<![CDATA[This study aims to determine the effectiveness of HOTS-based Wordwall media on problem-solving skills in Grade V elementary school IPAS (Natural and Social Sciences) learning. It employs a quantitative approach using a quasi-experimental method with a posttest-only control group design. The research subjects consisted of two groups—an experimental group (Class V-A) and a control group (Class V-B)—each comprising 28 students, selected via random sampling. The experimental group received instruction using HOTS-based Wordwall media, while the control group underwent conventional instruction. Data analysis included normality tests, homogeneity tests, and hypothesis testing using the Independent Sample T-Test. Normality test results showed significance values of 0.059 for the experimental class and 0.174 for the control class. Since both values exceeded the 0.05 significance level, the data were deemed normally distributed. The homogeneity test yielded a significance value of 0.689; as this exceeded the 0.05 significance level, the variances of the experimental and control classes were considered homogeneous. The Independent Sample T-Test result showed a significance value of 0.005 (p < 0.05). Consequently, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted, indicating that the use of HOTS-based Wordwall media is effective in enhancing problem-solving skills in Grade V IPAS learning. The study concludes that HOTS-based Wordwall media serves as an effective, innovative, technology-based learning alternative]]>
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