ANALISIS EFEKTIVITAS SUMBER BELAJAR DIGITAL INTERAKTIF DALAM MENINGKATKAN HASIL BELAJAR IPS TERPADU: STUDI KUALITATIF DI SMAN 12 MEDAN

Penulis

  • Widia Gultom Universitas Negeri Medan
  • Gustina Natalia Togatorop Universitas Negeri Medan
  • Dilli Salsa Fira Universitas Negeri Medan
  • Emi Debora Sinaga Universitas Negeri Medan
  • Andi Taufiq Umar Universitas Negeri Medan

Kata Kunci:

Sumber Belajar Digital Interaktif, Hasil Belajar IPS Terpadu, Motivasi Belajar, Kerangka TPACK, Studi Kualitatif

Abstrak

Penelitian ini menganalisis efektivitas sumber belajar digital interaktif dalam meningkatkan hasil belajar IPS Terpadu di SMAN 12 Medan. Melalui pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara mendalam dengan 3 guru, 25 siswa, dan kepala sekolah, observasi partisipatif, serta analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa penggunaan platform digital seperti Google Classroom, Quizizz, dan simulasi interaktif meningkatkan motivasi belajar siswa sebesar 82%, serta rata-rata nilai kognitif pada topik kompleks (misalnya globalisasi) sebesar 13,3 poin. Interaktivitas dan visualisasi materi melalui gamifikasi berperan krusial dalam mengontekstualisasikan konsep abstrak IPS. Namun, tantangan infrastruktur seperti keterbatasan jaringan internet (35% sesi terganggu) dan kesenjangan akses gawai pada siswa ekonomi rendah menjadi penghambat utama. Penelitian ini menyimpulkan bahwa optimalisasi sumber belajar digital memerlukan sinergi antara kapasitas guru dalam kerangka TPACK (Technological Pedagogical Content Knowledge), kebijakan sekolah yang mendukung pemerataan teknologi, serta desain materi berbasis kebutuhan multigaya belajar.

This study analyzes the effectiveness of interactive digital learning resources in improving learning outcomes in Integrated Social Studies at SMAN 12 Medan. Using a descriptive qualitative approach, data were collected through in-depth interviews with 3 teachers, 25 students, and a school principal, participatory observation, and analysis of learning documents. The results indicate that the use of digital platforms such as Google Classroom, Quizizz, and interactive simulations increased student motivation by 82% and improved average cognitive scores on complex topics (e.g., globalization) by 13.3 points. Interactivity and visualization through gamification played a critical role in contextualizing abstract social studies concepts. However, infrastructure challenges, including unstable internet connectivity (35% disrupted sessions) and limited device access for economically disadvantaged students, remained significant barriers. The study concludes that optimizing digital learning resources requires synergy between teachers’ TPACK (Technological Pedagogical Content Knowledge) competencies, school policies supporting technology equity, and multimodal content design responsive to diverse learning styles.

Unduhan

Diterbitkan

2025-05-30