<![CDATA[This research is conducted to evaluate the effect of the Wordwall learning medium on the second-grade students' interest in learning mathematics. A quasi-experimental approach via a nonequivalent control group design was applied in this study. The investigation involved a sample of 63 participants, distributed into 31 individuals for the experimental cohort and 32 for the control cohort. To evaluate their learning interest, questionnaires focusing on four key indicators namely feelings of enjoyment, student engagement, student attention, and student interest were distributed both prior to and following the treatment. The collected data were processed using descriptive statistics, alongside normality and homogeneity assessments, followed by hypothesis testing using the Mann-Whitney U test. The descriptive data revealed that the experimental cohort's mean score for learning interest rose from 39.29 during the pretest to 52.90 in the posttest, whereas the control cohort only experienced an upgrade from 39.09 to 45.72. Furthermore, the Mann-Whitney U test generated a significance value of 0.005, falling well below the 0.05 alpha level. This statistical output confirms a notable disparity in mathematics learning interest between the two monitored groups. In conclusion, the deployment of the Wordwall learning medium exerts a significant effect on the students' interest in learning mathematics at the second-grade elementary school level.]]>
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