<![CDATA[This study aims to analyze and describe the implementation of Wordwall-based educational games in improving the science learning outcomes of fourth-grade students at Sukorejo Buduran Elementary School. The study employed a Classroom Action Research (CAR) method consisting of two cycles, with 20 fourth-grade students serving as the research subjects. Each cycle included the stages of planning, implementation, observation, and reflection. Data were collected through written achievement tests and classroom observations to assess both student learning outcomes and participation during the learning process. The findings indicate that the implementation of Wordwall-based educational games significantly improved students’ learning outcomes and classroom engagement. In the first cycle, the learning mastery level reached 40% with an average score of 65.75, while in the second cycle it increased to 80% with an average score of 80. Student learning activities also showed substantial improvement, with 97.5% of observed activities categorized as “very good.” The interactive and game-based learning environment encouraged active participation, increased motivation, and facilitated a better understanding of science concepts. Therefore, it can be concluded that the implementation of Wordwall-based educational games is effective in improving students’ science learning outcomes and creating a more engaging, interactive, and student-centered learning process in elementary schools.]]>
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