Application of the wordwall application in social studies learning to develop independent character in elementary school students
DOI:
https://doi.org/10.35719/educare.v5i1.259Keywords:
Wordwall Application, Independent Character, Elementary School, IPASAbstract
Student independence in elementary schools is still considered low because many students rely on teachers to learn and more brilliant friends to work on questions. The culture of cheating when working on exam questions reflects that students lack confidence in their abilities. This study aims to provide an overview of using the Wordwall application as a learning medium for Natural and Social Sciences in developing the independent character of elementary school students. The researcher used a descriptive qualitative research method with data from interviews, observations, and documentation. The results of this study indicate that using the Wordwall application can increase student engagement with interactive features that can increase learning motivation and provide a more enjoyable experience than conventional methods. In addition, Wordwall contributes to forming an independent character by encouraging students to learn autonomously through instant feedback, allowing them to explore answers and understand concepts without relying on teachers or friends. This application also fosters learning discipline by helping students manage time, follow instructions consistently, and improve critical thinking and problem-solving skills through trial and error mechanisms. However, for its use to be more effective, Wordwall must be combined with other learning strategies, such as class discussions and problem-based projects, and integrated with a broader pedagogical approach to ensure that independent and disciplined characters can be internalized in students' academic and social lives.
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