Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 The Effect of Interactive Wordwall Media on Improving Elementary School Students' Mathematical Numeracy Skills Fatmawati 1 .
Wahid Hasim2 University of Muhammadiyah OKU Timur Email correspondence:wahidhasim293@gmail.
DOI: 10.
47435/jtmt.
Submission Track:
||Accepted:April 17, 2.
|Approved: June 14, 2.
|Published: June 25, 2026 Copyright A 2026 Fatmawati.
Wahid Hasim Abstract This study aimed to analyze the effect of interactive Wordwall media on improving elementary school studentsAo mathematical numeracy skills.
The research employed a quantitative approach using a preexperimental one-group pretestAeposttest design.
The participants were 20 third-grade students at SDN 02 Jatisari, consisting of 11 female students and 9 male students.
Data were collected through a numeracy test consisting of five essay questions on multiplication material.
The instrument was validated using the Product Moment correlation test and demonstrated acceptable reliability with a CronbachAos Alpha coefficient of 0.
Data were analyzed using descriptive statistics, the ShapiroAe Wilk normality test.
N-Gain analysis, effect size analysis, and the Paired Sample t-test with the assistance of SPSS version 25.
The results showed that studentsAo mean numeracy score increased from 40 on the pretest to 83.
15 on the posttest.
The N-Gain score was 0.
60, indicating a moderate level of improvement, while the effect size analysis yielded a CohenAos d value of 1.
91, indicating a large The Paired Sample t-test also revealed a statistically significant difference between pretest and posttest scores .
< 0.
The findings demonstrate that interactive Wordwall media is effective in improving elementary school studentsAo mathematical numeracy skills and can serve as an innovative digital learning tool to support engaging mathematics instruction.
Keywords: Wordwall, mathematical numeracy skills, gamification, mathematics learning, elementary school students Introduction Numeracy is one of the essential competencies that students need to develop in the twenty-first Numeracy not only involves performing mathematical calculations but also includes the ability to interpret, analyze, and apply mathematical concepts to solve real-life problems.
According to the Organisation for Economic Co-operation and Development (OECD, 2.
, mathematical numeracy refers to an individual's ability to formulate, employ, and interpret mathematics in various situations.
Recent studies have emphasized that numeracy literacy significantly influences studentsAo mathematical reasoning, critical thinking, and problem-solving abilities (Nuraida & Solihah, 2.
Therefore, strengthening numeracy skills from an early age is important to support studentsAo academic achievement and everyday decision-making.
Despite its importance.
Indonesian studentsAo numeracy achievement remains relatively low.
Results from the Programme for International Student Assessment (PISA) 2022 indicate that Indonesian students continue to perform below the OECD average in mathematics-related competencies.
This condition suggests that many students still experience difficulties in understanding mathematical concepts and applying them to contextual problems.
One factor contributing to this issue is the predominance of conventional learning approaches that limit studentsAo active participation and engagement during mathematics learning.
To address these challenges, innovative learning media are needed to create more meaningful and engaging learning experiences.
Interactive digital media can support studentsAo understanding of Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 mathematical concepts through visualizations, immediate feedback, and active learning activities.
Previous studies have shown that technology-based learning media can increase studentsAo motivation, participation, and learning outcomes in mathematics learning (Indarti et al.
, 2.
Therefore, integrating technology into mathematics instruction has become an important strategy for supporting studentsAo numeracy development.
One interactive digital platform that can be utilized in mathematics learning is Wordwall.
Wordwall provides various educational game templates, quizzes, matching activities, and other interactive features that encourage students to participate actively in learning.
The effectiveness of Wordwall can be explained through the concept of gamification, which refers to the application of game elements such as points, rewards, challenges, competition, and immediate feedback in educational Gamification has been reported to increase studentsAo motivation, engagement, and learning achievement by creating enjoyable and meaningful learning experiences.
Preliminary observations conducted at SDN 02 Jatisari revealed that many third-grade students experienced difficulties in understanding multiplication concepts and solving contextual numeracy In addition, mathematics instruction was still predominantly teacher-centered, resulting in limited student participation and low learning motivation.
These conditions indicate the need for innovative learning media that can actively engage students and support the development of mathematical numeracy skills.
Previous studies have reported that Wordwall improves studentsAo learning motivation, engagement, critical thinking, and mathematics achievement (Hidayah & Andriani, 2023.
Oktaviasari et al.
, 2024.
Mirna Dewi & Dinata, 2.
However, most studies focused on learning motivation, engagement, critical thinking, and general mathematics achievement rather than specifically examining mathematical numeracy skills.
In addition, previous studies rarely investigated studentsAo ability to apply mathematical concepts in solving contextual numeracy problems, which represent an essential component of numeracy competence.
Empirical evidence regarding the effectiveness of gamificationbased Wordwall activities in supporting elementary school studentsAo numeracy development also remains limited.
Considering the importance of numeracy skills for studentsAo academic success and everyday problem-solving, further investigation is needed to provide empirical evidence regarding the contribution of interactive Wordwall media to numeracy development.
Therefore, this study aims to analyze the effect of interactive Wordwall media on improving elementary school studentsAo mathematical numeracy skills.
The findings are expected to enrich the literature on technologyenhanced mathematics learning and provide practical recommendations for teachers in implementing innovative digital learning media to support numeracy development in elementary schools.
Method The research applied a quantitative pre-experimental design involving one experimental class.
The research design used is a pre-experimental design with a one-group pretestAeposttest design, which is a study involving one class without a control group.
The research subjects were not randomly selected and all students in one class were used as treatment groups.
In its implementation, students are given an initial test .
to find out numeracy skills before treatment is given.
Furthermore, students were given treatment in the form of the use of interactive wordwall media in the learning process, then ended with the administration of a final test .
Comparison of pretest and posttest results was used to determine the effect of the use of interactive Wordwall media on Improving the mathematical numeracy skills of elementary school students.
Research Design Groups Pre-test Treatment Experiment Oi1 (Source : Sugiyono, 2.
Description:
OCA = Pretest before treatment is given OCC = Posttest after treatment Post-test Oi2 Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 X = Treatment in the experimental class, namely the use of interactive Wordwall media Although the one-group pretest-posttest design allows researchers to examine changes in studentsAo numeracy skills before and after the treatment, this design has limitations because it does not involve a control group.
Consequently, external factors that may influence studentsAo performance cannot be fully controlled.
Therefore, the findings should be interpreted cautiously when drawing causal conclusions regarding the effectiveness of the intervention.
The research was carried out at SDN 02 Jatisari.
The time for this research was carried out in the even semester of the 2025/2026 school year.
The research subjects were all grade i students totaling 20 people with 11 females and 9 males.
The sampling technique used is saturated sampling, where the entire population is used as a research sample because the number is relatively small.
The variables in this study consist of independent variables and dependent variables.
The independent variable (X) is the use of interactive Wordwall media in mathematics learning, while the dependent variable (Y) is the mathematical numeracy ability of elementary school students.
The research procedure is carried out in three stages, namely the initial stage, the implementation stage, and the final stage.
In the early stages, students are given a pretest to find out their mathematical numeracy skills before being given treatment.
In the implementation stage, students take part in mathematics learning multiplication materials using interactive Wordwall media.
Furthermore, in the final stage, students are given a final test .
to find out their mathematical numeracy skills after the treatment is given.
The data were analyzed quantitatively using descriptive statistics, the ShapiroAeWilk normality test.
N-Gain analysis, effect size analysis, and the Paired Sample t-test to determine the effect of interactive Wordwall media on studentsAo mathematical numeracy skills.
Results and Discussion Results Research Preparation Stage Before the implementation of research in the field, researchers first carried out several stages of These stages include the creation of Wordwall media, the preparation of test instruments, and instrument trials for grade i students.
The explanation of each stage is presented as follows:
Interactive Wordwall media was developed using multiplication materials and integrated gamebased learning activities such as quizzes and educational games.
The media was designed to facilitate studentsAo active participation, provide immediate feedback, and create an engaging learning Students accessed the activities through a link or QR code and completed the tasks during the learning process.
The implementation of Wordwall aimed to support the development of studentsAo mathematical numeracy skills through interactive and enjoyable learning experiences.
Stage of Preparation of Numeracy Ability Test Instruments The instrument used in this study is in the form of a test to measure the mathematical numeracy ability of grade i students on multiplication material.
The test was carried out in two stages, namely pretest and posttest, with the aim of finding out the difference in students' numeracy skills before and after the implementation of the use of interactive Wordwall media in grade i of SDN 02 Jatisari.
Each test instrument contains question items that are arranged based on material that has been adjusted by the researcher, with a total of five questions.
These questions are answered/completed by students to measure the level of numeracy skills they have.
The grid of numeracy ability test instruments is presented as follows.
Table 2.
Test Specification No Numeracy Indicators Competency Indicators Question Form Questions Number Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 Able to use basic numbers and calculation operations in solving everyday problems Able to use numbers and calculation operations in solving everyday problems Able to understand and apply the concept of multiplication in a variety of Able to solve numeracy problems in various life Able to interpret and use numeracy information for decision-making Determining the results of simple multiplication in the context of everyday life (C.
Determining the result of simple multiplication based on the arrangement of objects (C.
Solving multiplication problems based on contextual information (C.
Word Problems Word Problems Word Problems Analyzing and determining the multiplication results of a problem (C.
Analyze contextual problems and determine the right solution using multiplication operations (C.
Word Problems Word Problems An example of a numeracy test item is as follows: AuA teacher prepares 6 boxes of pencils.
Each box contains 4 pencils.
How many pencils are there in total?Ay This item was designed to measure studentsAo ability to apply multiplication concepts in a contextual situation.
The numeracy test consisted of five essay questions on multiplication material.
Each item was scored using an analytic scoring rubric with a maximum score of 20 points, resulting in a total maximum score of 100 points.
The scoring rubric was used to assess studentsAo conceptual understanding, problemsolving procedures, calculation accuracy, and final answers.
Table 3.
Scoring Rubric Score Criteria Correct procedure and correct answer Correct procedure with minor calculation errors Partially correct procedure Attempted answer but incorrect procedure No answer or irrelevant answer Instrument Trial Stage to Class i The instrument that had been prepared was then tested on 20 third-grade students to determine its validity and reliability.
The analysis was carried out using SPSS version 25 with the Product Moment correlation test.
Each item was considered valid if the calculated r-value exceeded the r-table value of 468 at the 5% significance level.
The results showed that all question items (P01AeP.
had calculated r-values greater than the r-table value .
, indicating that all items were valid.
The r-values obtained were P01 = 0.
P02 = 0.
P03 = 0.
P04 = 0.
689, and P05 = 0.
Furthermore, the reliability test using CronbachAos Alpha produced a coefficient of 0.
According to commonly accepted reliability criteria, a value between 0.
60 and 0.
70 indicates an acceptable or sufficient level of reliability.
Therefore, the instrument was considered sufficiently reliable and suitable for use in this study.
However, the coefficient also suggests that further refinement may improve the instrumentAos internal consistency.
Thus, the numeracy test instrument was considered feasible for data collection.
Research Implementation Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 After the instrument is declared valid and reliable, the next stage is the implementation of field research to collect data.
This activity includes the process of implementing learning and collecting data on student learning outcomes.
Data Collection Techniques This study uses a pre-experimental design with a one-group pretestAeposttest design that only involves one group without a control group.
The research subjects consisted of 20 students in one class who were used as a treatment group.
The data collection technique is carried out using tests and documentation.
The numeracy test consisted of five essay questions related to multiplication material.
The instrument was developed based on numeracy indicators, including the ability to use numbers and mathematical operations, understand multiplication concepts, solve contextual problems, and apply mathematical reasoning in everyday The same indicators were used in both the pretest and posttest, with different question contexts to minimize testing effects.
Tests are given in the form of pretest and posttest to find out students' mathematical numeracy skills before and after being given treatment.
The pretest is carried out before learning using interactive Wordwall media to find out students' initial abilities.
Furthermore, students were given treatment in the form of learning using interactive Wordwall media , then ended with a posttest to find out the improvement of students' mathematical numeracy skills after the treatment was given.
In addition, documentation is used as supporting data during the research process, such as photos of learning activities and student data.
Gender Male Total Number Students 11 Students 9 Students Students Figure 10.
Documentation of Learning Activities Table 4.
Respondents by Gender Research Results Based on the data from the research results that have been obtained, a descriptive analysis of students' pretest and posttest scores was carried out after the use of interactive Wordwall media.
The average pretest and posttest scores showed an increase in both classes after the learning process took To clarify the comparison, the following table and diagram images are presented Table 5.
Descriptive Analysis Data
N Minimum
Maximum
Mean
Score
Value Pretest
58,40
Posttest
83,15
Based on the table and diagram above, the average student pretest score is 58.
40 while the average posttest score is 83.
This shows that students' mathematical numeracy skills have improved after using Wordwall media in the learning process.
After the implementation of the research, the next stage is to analyze the data obtained.
This analysis is carried out through two stages, namely a Prerequisite Test and a hypothesis test.
The description of each stage is as follows.
Table 6.
N-Gain Analysis Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 Mean Pretest Mean Posttest N-Gain Category Medium To further examine the improvement in studentsAo numeracy skills, an N-Gain analysis was The result showed an N-Gain score of 0.
60, which falls into the medium category.
This finding indicates that the use of interactive Wordwall media contributed to a moderate improvement in studentsAo mathematical numeracy skills.
Prerequisite Test After the instrument is declared suitable for use, the next test is applied to measure the numeracy ability of grade i students.
The data obtained were then analyzed using a normality test as a condition before hypothesis testing.
The normality test was carried out using the Shapiro-wilk method with the help of the SPSS version 25 application.
Normality tests are carried out to find out whether the data from the research results are distributed normally or not.
In this study, a normality test was carried out on the pretest and posttest data of students' mathematical numeracy ability using the Shapiro-wilk test with the help of SPSS 25.
Table 7.
Results of data normality test
Data
Statistics Shapiro-Wilk
Pretest
0,957
Posttest
0,936
Sig.
0,200
0,137
Remarks Normally Distributed Normally Distributed The results of the normality test showed that the significance value (Sig.
) in the pretest data was 200 and the posttest data was 0.
Based on the test criteria, the data is declared to be normally distributed if the significance value is greater than 0.
Because the significance value of the pretest and posttest is greater than 0.
05, it can be concluded that the research data is normally distributed.
Thus, data analysis can be continued using a parametric test, namely the Paired Sample t-test to determine the effect of the use of interactive Wordwall media on Improving students' mathematical numeracy skills.
Hypothesis Testing Hypothesis testing in this study was carried out using the Paired Sample t-test with the help of SPSS 25.
This test was used to find out whether there was an effect of the use of interactive Wordwall media on the mathematical numeracy ability of grade i students of SDN 02 Jatisari on multiplication The test was carried out by comparing the pretest and posttest scores of 20 students after being given treatment using Interactive Wordwall media.
Table.
8 Results of the Paired Sample Hypothesis t-test Mean t count Sig.
-taile.
Pretest Ae Posttest
-18,450
8,542
0,000
Remarks HCA rejected.
HCA accepted Testing Criteria If the value of Sig.
< 0.
05 then HCA is rejected and HCA is accepted.
If the value of Sig.
> 0.
05 then HCA is accepted and HCA is rejected.
Based on the results of the analysis in Table 6, the mean difference value of -18,450 was obtained.
The negative score shows that the posttest score is higher than the pretest score, so it can be seen that there is an increase in students' mathematical numeracy skills after using interactive Wordwall media In addition, a calculated t-value of 8.
542 was obtained with a significance value (Sig.
2-taile.
of The significance value is smaller than the significance level of 0.
000 < 0.
, so HCA is rejected and HCA is accepted.
Table 9.
Effect Size Analysis Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 Effect Size (Cohen's .
Category Large The effect size analysis produced a CohenAos d value of 1.
91, indicating a large effect.
This result demonstrates that interactive Wordwall media had a substantial impact on improving studentsAo mathematical numeracy skills.
Therefore, the improvement observed was not only statistically significant but also educationally meaningful.
Discussion The findings of this study indicate that the use of interactive Wordwall media significantly improved studentsAo mathematical numeracy skills.
The improvement can be explained through the principles of gamification embedded in Wordwall.
Gamification incorporates game elements such as points, rewards, challenges, competition, and immediate feedback into learning activities.
These features create a more engaging learning environment that encourages students to actively participate in solving mathematical problems.
According to gamification theory, active participation and continuous interaction with learning content can enhance studentsAo motivation and conceptual understanding, which ultimately contribute to improved learning outcomes.
Another factor contributing to the improvement in numeracy skills is the immediate feedback provided by Wordwall.
Through interactive quizzes and educational games, students receive direct information about the correctness of their answers.
Immediate feedback enables students to identify mistakes, correct misconceptions, and strengthen their understanding of multiplication concepts.
This process supports the development of mathematical reasoning and helps students apply mathematical concepts more effectively when solving contextual numeracy problems.
Furthermore, the use of Wordwall increased studentsAo learning motivation and engagement during mathematics instruction.
Compared to conventional teacher-centered learning.
Wordwall provides a more interactive and enjoyable learning experience.
Students were actively involved in completing challenges, answering questions, and participating in learning activities.
Higher levels of engagement allow students to spend more time interacting with mathematical concepts, thereby supporting the development of numeracy skills.
The findings of this study are consistent with previous studies reporting the positive effects of Wordwall on mathematics learning.
Hidayah and Andriani .
found that Wordwall increased studentsAo interest and engagement in learning, while Oktaviasari et al.
reported that Wordwall improved studentsAo understanding of basic mathematical concepts.
Similarly.
Nisa and Susanto .
found that game-based Wordwall activities enhanced studentsAo learning motivation.
The consistency between the present study and previous studies suggests that Wordwall is an effective digital learning medium for supporting mathematics learning.
However, this study also differs from previous research in several aspects.
Most previous studies focused on learning motivation, engagement, and general mathematics achievement, whereas the present study specifically examined studentsAo mathematical numeracy skills.
In addition, this study focused on multiplication material for third-grade elementary school students and employed a onegroup pretest-posttest design.
Therefore, the findings contribute additional empirical evidence regarding the effectiveness of Wordwall in supporting numeracy development at the elementary school level.
Despite the positive findings, this study has several limitations.
The research employed a onegroup pretest-posttest design without a control group, which limits the ability to fully attribute the observed improvements solely to the intervention.
In addition, the study involved a relatively small sample from a single elementary school.
Future studies are recommended to involve larger samples and apply quasi-experimental or true experimental designs to obtain more comprehensive evidence regarding the effectiveness of interactive Wordwall media in improving studentsAo mathematical numeracy skills.
Conclusion The findings of this study indicate that interactive Wordwall media is effective in supporting the improvement of elementary school studentsAo mathematical numeracy skills.
The integration of gamification elements and interactive learning activities encourages studentsAo engagement and Journal of Mathematics (JTMT) Volume 7 Issue 1, 2026 motivation, thereby facilitating a better understanding and application of mathematical concepts in contextual situations.
The results imply that teachers can utilize Wordwall as an innovative digital learning medium to create more engaging and student-centered mathematics instruction.
The integration of interactive features and educational games can help students participate more actively in the learning process and support the development of numeracy skills.
Future studies are recommended to involve larger samples and employ quasi-experimental or true experimental designs with control groups to provide stronger evidence regarding the effectiveness of Wordwall in improving studentsAo mathematical numeracy skills.
Bibliography