Improving Fifth-Grade Students’ IPAS Learning Outcomes through a Wordwall-Assisted Deep Learning Approach: A Classroom Action Research Study
DOI:
https://doi.org/10.35445/alishlah.v18i4.9771Keywords:
deep learning approach; wordwall; classroom action research; science and social studiesAbstract
Improving students’ conceptual understanding and engagement in Natural and Social Sciences (IPAS) remains a challenge in elementary education, particularly when instruction relies on teacher-centered approaches. This study aimed to improve fifth-grade students’ IPAS learning outcomes through a Wordwall-assisted deep learning approach integrating mindful, meaningful, and joyful learning principles. This study employed classroom action research based on the Kemmis and McTaggart model, involving 35 fifth-grade students at SD Negeri 131/IV Jambi City during the 2025/2026 academic year. The research was conducted in two cycles comprising planning, action, observation, and reflection. Data were collected through learning achievement tests, classroom observations, interviews, and documentation. Quantitative data were analyzed using descriptive statistics, mastery percentages, and normalized gain (N-Gain), while qualitative data were analyzed thematically. Students’ mean scores increased from 55.42 in the pre-cycle to 69.71 in Cycle I and 86.00 in Cycle II. Classical mastery improved from 37.14% to 68.57% and 88.57%, respectively, exceeding the predetermined 85% success criterion. The overall N-Gain was 0.69, indicating moderate improvement. Teacher activity increased from 65.7% to 86.8%, while student activity increased from 63.4% to 84.2%. The findings suggest that integrating deep learning principles with Wordwall-supported interactive activities can facilitate more engaging and meaningful IPAS instruction. This approach offers a practical strategy for improving learning outcomes in elementary classrooms, although its effectiveness requires further investigation across broader educational contexts.
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