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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.

Many students study in Jakarta but seem to learn nothing. In fact, most of them cannot speak good and correct Indonesian, in fact, there are also students who have not mastered Indonesian vocabulary. The phenomenon of learning difficulties occurs because of serious problems in education in Indonesia, one of which is the lack of mastery of Indonesian in universities. This study aims to reveal the existence of sociolinguistics on the attitudes/opinions of ITPLN students in using language in the campus environment. Finding sociolinguistic factors that strengthen and weaken the use of Indonesian in the engineering field. This study uses quantitative methods and correlational descriptive surveys, namely research conducted to obtain information about data, then processed with statistics with the preliminary study stage carried out with a quantitative descriptive approach. The results of this study show the value of the determinant coefficient (R2) = 0.192, which means that around 19.2% of changes in sociolinguistic variables and learning achievement can be explained by student learning achievement. Then based on the results of the t-test, sig0.000 <0.005 was obtained, meaning that the influence was significant. In other words, sociolinguistic variables provide a significant positive contribution to the learning achievement of ITPLN students. The results of the F test obtained F count 14.04 sig0.000<0.005 Ftable shows that Ha is accepted and Ho is rejected, meaning that there is a positive and significant influence. So it can also be concluded that the proposed hypothesis can be accepted.

Many students study in Jakarta but seem to learn nothing. In fact, most of them cannot speak good and correct Indonesian, in fact, there are also students who have not mastered Indonesian vocabulary. The phenomenon of learning difficulties occurs because of serious problems in education in Indonesia, one of which is the lack of mastery of Indonesian in universities. This study aims to reveal the existence of sociolinguistics on the attitudes/opinions of ITPLN students in using language in the campus environment. Finding sociolinguistic factors that strengthen and weaken the use of Indonesian in the engineering field. This study uses quantitative methods and correlational descriptive surveys, namely research conducted to obtain information about data, then processed with statistics with the preliminary study stage carried out with a quantitative descriptive approach. The results of this study show the value of the determinant coefficient (R2) = 0.192, which means that around 19.2% of changes in sociolinguistic variables and learning achievement can be explained by student learning achievement. Then based on the results of the t-test, sig0.000 <0.005 was obtained, meaning that the influence was significant. In other words, sociolinguistic variables provide a significant positive contribution to the learning achievement of ITPLN students. The results of the F test obtained F count 14.04 sig0.000<0.005 Ftable shows that Ha is accepted and Ho is rejected, meaning that there is a positive and significant influence. So it can also be concluded that the proposed hypothesis can be accepted.