Implementation of the Problem Based Learning Model Assisted by Wordwall to Improve Mathematics Learning Outcomes on Fraction Material for Fifth-Grade Elementary School Students

Abstract

Fifth-grade students at SDN 2 Kalideres struggled with fraction material because learning was teacher-centered and interactive media were rarely used. This study aimed to improve students' mathematics learning outcomes on fraction material through the Problem Based Learning (PBL) model assisted by Wordwall. This Classroom Action Research (CAR) followed the Kemmis and McTaggart design across two cycles, each consisting of planning, acting, observing, and reflecting. The subjects were 16 fifth-grade students. Data were collected through observation, interviews, tests, and documentation, then analyzed descriptively and quantitatively. The pre-cycle results showed that only 6 students (37.5%) achieved mastery learning, with a class average score of 53.13. In Cycle I, mastery learning increased to 11 students (68.75%) and the class average rose to 69.38. In Cycle II, 14 students (87.5%) achieved mastery learning and the class average reached 79.38, exceeding the 75% success indicator. These findings indicate that integrating PBL with Wordwall effectively improved student engagement and the mathematics learning outcomes of fifth-grade students.