<![CDATA[This study was motivated by the low level of mathematical representation skills among lower-grade elementary school students, who tend to struggle with representing the concept of integer addition in various ways, as well as by the fact that the learning materials used are still conventional and fail to optimally encourage students' active engagement. This study aims to describe the effect of using Wordwall on the mathematical representation skills of second-grade students at Jamur Ujung Public Elementary School regarding integer addition. This study employs a quantitative approach using a quasi-experimental research design and a Nonequivalent Control Group Design. The study population consists of all second-grade students at Jamur Ujung Public Elementary School for the 2025/2026 academic year, comprising two homeroom classes. The sample was determined using purposive sampling, with Class 2A serving as the control group using concrete materials and Class 2B serving as the experimental group using the Wordwall platform. Data collection was conducted through a multiple-choice test that measured three aspects of mathematical representation: visual, symbolic, and verbal. Data analysis used an Independent Samples T-Test, which yielded a significance level (2-tailed) of 0.001 < 0.05, with a posttest mean of 86.23 for the experimental class and 55.43 for the control class. Thus, it was concluded that there was a significant effect of using Wordwall on the mathematical representation skills of second-grade students at Jamur Ujung Public Elementary School.]]>
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