Generally, the implementation of Kurikulum Merdeka demands
student-centered learning that actively fosters individual potential. However,
IPAS instruction in practice is often delivered linearly using print media
alone, causing students to lose focus and lack confidence during interactions.
Prior to the study, initial observations at UPTD SD Negeri 65 Parepare revealed
that out of 15 fifth-grade students, 8 students (53.33%) were categorized as
less active and only 2 students (13.33%) were truly active during lessons.
To address passive student participation, the researchers designed a
Classroom Action Research (CAR) study based on Kurt Lewin's model, conducted
across two consecutive cycles. Each cycle encompassed four core stages:
planning, action, observation, and reflection, focused on the IPAS topic
"Indonesiaku Kaya Raya". The STAD cooperative model organized
students into small, heterogeneous teams to encourage peer collaboration, while
the Wordwall educational quiz platform served as an interactive digital medium to
test conceptual understanding through laptops or smartphones. Data were
collected using systematic observation sheets and classroom documentation, then
analyzed qualitatively.
The research findings revealed a marked surge in student engagement
alongside improvements in teaching performance from Cycle I to Cycle II:
- Higher
STAD Syntax Compliance:
The teacher's adherence to executing STAD instructional steps increased
from 69.78% (Sufficient category) in Cycle I to 83.11% (Good category) in
Cycle II.
- Enhanced
Teaching Performance:
Teacher classroom management and group facilitation scores rose from 73%
(Sufficient category) to 87% (Good category).
- Surge in
Student Engagement:
Student learning engagement experienced a sharp increase from 57.15%
(Active category) in Cycle I to 92.86% (Very Active category) in Cycle II,
far exceeding the 51% success indicator.
- Boosted
Confidence and Collaboration: Students demonstrated noticeable growth in asking questions,
completing interactive quizzes, sharing opinions, and collaborating on
group assignments.
The implications of these findings are broad for educators and school
administrators. Combining STAD strategies with Wordwall digital media
effectively transforms rigid classroom environments into supportive, healthy
competitive learning spaces. Elementary school teachers can implement this
combination to enhance student participation without sacrificing academic
depth. For educational institutions, these findings reinforce the necessity of
providing adequate digital infrastructure and internet connectivity to support
game-based learning media.
"Combining the STAD model with Wordwall media proves effective in
creating an active, interactive, and collaborative learning environment,
thereby enhancing student engagement and confidence during IPAS
instruction," stated Muhammad Asrul Sultan and the Universitas Negeri
Makassar research team in their report.
Lead Author Profile
Muhammad Asrul Sultan, S.Pd., M.Pd., is an active academic and researcher in
the Elementary School Teacher Education (PGSD) program at Universitas Negeri
Makassar, Indonesia. His primary expertise focuses on elementary learning
innovations, cooperative learning models, digital educational media
development, and classroom action research.
Research Source Sultan,
M. A., Amran, M., & Syam, M. F. (2026). The Implementation of the STAD
(Student Team Achievement Divisions) Learning Model Assisted by Wordwall to
Improve Student Engagement in IPAS for Fifth-Grade Students. International
Journal of Advanced Technology and Social Sciences (IJATSS), 4(7), 947–958.
DOI: https://doi.org/10.59890/ijatss.v4i7.306
https://aprmultitechpublisher.my.id/index.php/ijatss
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