Practicality of the Wayground Digital Learning Platform for Elementary Science Education under the Merdeka Curriculum
DOI:
10.29303/jppipa.v12i8.15898Published:
2026-08-31Downloads
Abstract
The use of digital learning platforms in elementary science education has increased with the implementation of the Merdeka Curriculum; however, empirical evidence regarding the practicality of Wayground remains limited, particularly from both student and teacher perspectives. This study aimed to evaluate the practicality of Wayground in elementary science learning and explore teachers’ experiences in its implementation. A mixed-methods explanatory sequential design was employed involving 109 fourth- and fifth-grade students and four elementary school teachers in Jakarta, Indonesia. Quantitative data were collected through practicality questionnaires and analyzed descriptively, while qualitative data were obtained through teacher interviews. The results showed that Wayground achieved practicality scores of 82.7% from students and 96.6% from teachers, both categorized as very practical. Student engagement and interest obtained the highest score (85.2%), indicating that Wayground was perceived as engaging and supportive of classroom participation. Ease of understanding received the lowest score (80.7%), suggesting that digital media alone may not fully address the abstract nature of some science concepts. Interview findings revealed that Wayground was easy to use, time-efficient, and beneficial for instructional activities. Overall, Wayground has the potential to support elementary science learning within the context of the Merdeka Curriculum, although further studies are needed to examine its effectiveness
Keywords:
Elementary school IPA Merdeka Curriculum Practicality WaygroundReferences
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