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GeoEdu Insight Journal: Geography and Education Geography

an Open Access Journal

The Effect of a Wordwall-Assisted 7E Learning Cycle Model on Students’ Critical Thinking Skills in Geography

Ferlis Ferlis
Anugrah Senior High School Tanjungpandan
Indonesia
ferliis6@gmail.com
Dea Septika
University of Bangka Belitung ROR
Indonesia
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  • Purpose of the study This study examined the effect of a Wordwall-assisted 7E Learning Cycle model on students’ critical thinking skills in Geography.

    Methodology: A quantitative quasi-experimental study using a nonequivalent control group design was conducted with 68 eleventh-grade students at a public senior high school in Depok, Indonesia. The experimental group received the Wordwall-assisted 7E Learning Cycle model, while the control group received Discovery Learning. Data were collected using essay tests administered before and after the intervention, classroom observation sheets, and student response questionnaires.

    Main Findings: The experimental group’s mean score increased from 38.29 to 83.29, whereas the control group’s mean increased from 49.00 to 79.11. An independent-samples t-test yielded a reported significance value of 0.021. However, the initial difference between groups requires further consideration when interpreting the treatment effect.

    Novelty/Originality of this study: This study examines the integration of Wordwall with the 7E Learning Cycle model in Geography education. Its contribution lies in investigating this combination in a secondary-school context, although the novelty claim requires stronger comparison with previous empirical studies.

  • How to cite

    The Effect of a Wordwall-Assisted 7E Learning Cycle Model on Students’ Critical Thinking Skills in Geography. (2026). GeoEdu Insight Journal: Geography and Education Geography, 1(2), 69-76. https://doi.org/10.37251/gedij.v1i2.3543

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