Pemanfaatan Media Digital dalam Pembelajaran IPA untuk Meningkatkan Keterlibatan Siswa Sekolah Dasar
DOI:
https://doi.org/10.69896/modeling.v12i4.3098Keywords:
Digital Media, Science Learning, Student Engagement, Elementary SchoolAbstract
Student engagement is a crucial aspect of elementary school learning, yet in practice, participation levels are often low throughout the learning process. The use of digital media is seen as a potential pedagogical strategy to increase active student engagement. This study aims to examine the effect of digital media use in science learning on elementary school student engagement. The study used a quantitative approach with a quasi-experimental non-equivalent control group design. The subjects consisted of fifth-grade students divided into an experimental class and a control class. The research instrument was a student engagement questionnaire covering cognitive, affective, and psychomotor dimensions, supported by observation sheets. Data were analyzed using descriptive and inferential statistics. The results showed that the average student engagement score in the experimental class increased from 55.00 in the pretest to 85.00 in the posttest, while in the control class it increased from 50.00 to 65.00. The increase in student engagement in the experimental class occurred across all dimensions of engagement, with the highest increases in the psychomotor and cognitive dimensions. The prerequisite test results showed normally distributed and homogeneous data, while the mean difference test indicated a significant difference in student engagement between the experimental and control classes (p < 0.05). Based on these findings, it can be concluded that the use of digital media in science learning has a positive and significant effect on increasing elementary school student engagement. Therefore, it is recommended that digital media be pedagogically integrated into science learning to create more interactive, meaningful, and student-centered learning in the digital age.
Downloads
References
Akçayır, M., & Akçayır, G. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(50), 1–24. https://doi.org/10.1186/s41239-020-00239-7
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Cheng, K. H., Lin, C. R., & Yang, Y. T. C. (2020). Students’ learning outcomes and learning behaviors in a STEM digital game-based learning environment. Computers & Education, 142, 103636. https://doi.org/10.1016/j.compedu.2019.103636
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hiver, P., Al-Hoorie, A. H., & Mercer, S. (2021). Student engagement in the language classroom. Language Teaching Research, 25(2), 173–189. https://doi.org/10.1177/1362168820957019
Hobbs, R. (2017). Create to learn: Introduction to digital literacy. Wiley.
Kurniawan, D., Pratiwi, H. E., & Sari, I. P. (2023). Digital learning media in elementary science learning: A systematic review. Jurnal Pendidikan IPA Indonesia, 12(2), 189–200. https://doi.org/10.15294/jpii.v12i2.XXXXX
Liu, Q., Huang, Z., & Wosinski, M. (2020). Smart learning environments: A literature review. Smart Learning Environments, 7(4), 1–23. https://doi.org/10.1186/s40561-020-00108-2
Martin, F., Sun, T., & Westine, C. D. (2022). A systematic review of research on online teaching and learning from 2019 to 2021. Computers & Education, 179, 104399. https://doi.org/10.1016/j.compedu.2021.104399
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Piaget, J. (1972). The psychology of the child. Basic Books.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana.
Schindler, L. A., et al. (2017). Computers in education: A meta-analysis of engagement outcomes. Computers & Education, 115, 54–69. https://doi.org/10.1016/j.compedu.2017.07.005
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Sung, Y. T., Yang, J. M., & Lee, H. Y. (2022). The effects of digital learning on student engagement and achievement: A meta-analysis. Educational Psychology Review, 34, 1–29. https://doi.org/10.1007/s10648-021-09630-0
Wu, T. T., Chen, A. C., & Huang, Y. M. (2021). Digital learning environments and student engagement: A review. Educational Technology & Society, 24(2), 38–51.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Novaria Lailatul Jannah, Lailatul Mufidah, Zelika Jauza Bilqis Setyawan, Ika Putri Rahayu
This work is licensed under a Creative Commons Attribution 4.0 International License.
