Wordwall-Assisted RME: Improving Students’ Mathematics Understanding and Learning Activeness on Elementary School

Abstract

Mathematical understanding in Elementary School is very important as a foundation for deeper understanding at the next level. However, in reality, what occurs in the field shows that mathematical understanding in Elementary School remains very low, as evidenced by several problems, including many students still experiencing difficulties with multiplication operations. The objective of this study is to determine the development process, effectiveness, and feasibility of the RME approach, assisted by Wordwall, in improving the mathematical understanding and learning activeness of Elementary School students. In this study, the research and development (R&D) method was used with the Borg and Gall model. The research subjects were from one of the Elementary Schools in Karawang, comprising a control class and an experimental class. The instruments in this study used a mathematical understanding ability test, a student learning activeness questionnaire, a validation instrument, and an observation sheet. The research data were analyzed using normality testing, homogeneity testing, and the Mann–Whitney test, based on the validation results and product trials. Research findings indicate that the development of a Realistic Mathematics Education (RME) approach assisted by Wordwall, conducted through the Borg and Gall development stages, has been declared highly feasible based on expert validation results. There was a significant improvement in mathematical understanding within the experimental class. According to the N-Gain test results, the enhancement of students' mathematical comprehension and learning engagement fell into the “high” category. Consequently, the Realistic Mathematics Education approach assisted by Wordwall can be considered an effective and feasible learning strategy for elementary school students.