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This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This article explores the challenges and solutions in teaching syntax in Indonesian language education at schools. Syntax, as a crucial part of language structure, is often perceived as difficult and boring by students due to its theoretical and non-contextual delivery. Based on a literature review of scholarly journals and national books, it was found that students’ understanding of sentence structure remains low, affecting their writing and speaking skills. Teachers also face obstacles in developing effective and engaging teaching strategies. To address these issues, this article proposes several solutions, such as the use of communicative approaches, interactive learning media, and continuous professional development for teachers. It is hoped that with more contextual and practical methods, syntax learning can become more meaningful and enjoyable for students.

This article explores the challenges and solutions in teaching syntax in Indonesian language education at schools. Syntax, as a crucial part of language structure, is often perceived as difficult and boring by students due to its theoretical and non-contextual delivery. Based on a literature review of scholarly journals and national books, it was found that students’ understanding of sentence structure remains low, affecting their writing and speaking skills. Teachers also face obstacles in developing effective and engaging teaching strategies. To address these issues, this article proposes several solutions, such as the use of communicative approaches, interactive learning media, and continuous professional development for teachers. It is hoped that with more contextual and practical methods, syntax learning can become more meaningful and enjoyable for students.

The purpose of this study was to illuminate how students understand various types of sentences, especially single sentences, compound sentences, and compound sentences, and to develop and implement flipbooks as a learning aid in grade V of SD Negeri 12 Kota Langsa. This study was conducted through a qualitative approach using observation, interviews, and documentation to collect data. The results showed that conventional learning methods and the lack of interactive media caused most students to still have difficulty in distinguishing the structure and use of sentence types. There is evidence that the use of visual and interactive flipbook media can improve students' understanding and encourage them to actively participate in the learning process. Flipbooks are able to create a more interesting and meaningful learning environment, despite technical constraints such as limited digital devices. This study found that flipbooks are an effective alternative for teaching Indonesian to elementary school students by improving their language skills.

The purpose of this study was to illuminate how students understand various types of sentences, especially single sentences, compound sentences, and compound sentences, and to develop and implement flipbooks as a learning aid in grade V of SD Negeri 12 Kota Langsa. This study was conducted through a qualitative approach using observation, interviews, and documentation to collect data. The results showed that conventional learning methods and the lack of interactive media caused most students to still have difficulty in distinguishing the structure and use of sentence types. There is evidence that the use of visual and interactive flipbook media can improve students' understanding and encourage them to actively participate in the learning process. Flipbooks are able to create a more interesting and meaningful learning environment, despite technical constraints such as limited digital devices. This study found that flipbooks are an effective alternative for teaching Indonesian to elementary school students by improving their language skills.

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Education is the main foundation for the progress of society and individuals, Basic education is very important to build students' knowledge and skills, especially in the field of science. Conventional methods, such as the use of illustrations and textbooks, are often not interesting and interactive. Digital technology presents new opportunities in learning innovation, including by utilizing augmented reality (AR). This study aims to analyze and evaluate the use of interactive media based on augmented reality (AR) in learning the topic of animal classification based on their type of food. The method used is a literature study by reviewing various scientific sources, including journals, articles, and relevant research reports in the last five years. AR-based interactive media offers an innovative and immersive learning experience, allowing students to interact directly with virtual objects in the form of three-dimensional (3D) visualizations. The results of the study show that the use of AR can improve students' understanding of the material, increase engagement in learning, and provide a more interesting and contextual learning experience. In addition, AR media is considered effective in helping students identify animal characteristics based on eating habits, such as herbivores, carnivores, and omnivores. This study concludes that the integration of AR in science learning at the elementary school level has great potential to improve learning effectiveness.

Education is the main foundation for the progress of society and individuals, Basic education is very important to build students' knowledge and skills, especially in the field of science. Conventional methods, such as the use of illustrations and textbooks, are often not interesting and interactive. Digital technology presents new opportunities in learning innovation, including by utilizing augmented reality (AR). This study aims to analyze and evaluate the use of interactive media based on augmented reality (AR) in learning the topic of animal classification based on their type of food. The method used is a literature study by reviewing various scientific sources, including journals, articles, and relevant research reports in the last five years. AR-based interactive media offers an innovative and immersive learning experience, allowing students to interact directly with virtual objects in the form of three-dimensional (3D) visualizations. The results of the study show that the use of AR can improve students' understanding of the material, increase engagement in learning, and provide a more interesting and contextual learning experience. In addition, AR media is considered effective in helping students identify animal characteristics based on eating habits, such as herbivores, carnivores, and omnivores. This study concludes that the integration of AR in science learning at the elementary school level has great potential to improve learning effectiveness.

Teaching writing is not easy. Teacher needs to think the appropriate and effective medium that will be able to attract the students’ interest. Due to this case, an animated video was chosen as a medium to facilitate students' learning process to be more interactive and attract students' interest for composing, particularly to write Descriptive Texts. The research explored the use animated videos to teach descriptive text in grade seventh academic year 2023/2024 at MTsN 6 Tulungagung. The type of experiment utilized is a Quantitative with Pre-Experiment Designs. The sample consisted of 31 students as control group. There are three steps conducting this research: pre-test, treatment, and post-test. The expert formed the validation of the questions. Based of the data analysis results, the pre-experimental class’s mean scores 76.35 and 86.32 in the post-test. Researchers found that the score of Sig. (2-Tailed) is 0.001 less than 0.05, therefore H0 is denied by acceptance of Ha. So in this case it was concluded that the differences in the analysis of the mean between the results of the pre and post-test meant that there were effects of using the animated video as the medium of learning in writing Descriptive Text in class VII in the 2023/2024 school year at MTsN 6 Tulungagung.

Teaching writing is not easy. Teacher needs to think the appropriate and effective medium that will be able to attract the students’ interest. Due to this case, an animated video was chosen as a medium to facilitate students' learning process to be more interactive and attract students' interest for composing, particularly to write Descriptive Texts. The research explored the use animated videos to teach descriptive text in grade seventh academic year 2023/2024 at MTsN 6 Tulungagung. The type of experiment utilized is a Quantitative with Pre-Experiment Designs. The sample consisted of 31 students as control group. There are three steps conducting this research: pre-test, treatment, and post-test. The expert formed the validation of the questions. Based of the data analysis results, the pre-experimental class’s mean scores 76.35 and 86.32 in the post-test. Researchers found that the score of Sig. (2-Tailed) is 0.001 less than 0.05, therefore H0 is denied by acceptance of Ha. So in this case it was concluded that the differences in the analysis of the mean between the results of the pre and post-test meant that there were effects of using the animated video as the medium of learning in writing Descriptive Text in class VII in the 2023/2024 school year at MTsN 6 Tulungagung.

The talking stick learning system involves the use of a talking stick as a means of facilitating dialogue in groups. This learning media helps students' involvement and responsiveness and increases social interaction in the learning process. By utilizing this innovative approach, the research aims to increase the interaction and involvement of students and teachers in the language learning process and its correlation with Islam. The research method used is a qualitative approach with a case study research design. The research results show that the use of talking sticks significantly increases students' active participation and learning motivation and contributes to the development of more interactive and effective language learning strategies.    

The talking stick learning system involves the use of a talking stick as a means of facilitating dialogue in groups. This learning media helps students' involvement and responsiveness and increases social interaction in the learning process. By utilizing this innovative approach, the research aims to increase the interaction and involvement of students and teachers in the language learning process and its correlation with Islam. The research method used is a qualitative approach with a case study research design. The research results show that the use of talking sticks significantly increases students' active participation and learning motivation and contributes to the development of more interactive and effective language learning strategies.