Learning motivation is one of the important factors influencing students’ success in education. Students with strong motivation tend to participate more actively in discussions, ask questions, complete assignments, and remain persistent when facing learning difficulties.
However, the initial classroom conditions at UPTD SD Negeri 79 Parepare showed that students’ learning motivation was still relatively low. Several students were less active during lessons, hesitated to express their opinions, and did not demonstrate optimal engagement when completing assignments. Teacher-centered learning practices also limited meaningful interaction among students.
This situation presents a particular challenge in Indonesian language learning. In addition to understanding lesson content, students need to develop the ability to communicate effectively through both spoken and written language. Therefore, learning activities that encourage interaction, collaboration, and confidence in expressing ideas are essential.
STAD Turns Learning into Teamwork
STAD is a cooperative learning model that places students in groups with diverse academic abilities. After the teacher presents the lesson material, students work together to understand the content, support one another, and prepare for individual assessments.
The results of individual assessments contribute to the group’s achievement. Rewards are then given to groups that demonstrate the best performance. This structure encourages students to take responsibility not only for their own learning but also to support their teammates.
In the study by Musfirah, Halik, and Husain, the STAD model was used to teach Indonesian imperative sentences. Group-based learning was combined with Wordwall, a web-based learning platform that provides interactive activities such as quizzes, puzzles, and educational games.
Wordwall offers students a learning experience that differs from conventional instruction. Students can answer questions through interactive digital activities, while teachers can use the results to quickly assess students’ understanding of the lesson.
Study Conducted in Three Cycles
The study used classroom action research conducted in three cycles. Each cycle consisted of planning, learning implementation, observation, and reflection.
The research involved one fifth-grade teacher and 25 students at UPTD SD Negeri 79 Parepare, consisting of 12 boys and 13 girls. The study was conducted during the second semester of the 2025/2026 academic year.
The researchers observed teacher activities, student activities, and students’ learning motivation throughout the learning process. The results from each cycle were then used to improve instruction in the following cycle. Through this process, the teacher was able to identify passive students, strengthen peer support, improve group management, and optimize the use of Wordwall.
Learning Motivation Rose from 53.55 Percent to 84 Percent
The increase in learning motivation occurred gradually across the three learning cycles.
- Cycle I: Learning motivation reached 53.55 percent, categorized as low.
- Cycle II: Motivation increased to 65.82 percent, categorized as good.
- Cycle III: Motivation reached 84 percent, categorized as very good.
At the end of the third cycle, 20 students, or 80 percent, were classified as having very good learning motivation. The remaining five students, or 20 percent, were categorized as having good motivation. No students were classified in the sufficient, low, or very low motivation categories.
Improvements were also observed in teacher and student activities. Teacher activity increased from 66.66 percent in the first cycle to 94.44 percent in the third cycle. Student activity also rose from 60.66 percent to 90.44 percent.
According to Musfirah, Abd. Halik, and Sitti Nurrafia Husain from Universitas Negeri Makassar, these improvements were associated with the characteristics of STAD, which encourages teamwork, peer support, and shared responsibility. Wordwall added an interactive element that made students more interested in participating in the learning process.
Changes in student behavior were visible in several areas. Students became more confident in asking and answering questions, more active in discussions, more capable of working with their peers, and more independent in completing assignments. Quiz activities and rewards also created healthy competition among groups.
Wordwall Makes Learning More Engaging
The combination of STAD and Wordwall provides two complementary learning experiences. STAD develops social interaction and teamwork, while Wordwall introduces more interactive digital activities.
At the beginning of the study, some students remained passive and were hesitant to express their opinions. After the teacher strengthened peer support, provided rewards, and optimized Wordwall activities, learning motivation improved in the second cycle.
During the third cycle, learning strategies became more varied. The teacher provided continuous encouragement, used more engaging forms of recognition such as leaderboards, and involved students more actively in classroom activities.
As a result, the classroom environment became more dynamic. Students did not merely listen to the teacher’s explanation; they also discussed ideas, helped their peers, participated in educational games, and competed in a healthy manner.
Implications for Teachers and Schools
The findings provide a practical alternative for elementary school teachers seeking to improve Indonesian language learning motivation. The STAD model supported by Wordwall can be used to create more student-centered learning, particularly when lesson materials require interaction and repeated practice.
For schools, the study also highlights the importance of supporting technology-based learning. Access to devices, internet connectivity, and digital facilities can help teachers implement interactive media more effectively.
However, implementing STAD requires effective time management. The learning process includes material delivery, group formation, discussion, quizzes, and rewards. Teachers must also ensure that all students participate actively rather than allowing more capable or confident students to dominate group activities.
The researchers recommend further studies applying STAD in combination with other interactive digital media and across different subjects, educational levels, and learning skills. Future research could also examine the model’s effects on academic achievement, critical thinking, collaboration, and problem-solving skills.
Author Profiles
- Musfirah — Universitas Negeri Makassar; specializes in elementary education, Indonesian language learning, and instructional innovation.
- Abd. Halik — Universitas Negeri Makassar; specializes in education and instructional model development.
- Sitti Nurrafia Husain — Universitas Negeri Makassar; specializes in education and elementary school learning.
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