<![CDATA[Students need to acquire mathematical conceptual understanding to be able to explain, relate, and apply mathematical ideas in different problem situations. However, the learning of mathematics at public Junior High School (SMP Negeri) 1 Kenduruan is still limited to the use of interactive digital media. Previous studies on the integration of deep learning supported by Wordwall to improve mathematical conceptual understanding have been limited. The aim of this study was to analyze the changes in the mathematical conceptual understanding of eighth-grade students after being given deep learning supported by Wordwall. A quantitative pre-experimental, one-group pretest-posttest design was used. The participants were 31 students of Class VIII-E selected using purposive sampling. The intervention was delivered in five sessions. The intervention was delivered in five sessions on cubes and rectangular prisms and consisted of one pretest, three deep learning sessions with Wordwall activities (Group Sort, Spin the Wheel, and Quiz), and one posttest. Data were collected using a mathematical conceptual understanding test and analyzed using descriptive statistics, the Shapiro-Wilk test, paired-samples t-test, and N-Gain analysis. The average score increased from 33.629 on the pretest to 74.677 on the posttest. A paired-samples t-test showed that there was a statistically significant difference, t(30) = −21.282, p < .001. The average N-Gain score was 0.625, which was categorized as moderate. These findings indicate enhanced conceptual understanding of mathematics following the intervention. But a one-group design without a control group limits causal interpretation. Larger samples, control groups, and broader learning contexts should be included in future studies.]]>
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