Pemanfaatan Media Wordwall dalam Meningkatkan Partisipasi Belajar Pendidikan Agama Islam; Studi Kasus di Sekolah Menengah Al-Falah Surabaya
DOI:
https://doi.org/10.54180/elbanat.2025.15.2.767-791Keywords:
Media Wordwall, Pendidikan Agama Islam, Partisipasi BelajarAbstract
This study aims to explain the implementation of Wordwall media in Islamic Religious Education learning and its implications for increasing student learning participation at Al Falah Ketintang Senior High School, Surabaya. Student learning participation in PAI learning remains a significant challenge that requires innovative learning strategies. The low level of student activeness in discussions and answering teacher questions indicates the need for the implementation of more interactive and engaging media. This study uses a descriptive qualitative approach involving 1 PAI teacher and 15 grade 10 students as key informants, from a total of 50 students (23 males and 27 females) in the research class. Data was collected through observation, interviews, and documentation, then analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation of the Wordwall was carried out through three main stages planning, implementation, and evaluation. The use of the Wordwall in the form of educational games such as quizzes, wheels of fortune, and matching terms created a more active, enjoyable, and participatory learning atmosphere. Qualitative finding showed a significant increase in learning participation, for example, the courage to ask questions increased from only 3 to 9 students, and the number of students actively answering increased from 4 to 12 after the Wordwall was used. Furthermore, interaction and collaboration between students were also significantly more intense than before the media was used. Thus, the use of the Wordwall has proven effective in increasing student learning participation in Islamic Religions Education (PAI) subject while supporting the student-centered learning principles in the Independent Curriculum, particularly in the aspect of critical thinking, collaboration, and digital literacy
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