Teachers' Strategies for Optimising the Wordwall Platform for  Character Education in Elementary

Abstract

The rapid advancement of digital technology has created opportunities to integrate interactive  learning media into character education in elementary schools. However, the effectiveness of  digital platforms depends largely on teachers’ pedagogical strategies rather than technological  features alone. This study aims to identify teachers’ strategies in utilising the Wordwall digital  learning platform for character education and to examine the supporting and inhibiting factors  affecting its implementation at SD Negeri 03 Petanjungan, Pemalang Regency, Indonesia. The  study employed a descriptive qualitative approach, involving one principal and three classroom  teachers from Grades IV, V, and VI selected through purposive sampling. Data were collected  through semi-structured interviews, classroom observations, and document analysis, and  analysed using the Miles, Huberman, and Saldaña interactive model with source and method  triangulation to ensure credibility. The findings identified four key strategies: point-based  reinforcement and rewards, character-oriented game rules, post-learning reflection, and  integration of character values into Wordwall activities. Supporting factors included adequate  technological facilities, principal leadership, teacher competence, student enthusiasm, and  parental support, while barriers included unstable internet connectivity, unequal access to  technology, limited instructional time, and the need for continuous content updates. The study  concludes that Wordwall effectively supports character education when implemented through  intentional pedagogical design, highlighting the importance of continuous teacher professional  development in digital pedagogy and character-based learning.