Interactive Problem-Based Learning with Wordwall: Effects on Reading Comprehension and Student Motivation

Asriyanti Asriyanti; Afnita Afnita

doi:10.35445/alishlah.v17i3.7737

Interactive Problem-Based Learning with Wordwall: Effects on Reading Comprehension and Student Motivation

Asriyanti Asriyanti, Afnita Afnita

Abstract

Reading comprehension remains a persistent challenge in Indonesian secondary education, particularly with biographical texts. This study examined the effectiveness of the Problem-Based Learning (PBL) model integrated with Wordwall digital media on students’ reading comprehension, considering the moderating role of learning motivation. A quantitative experimental design was employed involving 63 Grade X students at SMAN 11 Batam, selected through total sampling. Students were divided into experimental and control groups. The intervention group received PBL instruction assisted by Wordwall, while the control group received conventional instruction. Data were collected using a validated 25-item learning motivation questionnaire (Cronbach’s α = 0.89) and a biographical text reading comprehension test. Data analysis utilized independent samples t-tests and two-way ANOVA via SPSS 26. Findings showed that students in the experimental group outperformed those in the control group in reading comprehension scores (M = 76.17, SD = 8.42 vs. M = 67.55, SD = 9.11), t(61) = 4.12, p < 0.001. A significant interaction was found between the instructional model and motivation level, F(1, 61) = 8.096, p = 0.006, partial η² = 0.117, indicating that the intervention was particularly effective for students with varying levels of motivation. The integration of PBL and Wordwall created an engaging, student-centered learning environment that significantly enhanced reading outcomes. This approach supports the goals of the Merdeka Curriculum by promoting digital literacy, contextual learning, and active student participation.

Keywords

Problem-Based Learning; Wordwall; reading comprehension; learning motivation; biographical texts

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DOI: https://doi.org/10.35445/alishlah.v17i3.7737