Pembelajaran melalui Media Interaktif Wordwall pada Kelompok B1 di TK Pertiwi Beringin Sakti

Abstract

Although interactive digital instructional media have been widely studied, research on the use of Wordwall to stimulate young children’s critical thinking skills, particularly in kindergarten, remains limited. This study aimed to describe the learning process using Wordwall as an interactive instructional medium and examine the development of critical thinking skills among children in Group B1 at TK Pertiwi Beringin Sakti. The study employed a qualitative approach with a case study design involving purposively selected participants comprising the class teacher, the principal, and children in Group B1. Data were collected through observation, interviews, and documentation over five sessions on the theme of plants with the subtheme of fruits. Data were analyzed descriptively and qualitatively, while their trustworthiness was assessed through data triangulation. The results showed that learning activities using Wordwall were implemented systematically through the stages of planning, implementation, and evaluation and reflection. Children’s active engagement in the games was accompanied by early indications of developing critical thinking skills, although the pace of comprehension varied among children. These findings indicate Wordwall’s potential as a tool for stimulating critical thinking within the learning context examined. Its application needs to be supported by adequate planning, consistent implementation, and teacher guidance. This study enriches understanding of the application of gamification in cognitive stimulation for young children and provides a reference for teachers and early childhood education administrators in designing interactive digital learning. Future research should quantitatively measure the development of children’s critical thinking skills to complement these qualitative findings.