Wordwall Platform as a Solution to Improve Students' Contemporary Music Cognition

Abstract

This community service activity was initiated by the low comprehension of twelfth-grade social studies students at SMA Kartika XIX-3 Bandung regarding Contemporary Music, which stemmed from the limited use of interactive learning media in the classroom. To address this issue, the service team implemented Wordwall-based interactive learning media to enhance the students' cognitive understanding. The implementation method employed a participatory Classroom Action Approach conducted in two cycles. The target audience of this program included the music teacher as the assisting partner and 32 students (12 males and 20 females). Data collection techniques comprised activity observation, partner response interviews, satisfaction questionnaires, and documentation, which were subsequently analyzed using a descriptive-qualitative method. The findings indicated that the transfer of science and technology through Wordwall media significantly accelerated students' cognitive understanding at the partner school. This performance improvement was concretely observed in the comparison between the results of Cycle I and Cycle II. The initial adaptation barriers and group discussion imbalances encountered in the first cycle were successfully resolved in the second cycle through improved role management among group members. The utilization of the Wordwall platform proved effective in reducing the abstractness of contemporary music materials, increasing student scores above the Minimum Mastery Criteria (KKM), and fostering students' active participation and collaborative skills during the learning process.