Penggunaan Media Wordwall untuk Meningkatkan Hasil Belajar IPS pada Murid dengan Kesulitan Membaca
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12155Keywords:
media word wall, hasil belajar IPS, kesulitan membaca permulaan, pendidikan inklusiAbstract
Penelitian ini bertujuan meningkatkan aktivitas dan hasil belajar Ilmu Pengetahuan Sosial (IPS) melalui penerapan media pembelajaran interaktif berbasis Game Wordwall pada murid yang mengalami kesulitan membaca permulaan. Penelitian dilatarbelakangi oleh kesenjangan antara karakteristik materi IPS tingkat SMP yang didominasi teks naratif dengan keterbatasan kemampuan literasi dasar siswa sehingga berdampak pada rendahnya capaian belajar di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang mengadaptasi model Kemmis dan McTaggart dan dilaksanakan dalam dua siklus di kelas VII SMPN 2 Rantau Pulung pada April–Mei 2026. Subjek fokus penelitian terdiri atas tiga siswa berinisial AAWW, MRF, dan NSK yang mengalami kesulitan membaca permulaan. Data dikumpulkan melalui tes hasil belajar kognitif, observasi aktivitas pembelajaran guru dan siswa, serta dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan peningkatan yang konsisten secara deskriptif setelah penerapan Wordwall yang dimodifikasi dengan penggunaan visual, teks singkat, dan pendampingan verbal. Keterlaksanaan pembelajaran oleh guru meningkat dari 70,5% pada Siklus I menjadi 90% pada Siklus II, sedangkan aktivitas belajar siswa meningkat dari rentang 30%–57% menjadi 77%–80%. Hasil belajar ketiga siswa mencapai ketuntasan 100% pada akhir Siklus II berdasarkan KKTP sebesar 70, dengan nilai akhir AAWW dan MRF sebesar 90 serta NSK sebesar 70. Temuan ini menunjukkan bahwa penggunaan Wordwall yang disesuaikan dengan kebutuhan literasi siswa dapat mendukung keterlibatan dan peningkatan hasil belajar IPS pada siswa dengan kesulitan membaca. Strategi ini dapat diterapkan melalui penyederhanaan teks, penggunaan stimulus visual, dan pemberian instruksi verbal secara bertahap sesuai kemampuan siswa.
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