The research comes at a time when schools are increasingly encouraged to adopt student-centered learning supported by digital technology. While educational technology has become more accessible, many classrooms still struggle with low student engagement, particularly during lengthy lessons. In Pancasila Education classes at UPTD SD Negeri 46 Parepare, teachers observed that many fifth-grade students were reluctant to answer questions, participated passively in discussions, and gradually lost focus during lessons. Interactive learning media were rarely used, making classroom activities less dynamic and reducing students' enthusiasm for learning.
To address these challenges, the researchers implemented the ARIAS learning model, which stands for Assurance, Relevance, Interest, Assessment, and Satisfaction, and combined it with Wordwall, a game-based digital learning platform widely used for interactive quizzes and classroom activities. According to the researchers, this combination was designed to strengthen students' confidence, connect lessons with real-life experiences, stimulate curiosity, provide engaging assessments, and reinforce learning achievements through positive feedback.
The study employed a qualitative Classroom Action Research design conducted during the 2025/2026 academic year. It involved one classroom teacher and 35 fifth-grade students, consisting of 18 boys and 17 girls, at UPTD SD Negeri 46 Parepare. The research was carried out over two action cycles, with classroom observations, student motivation questionnaires, and documentation used to evaluate improvements in teaching quality and learning motivation.
Classroom Motivation Improved After Two Learning Cycles
The first cycle showed encouraging but incomplete progress. Students began to demonstrate greater interest in learning when classroom discussions were connected to daily life and when Wordwall was introduced as an interactive assessment tool. However, many students still hesitated to express their opinions, participated minimally in group discussions, and lacked confidence when answering questions.
Based on classroom observations, both teacher performance and student participation remained in the "fair" category, while student learning motivation reached an average score of 57%, categorized as moderately high. These results indicated that further classroom improvements were necessary before the desired learning outcomes could be achieved.
After revising teaching strategies for the second cycle, substantial improvements were recorded. Students became noticeably more active during classroom discussions, collaborated more effectively in groups, showed greater confidence when sharing ideas, and participated enthusiastically in Wordwall-based assessments.
By the end of Cycle II:
Teacher and student classroom performance reached the "good" category.
Student learning motivation increased from 57% to 77%.
Learning motivation improved from the moderately high category to the high category.
Students demonstrated stronger classroom engagement, greater confidence, and more active participation throughout the learning process.
ARIAS and Wordwall Create More Meaningful Learning
The researchers explain that the success of the learning strategy did not result solely from using digital media. Instead, it was the systematic integration of the five ARIAS components that created a more meaningful learning experience.
Each component contributed differently:
Assurance helped students build confidence before participating.
Relevance connected classroom material with students' everyday experiences.
Interest encouraged curiosity and active engagement.
Assessment, supported by Wordwall, transformed evaluation into an enjoyable activity.
Satisfaction reinforced learning through appreciation and positive feedback.
Together, these elements created a classroom atmosphere where students felt motivated to participate, discuss ideas, and complete learning tasks enthusiastically.
According to Abdul Hakim, Asnida, and Naufal Qadri Syarif from Makassar State University, learning motivation is not determined solely by attractive digital media. It also depends on whether instructional models are capable of meeting students' learning needs while encouraging confidence, participation, and meaningful interaction throughout the lesson.
Implications for Elementary Education
The findings offer practical recommendations for elementary school teachers seeking innovative strategies to improve classroom engagement, particularly in Pancasila Education.
The researchers recommend that teachers:
Integrate structured motivational models such as ARIAS into daily instruction.
Utilize interactive digital platforms like Wordwall to make assessments more engaging.
Design lessons that relate classroom concepts to students' real-life experiences.
Encourage active participation through collaborative discussions and positive reinforcement.
Schools are also encouraged to provide teachers with adequate technological facilities and professional support so that innovative learning approaches can be implemented consistently across classrooms.
Beyond improving motivation, the researchers believe that combining instructional models with digital learning media could also support the development of critical thinking, collaboration, and active learning skills—competencies increasingly emphasized in 21st-century education.
Author Profiles
Abdul Hakim is an education researcher specializing in elementary education, innovative learning strategies, and classroom action research.
Asnida is an academic at Makassar State University (Universitas Negeri Makassar) with expertise in primary education, curriculum development, and instructional innovation.
Naufal Qadri Syarif is a lecturer and researcher at Makassar State University, focusing on educational technology, digital learning media, learning motivation, and elementary education research.
Research Source
Article Title: Application of the Wordwall-Assisted ARIAS Model to Increase the Learning Motivation of Pancasila Education Students of UPTD SD Negeri 46 Parepare
Authors: Abdul Hakim, Asnida, Naufal Qadri Syarif
Affiliation: Makassar State University (Universitas Negeri Makassar)
Journal: International Journal of Education and Psychological Science (IJEPS)
Volume: 4, Issue 4 (2026)
DOI: https://doi.org/10.59890/ijeps.v4i4.26
Journal Website: https://journalijeps.my.id/index.php/ijeps
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