Gamifying Science Education: How Wordwall-Integrated Joyful Learning Enhances Cognitive Outcomes and ARCS Motivation in Elementary School
DOI:
https://doi.org/10.21831/jpip.v19i1.94567Keywords:
Wordwall, joyful learning, gamification, ARCS motivation, elementary science, learning outcomesAbstract
Teacher‑centered instruction in elementary science often fails to engage students, limiting learning outcomes and motivation. Gamification tools like Wordwall offer promise, yet evidence for their integration within joyful learning—especially under Indonesia’s Merdeka Curriculum—remains scarce. This quasi‑experimental study evaluated the effectiveness of Wordwall‑based joyful learning on sixth‑graders’ cognitive outcomes and motivation in Natural and Social Sciences (IPAS), while quantifying effect sizes. A nonequivalent control group design was used (experimental n = 30, control n = 30). The experimental group received four sessions of Wordwall games (Match Up, Maze Chase, Airplane); the control group had conventional instruction. Learning outcomes were measured with a 20‑item test (KR‑20 = 0.82); motivation with an ARCS questionnaire (Cronbach’s a = 0.85). Analysis included N‑Gain, independent t‑tests, and Cohen’s d. The experimental group showed significantly higher improvement (N‑Gain = 0.68 vs. control 0.35; Cohen’s d = 1.58, 95% CI [0.98,2.18], p < 0.001). Motivation scores increased by 25.7 points (experimental) vs. 7.3 points (control); Cohen’s d = 1.42, p < 0.001. The largest gains occurred in the Attention and Satisfaction subscales of the ARCS model. Wordwall‑based joyful learning substantially enhances both cognitive outcomes and learning motivation in elementary IPAS education. These findings provide empirical support for gamified, student‑centered approaches under the Merdeka Curriculum. Future research should explore long‑term retention and cross‑context replication.
References
Aeni, R. S., Bundu, P., & Samad, S. (2023). The development of social science learning media based on Wordwall digital game in elementary schools. Asian Journal of Education and Social Studies, 44(2), 1–12. https://doi.org/10.9734/ajess/2023/v44i2957
Aidah, N., & Nurafni, N. (2022). Analisis penggunaan aplikasi Wordwall pada pembelajaran IPA kelas IV di SDN Ciracas 05 Pagi. PIONIR: Jurnal Pendidikan, 11(2), 14–23. https://doi.org/10.22373/pjp.v11i2.14133
Annisa, S., & Rudyanto, G. (2022). Pengaruh media aplikasi Wordwall dalam meningkatkan hasil belajar mata pelajaran IPA di sekolah dasar. Edukatif: Jurnal Ilmu Pendidikan, 4(4), 5720–5728. https://doi.org/10.31004/edukatif.v4i4.3332
Arsini, N. N., Santosa, M. H., & Marsakawati, N. P. E. (2022). Hospitality school students’ perception on the use of Wordwall to enrich students’ work-ready vocabulary mastery. Elsya: Journal of English Language Studies, 4(2), 124–130. https://doi.org/10.31849/elsya.v4i2.8732
Bai S., H. K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. Chen. https://doi.org/10.1016/j.edurev.2020.100322
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
Cooney, A., & Darcy, E. (2020). ‘It was fun’: Exploring the pedagogical value of collaborative educational games. Journal of University Teaching and Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.4
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Dewanti, A., & Putra, A. (2022). Pengembangan video animasi untuk meningkatkan kemandirian belajar siswa sekolah dasar. Jurnal Penelitian Ilmu Pendidikan, 15(2), 178–188. https://doi.org/10.21831/jpipfip.v15i2.50209
Dugnol-Menéndez, J., Jiménez-Arberas, E., Ruiz-Fernández, M. L., Fernández-Valera, D., Mok, A., & Merayo-Lloves, J. (2021). A collaborative escape room as a gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students. BMC Medical Education, 21, 544. https://doi.org/10.1186/s12909-021-02973-5
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to Design and Evaluate Research in Education (10th ed.). McGraw-Hill Education.
Hamidah, F., Setiawan, F., & Mirnawati, L. B. (2023). Strengthening digital literacy of elementary school students through utilization of Wordwall as game-based learning interactive media. Jurnal Ilmiah Sekolah Dasar, 7(2), 215–223. https://doi.org/10.23887/jisd.v7i2.55807
Hidayah, R., Lestari, R., Lydia, E. P., Kesehatan, I., & Brawijaya, U. (2023). Community-based Psychosocial Support for Orphan and Vulnerable Children living in an Orphanage. 39–42.
Hidayaty, A., Qurbaniah, M., & Setiadi, A. E. (2022). The influence of Wordwall on students’ interests and learning outcomes. Jurnal Penelitian Ilmu Pendidikan, 15(2), 211–223. https://doi.org/10.21831/jpipfip.v15i2.51691
Indrawati, T., Trisniawati, T., Hadi, W., Nisa, A. F., & Khosiyono, B. H. C. (2025). The influence of Wordwall learning media on improving students’ mathematics learning outcomes in elementary schools. IndoMath: Indonesia Mathematics Education, 8(2).
Keller, J. M. (2020). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer.
Kemendikbudristek. (2022). Ilmu Pengetahuan Alam dan Sosial (IPAS) SD-SMA. Merdeka Mengajar.
Lestari, D., & Rohmani, E. (2024). Efektivitas Media Wordwall dalam Meningkatkan Hasil Belajar IPA Siswa Sekolah Dasar. International Journal of Research in Education Research, 5.
Lestari, R., & Rohmani, R. (2024). Analysis of the effectiveness of Wordwall media use on science learning outcomes in elementary schools. IJORER: International Journal of Recent Educational Research, 5(4). https://doi.org/10.46245/ijorer.v5i4.634
Lubis, T. R., & Ponidi. (2025). The effect of Wordwall-based interactive learning media on students’ interest and learning outcomes in social studies at MTs Hifzhil Qur’an Medan. Journal of Educational Sciences, 9(3), 1558–1569. https://doi.org/10.31258/jes.9.3.p.1558-1569
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.
Pesare, E., Roselli, T., Corriero, N., & Rossano, V. (2016). Game-based learning and gamification to promote engagement and motivation in medical learning contexts. Smart Learning Environments, 3, 5. https://doi.org/10.1186/s40561-016-0028-0
Prisuna, B. F. (2021). Pengaruh penggunaan aplikasi Google Meet terhadap hasil belajar. Jurnal Penelitian Ilmu Pendidikan, 14(2), 137–147. https://doi.org/10.21831/jpipfip.v14i2.39160
Renoat, I. Y., Novianto, V., & Salamah. (2025). Joyful, experiential, dan social emotional learning: Integrasi strategi deep learning dalam praktik merdeka belajar di Maluku Tenggara. Jurnal Sosialita, 20(2), 35–43. https://doi.org/10.31316/js.v20i2.8634
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Surwantini, E. (2016). Efektivitas penggunaan media visual terhadap motivasi belajar dan prestasi belajar siswa kelas III SD Gugus 01 Imogiri, Bantul. Jurnal Penelitian Ilmu Pendidikan, 8(2), 107–116. https://doi.org/10.21831/jpipfip.v8i2.8273
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Viola M. F., S. I., & Yudha, C. B. (2024). Pengaruh implementasi Wordwall Quiz terhadap hasil belajar siswa dalam mata pelajaran Bahasa Indonesia. School Education Journal PGSD FIP UNIMED, 14(2). https://doi.org/10.24114/sejpgsd.v14i2.58725
Wedananta I. K. Y. P., U. I. G. A. L. P., & Suprianti, G. A. P. (2024). Advancing elementary vocabulary education with Wordwallbased digital media. Journey: Journal of English Language and Pedagogy, 7(2). https://doi.org/10.33503/journey.v7i2.843
Wicaksono, S. R. (2020). Joyful learning in elementary school. International Journal of Theory and Application in Elementary and Secondary Education, 2(2). https://doi.org/10.31098/ijtaese.v2i2.232
Yanuarto W. N., & Setyaningsih, E. (2024). A learnability study on Wordwall. Net: Online Educational Tool for Mathematics Learning. Al-Jabar: Jurnal Pendidikan Matematika, 15(1). https://doi.org/10.24042/ajpm.v15i1.20806
Zunidar Z., & Suwandi, S. (2025). The influence of Wordwall learning media and learning interest on learning outcomes. Journal of Innovation in Educational and Cultural Research, 6(1). https://doi.org/10.46843/jiecr.v6i1.1972
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Shomayya Rachmawati, Iis Rachmawati, Silvia Ernawati, Sintha Wahjusaputri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
![Creative Commons Attribution-ShareAlike 4.0 International License](/index.php/jpip/manager/setup/<a%20rel="license"%20href="http:/creativecommons.org/licenses/by-sa/4.0/"><img%20alt="Lisensi%20Creative%20Commons"%20style="border-width:0"%20src="https:/i.creativecommons.org/l/by-sa/4.0/88x31.png"%20/></a><br%20/>Ciptaan%20disebarluaskan%20di%20bawah%20<a%20rel="license"%20href="http:/creativecommons.org/licenses/by-sa/4.0/">Lisensi%20Creative%20Commons%20Atribusi-BerbagiSerupa%204.0%20Internasional</a>.){kind=link}