Wordwall-Assisted Think-Pair-Share for Improving Students’ Mathematics Outcomes
DOI:
https://doi.org/10.67507/jupen.v2i05.418Keywords:
Think-Pair-Share, Wordwall, Mathematics Learning Outcomes, Junior High School, Quasi-Experimental Study, Digital Learning MediaAbstract
Mathematics learning requires instructional models that support conceptual understanding, active participation, peer discussion, and repeated practice. However, classroom mathematics instruction often remains dominated by teacher explanation and individual exercises, which may limit students’ engagement and reduce opportunities for collaborative reasoning. This study investigated the effect of Wordwall-Assisted Think-Pair-Share on junior high school students’ mathematics learning outcomes at SMP Katolik Santo Ignatius. The study employed a quasi-experimental pretest-posttest control group design. The sample consisted of 60 students divided into an experimental group and a control group, with 30 students in each group. The experimental group was taught through Think-Pair-Share assisted by Wordwall, while the control group was taught through conventional mathematics instruction. Data were collected using a mathematics learning outcomes test administered before and after the instructional treatment. The data were analyzed using descriptive statistics, N-Gain analysis, paired-sample t-test, and independent-sample t-test. The findings showed that both groups improved after instruction, but the experimental group achieved a substantially higher improvement. The experimental group increased from a pretest mean of 53.47 to a posttest mean of 81.90, with a mean gain of 28.43 and a mean N-Gain of 0.62. The control group increased from a pretest mean of 53.00 to a posttest mean of 68.33, with a mean gain of 15.33 and a mean N-Gain of 0.33. The independent-sample t-test showed a significant posttest difference in favor of the experimental group, p < .001. The study concludes that Wordwall-Assisted Think-Pair-Share is more effective than conventional instruction in improving students’ mathematics learning outcomes. The integration of cooperative discussion and digital practice creates a more interactive, engaging, and conceptually supportive learning environment.
Downloads
References
Alsmadi, M. A., Tabieh, A. A. S., Alsaifi, R. M., & Al-Nawaiseh, S. J. (2023). The effect of the collaborative discussion strategy Think-Pair-Share on developing students’ skills in solving engineering mathematical problems. European Journal of Educational Research, 12(2), 1123-1135. doi:10.12973/eu-jer.12.2.1123
Endang, E. S., Siswandari, Suharno, & Jumintono. (2023). Think Pair Share learning methods to improve student learning activities. Jurnal Pedagogi dan Pembelajaran, 6(2), 308-318. doi:10.23887/jp2.v6i2.59134
Fajrin, C. A. S., & Darmawati, D. M. (2024). Think Pair Share learning assisted by Wordwall on mathematics learning outcomes. Perspektif Ilmu Pendidikan, 38(2), 116-125. doi:10.21009/PIP.382.1
Indrawati, T., Trisniawati, Hadi, W., Nisa, A. F., & Khosiyono, B. H. C. (2025). The influence of Wordwall learning media on improving students’ mathematics learning outcomes in elementary schools. IndoMath: Indonesia Mathematics Education, 8(2). doi:10.30738/indomath.v8i2.139
Rezeki, S., & Amelia, S. (2025). Enhancing mathematics learning in phase E: Assessing Wordwall effectiveness. International Journal of Evaluation and Research in Education, 14(2). doi:10.11591/ijere.v14i2.30051
Salsabilah, I. N., Humairah, & Susandi, A. (2025). Penerapan model pembelajaran Think Pair Share berbantuan media Wordwall untuk meningkatkan hasil belajar siswa materi bangun datar. Jurnal Kiprah Pendidikan, 4(3), 476-484. doi:10.33578/kpd.v4i3.p476-484
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sondang Noverica
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles published in Jurnal Pendidikan: Media, Strategi, dan Metode are licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) .
