Development of a Digital Ecosystem Based on a Combination of Wordwall and Kahoot to Accelerate Literacy-Numeracy Competency of Dasa School Students
DOI:
https://doi.org/10.55927/jeda.v5i2.8Keywords:
Digital Ecosystem, Wordwall, Kahoot, Literacy-Numeracy, Elementary School.Abstract
The development of literacy and numeracy of elementary school students is crucial in the digital era, but the use of learning technology is still not optimally integrated. This study aims to analyze the effectiveness of the combination of Wordwall and Kahoot in accelerating literacy-numeracy competencies and the relationship between student involvement and learning outcomes. The method used was quantitative with a quasi-experimental design, involving 60 students, using tests, observations, and questionnaires, and analyzed by inferential statistical tests. The results showed a significant increase of 18% in the experimental group and a positive correlation between engagement and learning outcomes. It was concluded that the integration of Wordwall and Kahoot is effective in improving literacy-numeracy competencies and supporting interactive learning in elementary schools.
References
Agusdianita, N., et al. (2023). The Influence of Wordwall on Numeracy Literacy of Elementary School Students. Social, Humanities, and Educational Studies (SHES). https://jurnal.uns.ac.id/SHES/article/view/107258
Apipah, I., Nindiasari, H., & Sukirwan. (2023). Analysis of the need for digital-based numeracy assessment instruments. Didactics: Journal of Mathematics Education. https://ejournal.upi.edu/index.php/didaktika/article/view/84214
Cenita, J. A. S., & De Guzman, Z. R. (2023). Education in the digital world: Trends and perspectives. arXiv. https://arxiv.org/abs/2304.13930
Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Dellos, R. (2021). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning.
Di Blasi, M., De Angelis, I., & Postiglione, A. (2023). The usage of Kahoot in education: A review. arXiv. https://arxiv.org/abs/2301.06322
Fajriati, A. S., Nurcahyo, A., & Pratama, S. D. Y. (2024). Problem-based learning with Kahoot to enhance student engagement. Innovative: Journal of Social Science Research. https://j-innovative.org/index.php/Innovative/article/view/8468
Fajriyah, K. (2022). HOTS learning in elementary education. Prenadamedia Group.
Field, A. (2021). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publications.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2022). School engagement: Potential of the concept, state of the evidence. Educational Psychologist. https://doi.org/10.1080/00461520.2022.2035001
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2021). Multivariate data analysis (8th ed.). Cengage Learning.
Kusuma, Y. E., & Rosmilawati, I. (2024). Numeracy literacy in elementary schools based on PISA 2023 indicators: Systematic literature review. Journal of Instructional and Development Researches. https://journal.iel-education.org/index.php/JIDeR/article/view/326
Medcom. (2026). Students' literacy and numeracy skills have not recovered after the pandemic. https://www.medcom.id/pendidikan/news-pendidikan/ybDy03qk-3-tahun-pasca-pandemi-covid-19-kemampuan-literasi-numerasi-anak-indonesia-belum-pulih
OECD. (2022a). PISA 2022 results: Country notes – Indonesia. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
OECD. (2022b). PISA 2022 results (Volume I & II). https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/
Rahmawati, I., Friansah, D., & Sukasno. (2024). Systematic literature review: The use of Wordwall in mathematics learning. Journal of Math-UMB Education. https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/3376
Rahmawati, N. (2023). Gamification in primary education: Enhancing student engagement. International Journal of Instruction, 16(1), 45–60.
Republic. (2026). Indonesia's PISA score is low, the need to improve literacy and numeracy. https://rejogja.republika.co.id/berita/td9sof291/skor-pisa-indonesia-rendah-kemendikdasmen-gandeng-mitra-kolaborasi-tingkatkan-literasi-dan-numerasi
Romero, C., & Ventura, S. (2024). Educational data mining and learning analytics: Trends and future directions. arXiv. https://arxiv.org/abs/2402.07956
Sari, D., et al. (2022). Digital game-based learning in elementary education. Journal of Educational Technology, 15(2), 120–130.
Sholihah, N., & Susanti, R. (2023). Elementary school students' learning and math literacy model. Journal of Basic Education, 14(2), 101–110.
Suariantini, N. N. G., Werang, B. R., & Astawan, I. G. (2023). Kahoot-based numeracy assessment instrument. Innovative: Journal of Social Science Research. https://j-innovative.org/index.php/Innovative/article/view/930
Sugiyono. (2022). Quantitative, qualitative, and R&D research methods. Alphabet.
Zainudin, A., et al. (2023). Trends in numeracy literacy research in elementary schools. Indonesian Journal of Education, 12(1), 55–67.
