<![CDATA[This study examines the planning and implementation of the Discovery Learning model assisted by Wordwall Games media in history learning and identifies the obstacles encountered during its implementation in class XI F1 of SMA Negeri 1 Sungai Rumbai. The study used a descriptive qualitative approach. The research informants consisted of the history teacher and students of class XI F1. Data were collected through classroom observation, interviews with the teacher and students, and documentation in the form of photographs and videos. Data were analyzed through data collection, data reduction, data presentation, and conclusion drawing. The findings show that the learning design was prepared by aligning the six Discovery Learning stages stimulation, problem statement, data collection, data processing, verification, and generalization with the historical material on the Proclamation of Indonesian Independence and the Rengasdengklok Event. Video was used at the stimulation stage, while Wordwall Games, particularly Match Up and Speaking Cards, was integrated mainly into verification and reinforcement activities. Classroom observations and interviews indicate that students became more involved in observing, asking questions, searching for information, discussing, answering questions, cooperating with peers, and expressing their understanding. Students generally responded positively because the game-based activities made history learning more varied and enjoyable. However, several temporary obstacles were identified, including limited time, unstable internet connectivity, initial difficulty operating Wordwall, and challenges in classroom management. These obstacles were addressed through teacher guidance, clearer instructions, and time management. The study recommends careful preparation of digital media, technical demonstrations before the game, and effective time allocation so that all Discovery Learning stages can be implemented optimally.]]>
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