Abstract
This classroom action research (CAR) aimed to improve fifth-grade students' understanding of national cultural identity, teachers' teaching skills, and students' learning activity through a Wordwall-based educational game on the topic of "Recognizing and Appreciating National Cultural Identity" in Pancasila Education at SD Negeri 2 Kaliwungu. The research background showed that 88.8% of students had difficulty recognizing the cultural diversity of Indonesia's 38 provinces because learning was still dominated by a conventional, teacher-centered lecture method. This study followed the Kemmis and McTaggart model, implemented in two cycles, each consisting of two meetings covering planning, action, observation, and reflection. The subjects were 18 fifth-grade students. Data were collected through interviews, tests, and observation sheets, and were analyzed descriptively and quantitatively. The results showed that the pre-action diagnostic score averaged 45.1, with all 18 students (100%) in the "low" category. After the action, the average evaluation score increased from 61.6 in Cycle I (7 of 18 students achieving the success criterion) to 76.6 in Cycle II (17 of 18 students achieving the success criterion). Teachers' teaching skills increased from 85.93% to 94.79%, while students' learning activity increased from 58.31% to 80.98%. These findings indicate that the Wordwall-based educational game is effective in improving teachers' teaching skills, students' learning activity, and students' understanding of national cultural identity.
