<![CDATA[Vocabulary mastery is a foundation for reading, writing, listening, and speaking skills; however, teacher-centered instruction may limit student engagement and contextual understanding of words. This study focused on the implementation of digital learning to improve the vocabulary competence of fourth-grade students at SD Inpres 3/77 Bajoe II. A descriptive quantitative classroom action research design was employed in two cycles, each comprising planning, action, observation, and reflection and conducted in two meetings. The participants were 36 students. The intervention used accessible digital media, including instructional videos, projected images and slides, limited digital quizzes, group discussion, pronunciation practice, and contextual sentence construction. Data were collected through a vocabulary test covering five assessment aspects, classroom observation, and documentation, and were analyzed using mean scores, category distributions, classical mastery percentages, and descriptive analysis of learning-behavior changes. The findings showed that the mean score increased from 58.00 in the pre-cycle to 62.56 in Cycle I and 81.78 in Cycle II. Learning mastery rose from 8.33% to 13.89% and finally to 91.67%, exceeding the 85% classical success criterion. Improvement was also observed in understanding word meanings, using words in sentences, recognizing synonyms and antonyms, selecting context-appropriate words, and pronunciation accuracy. The study concludes that simple, contextual digital learning, combined with structured scaffolding and inter-cycle reflection, is effective in improving elementary students’ vocabulary mastery while strengthening active participation in classroom learning. ABSTRAK Perbendaharaan kata merupakan fondasi keterampilan membaca, menulis, menyimak, dan berbicara, tetapi pembelajaran yang berpusat pada guru dapat membatasi keterlibatan siswa dan pemaknaan kata secara kontekstual. Penelitian ini berfokus pada penerapan pembelajaran digital untuk meningkatkan kemampuan perbendaharaan kata siswa kelas IV SD Inpres 3/77 Bajoe II. Penelitian menggunakan penelitian tindakan kelas deskriptif kuantitatif yang dilaksanakan dalam dua siklus; setiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi serta dua kali pertemuan. Subjek penelitian berjumlah 36 siswa. Tindakan memanfaatkan media digital sederhana berupa video, tayangan gambar dan slide, kuis digital terbatas, diskusi kelompok, latihan pengucapan, dan penyusunan kalimat kontekstual. Data dikumpulkan melalui tes lima aspek kemampuan kosakata, observasi aktivitas belajar, dan dokumentasi, kemudian dianalisis menggunakan rata-rata, distribusi kategori, ketuntasan klasikal, dan deskripsi perubahan perilaku belajar. Hasil menunjukkan peningkatan nilai rata-rata dari 58,00 pada prasiklus menjadi 62,56 pada Siklus I dan 81,78 pada Siklus II. Ketuntasan belajar meningkat dari 8,33% menjadi 13,89% dan akhirnya 91,67%, melampaui indikator keberhasilan klasikal 85%. Peningkatan juga tampak pada pemahaman makna kata, penggunaan kata dalam kalimat, pengenalan sinonim dan antonim, pemilihan kata sesuai konteks, serta ketepatan pengucapan. Disimpulkan bahwa pembelajaran digital yang sederhana, kontekstual, disertai pendampingan dan refleksi antarsiklus efektif meningkatkan perbendaharaan kata sekaligus partisipasi belajar siswa sekolah dasar. ]]>
