<![CDATA[Purpose – This study aims to examine the effectiveness of using the Wordwall platform in improving Arabic vocabulary mastery (mufrodat) among eighth-grade students at MTsN 1 Lamongan. Specifically, this study measures the extent to which Wordwall can improve students' ability to remember, understand, and apply Arabic vocabulary, as well as analyze the magnitude of the platform's impact on student learning outcomes. Method – This study employed a quantitative approach with a one-group pretest-posttest design. The sample consisted of 30 eighth-grade students selected through purposive sampling. The objective test instrument (20 multiple-choice, 5 matching, 5 short-answer questions) was validated through expert judgment and pilot testing on 15 students from a parallel class, with a Cronbach's Alpha reliability of 0.872 (reliable category). The Wordwall learning treatment was conducted over 5 sessions (2 × 40 minutes each). Data analysis used descriptive statistics, Shapiro-Wilk normality test, Wilcoxon Signed Rank Test (as data were not normally distributed), N-Gain to measure effectiveness level, and Cohen's d effect size to measure the magnitude of the impact. Results – The mean pretest score was 58.3 (low category), which increased to 81.5 in the posttest (high category), representing a gain of 23.2 points. All students (100%) showed improvement. The Shapiro-Wilk normality test indicated that pretest data (p = 0.0084) and posttest data (p = 0.00022) were not normally distributed (p < 0.05), thus the non-parametric Wilcoxon test was employed. The Wilcoxon test yielded a p-value = 0.000002 (< 0.05), indicating that H₀ was rejected and H₁ was accepted. N-Gain = 0.56 (medium category), while Cohen's d = 1.00 (large effect category). The posttest standard deviation (16.1) was smaller than the pretest (23.1), indicating increased homogeneity of student scores after the treatment. Conclusion – The Wordwall platform is proven effective in improving Arabic vocabulary mastery among eighth-grade students at MTsN 1 Lamongan. These findings strengthen the theories of Game-Based Learning (Prensky, 2001), Cognitive Theory of Multimedia Learning (Mayer, 2009), and Vocabulary Acquisition Theory (Nation, 2001). The combination of medium N-Gain (0.56) and large effect size (1.00) indicates that Wordwall has a strong impact on individual student score changes, although the overall class improvement falls into the medium category. Implication – Wordwall is recommended as an interactive, user-friendly, cost-free, and effective learning media for Arabic language teachers in madrasahs. For schools, these findings can serve as consideration for developing digital learning programs and ICT-based media training for teachers. For future researchers, it is recommended to employ experimental designs with control groups, extend treatment duration, and measure long-term retention to strengthen the findings.]]>
