Analysis Of The Implementation Of Educational Games (Wordwall) On The Cognitive Abilities Of Grade I Students At State Elementary School 5 Tanjung

Abstract

Cognitive ability is an important aspect that should be developed from the first grade of elementary school. However, conventional learning often makes students easily bored and less able to understand the learning materials. This study aimed to describe the implementation of the Wordwall educational game on the cognitive abilities of first-grade students at SD Negeri 5 Tanjung. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of 15 first-grade students and their classroom teacher. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data were analyzed using the Miles and Huberman model, while data validity was ensured through source and technique triangulation. The findings showed that the implementation of Wordwall was carried out through three stages: (1) planning, in which the teacher adjusted the game to the learning materials; (2) implementation, where the teacher first explained the material and then divided the students into groups; and (3) evaluation and reflection, by asking questions to assess students' understanding. Supporting factors included teacher creativity, attractive Wordwall features, the availability of learning facilities, and students' cooperation. The inhibiting factors included limited internet access, students' limited technological skills, and the time required to prepare learning materials. The implementation of Wordwall positively improved students' memory, understanding, application of learning materials, learning motivation, and classroom participation.