Strategi Guru dalam Mengimplementasikan Media Wordwall untuk Pembelajaran Berdiferensiasi di Kelas VI SDN Penataban Banyuwangi

Abstract

This research to identify the strategies employed by teachers to implement Wordwall as a tool for differentiated instruction, as well as the challenges encountered during classroom learning activities at SDN Penataban Banyuwangi Grade VI. A qualitative descriptive research method was used, drawing data from teachers, students, and supporting documents. Data collection involved interviews with the class teacher and student representatives, classroom observations, and document analysis. To enhance data validity, the researcher employed source and technique triangulation by cross-referencing findings from interviews, observations, and relevant documents. The results indicate that using Wordwall to facilitate differentiated instruction successfully boosts students' learning motivation and interest. This is proven by the active participation of students who possess diverse learning styles during lessons supported by the Wordwall tool. However, the implementation of this tool is not automatic; it requires preparation and adjustments tailored to individual student abilities, presenting a distinct challenge for teachers integrating Wordwall into differentiated instruction. Students appeared to grasp the material more easily through the various strategies implemented by the teacher, which were aligned with the students' learning interests.