IJIET 2025 Vol.15(9): 1797-1803
doi: 10.18178/ijiet.2025.15.9.2381
doi: 10.18178/ijiet.2025.15.9.2381
The Impact of Integrating the Wordwall Website in Student-Centered Learning on Numeracy Problem-Solving Skills in Elementary Schools
Adi Apriadi Adiansha1,*, Syarifuddin2, Syarifudin1, Nanang Diana1,
and Asriyadin1
1. STKIP Taman Siswa Bima, Bima, West Nusa Tenggara, Indonesia
2. Universitas Muhammadiyah Bima, Bima, Nusa Tenggara Barat, Indonesia
Email: adiapriadiadiansha@tsb.ac.id (A.A.A.); syarifuddin@umbima.ac.id (S.); syarifudinsyarif745@gmail.com (S.); nanangdiana@tsb.ac.id (N.D.); asriyadin@gmail.com (A.)
*Corresponding author
2. Universitas Muhammadiyah Bima, Bima, Nusa Tenggara Barat, Indonesia
Email: adiapriadiadiansha@tsb.ac.id (A.A.A.); syarifuddin@umbima.ac.id (S.); syarifudinsyarif745@gmail.com (S.); nanangdiana@tsb.ac.id (N.D.); asriyadin@gmail.com (A.)
*Corresponding author
Manuscript received January 3, 2025; revised February 5, 2025; accepted March 5, 2025; published September 8, 2025
Abstract—The low numeracy problem-solving ability among elementary school students has become a major concern in Indonesia’s education system. This ability includes skills in analyzing, formulating, and finding solutions to problems related to fundamental mathematical concepts. This study aims to examine the impact of integrating the WordWall website into the Student-Centered Learning approach on numeracy problem-solving skills in elementary schools. The research context stems from the need to actively and collaboratively enhance students’ numerical skills, considering the high demands for mathematical literacy in the 21st century. This study employs a quasi-experimental design involving 60 fifth-grade students, divided into control and experimental groups. The experimental group was subjected to learning with WordWall integration, while the control group used conventional methods. Data collection was conducted through pre-tests and post-tests to assess numeracy problem-solving abilities. The analysis results indicate a significant increase in average scores in the experimental group compared to the control group (p < 0.05), with a percentage increase of 30% from pre-test to post-test. Additionally, the achievement of learning objectives is reflected in the high level of student participation during the learning process, as evidenced by positive feedback and increased learning motivation. The uniqueness of this study lies in the utilization of WordWall as an interactive web-based media specifically designed to support student-centered learning, differing from most previous studies that examine the use of digital tools in general. Thus, the findings of this study conclude that integrating WordWall into the Student-Centered Learning approach effectively enhances numeracy problem-solving skills, while also strengthening learning motivation and the achievement of learning objectives in elementary schools.
Keywords—WordWall website, student-centered learning, numeracy problem-solving, elementary school, interactive learning
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—WordWall website, student-centered learning, numeracy problem-solving, elementary school, interactive learning
Cite: Adi Apriadi Adiansha, Syarifuddin, Syarifudin, Nanang Diana, and Asriyadin, "The Impact of Integrating the Wordwall Website in Student-Centered Learning on Numeracy Problem-Solving Skills in Elementary Schools," International Journal of Information and Education Technology, vol. 15, no. 9, pp. 1797-1803, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).