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Cindo, Valencia Amalia
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences

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Analisis Dampak Penggunaan Media Pembelajaran Interaktif Berbasis Web Wordwall terhadap Kemampuan Divergent Thinking Matematis Siswa Netriwati, Netriwati; Pangesti, Mayda Ajeng; Cahyani, Zahra Annisa; Cindo, Valencia Amalia; Ikrima, Hanun; Aprilia, Carissa
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 2 (2026): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i2.1255

Abstract

This study aims to analyze the impact of using interactive web-based learning media Wordwall on students' mathematical divergent thinking ability. This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The study population was all grade X students of SMA Ma'arif NU 5 Purbolinggo in the 2025/2026 academic year with a sample of two classes selected using purposive sampling technique, namely the experimental class using Wordwall and the control class using conventional learning. The instrument used was a mathematical divergent thinking ability test based on four indicators according to Guilford, namely fluency, flexibility, originality, and elaboration. Data analysis used independent samples t-test and N-Gain tests. The results showed that the average post-test score of the experimental class was 77.80, higher than the control class at 68.20. The increase in student abilities in the experimental class had an N-Gain value of 0.46 with a medium category, while the control class was 0.23 with a low category. The results of the independent samples t-test showed a t-value of 4.47 and a significance value of <0.05, indicating a significant difference between the two groups. Thus, the use of web-based Wordwall learning media was proven to be more effective than conventional learning in improving students' mathematical divergent thinking skills.
Co-Authors Aprilia, Carissa Cahyani, Zahra Annisa Ikrima, Hanun Netriwati Pangesti, Mayda Ajeng