64fb7333cd6bbbb01fbe76e
Utaminingsih, S., Amalia, I., & Sumaji, S. (2024). Management of mathematics learning based on interactive digital worksheets to improve students’ critical thinking ability. Journal of Curriculum and Teaching, 13(1), 159–169. https://doi.org/10.5430/jct.v13n1p159
Vats, S., & Joshi, R. (2024). The impact of virtual reality in education: A comprehensive research study. IFIP Advances in Information and Communication Technology, 699 AICT, 126–136. https://doi.org/10.1007/978-3-031-50204-0_11
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. https://books.google.co.uk/books?id=RxjjUefze_oC
Westwood, P. (2011). The problem with problems: Potential difficulties in implementing problem-based learning as the core method in primary school mathematics. Australian Journal of Learning Difficulties, 16(1), 5–18. https://doi.org/10.1080/19404158.2011.563475
Wibawa, I. M. C., Rati, N. W., Werang, B. R., & Deng, J. B. (2024). Increasing science learning motivation in elementary schools: Innovation with interactive learning videos based on problem based learning. Jurnal Pendidikan IPA Indonesia, 13(3), 504–513. https://doi.org/10.15294/jrn6jh97
Winarni, E. W., & Purwandari, E. P. (2020). Project-based learning to improve scientific literacy for primary education postgraduate students in science subject. Jurnal Prima Edukasia, 8(1), 67–77. https://doi.org/10.21831/jpe.v8i1.30618
Windiyani, T., Sofyan, D., Novita, L., & Patricia, R. (2024). Puzzles as teaching materials in Theme 3 using Wordwall for class V elementary school. Jurnal Prima Edukasia, 12(1), 73–82. https://doi.org/10.21831/jpe.v12i1.57979
Wu, Y., Song, D., Dong, Y., Zhong, Q., Gao, S., Sun, J., Fang, S., Zhi, S., Wang, R., & Sun, J. (2025). Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial. Nurse Education Today, 145. https://doi.org/10.1016/j.nedt.2024.106489
Copyright (c) 2025 Jurnal Prima Edukasia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles.
Jurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
