Pengembangan Instrumen Tes Hasil Belajar IPA Berbasis Wordwall pada Materi IPA Semester Ganjil Kelas V Sekolah Dasar

Dea Permata, Muhammad Hayun

Abstract


Science assessment instruments in elementary schools are still dominated by conventional written tests that are ineffective in measuring science literacy and higher-order thinking skills, while 21st-century learning demands emphasize interactive digital-based evaluation. This study aims to develop a Wordwall-based science learning outcome test instrument for fifth-grade elementary school students and test its psychometric quality, including validity, reliability, difficulty, and discrimination. Using the Research and Development (R&D) method with the Borg and Gall model, the study involved small-scale (20 students) and large-scale (48 students) trials. Data collection techniques included interviews, questionnaires, and tests. The results showed that the instrument was highly feasible based on expert validation of the material (97.9%), media (98%), and language (98.18%). Item analysis in the large-scale test showed a reliability coefficient of 0.89 (very high category) with a proportional level of difficulty and discrimination. Student responses to the attractiveness aspect reached 95.83% (very attractive), although the comprehension aspect was at 83.3% due to the cognitive challenges in the HOTS category questions. It is concluded that Wordwall-based science test instruments are feasible and effective for use as standard evaluation tools to support the measurement of learning outcomes and science literacy among elementary school students in a more interactive and meaningful way. The implications of this study provide educators with alternatives for integrating technology into formative and summative evaluations to increase student engagement without compromising the quality of scientific assessment.

Keywords


Primary School; Science Learning Outcomes; Science Test Instrument; Wordwall

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References


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DOI: https://doi.org/10.17509/didaktika.v5i4.95504

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