Iis Sulastri, Nurlaela Mahardika, Putri Sugiarti, Yayan Sudrajat

Analisis Hasil Belajar Dalam Penggunaan Lembar Kerja Peserta Didik (LKPD) Interaktif Dengan Aplikasi Wizer.Me Materi Interaksi Sosial

Introduction

Analisis hasil belajar dalam penggunaan lembar kerja peserta didik (lkpd) interaktif dengan aplikasi wizer.me materi interaksi sosial. Analisis hasil belajar siswa dengan LKPD interaktif Wizer.Me materi Interaksi Sosial. Hasil studi menunjukkan 76.74% siswa mencapai ketuntasan belajar baik.

Abstract

The purpose of this article is to analyze the use of Interactive Student Worksheets using the wizer.me platform on Social Interaction material. The data collection in this study resulted in 43rd students being the sample in the study. They were given learning by using the Interactive Student Worksheet with the wizer.me application and at the end of the lesson they were given a test. In addition, to students who completed this material was 33 of the 43 students who were used as respondents. As well as the effec- tiveness of using the Interactive Student worksheets with the wizer.me application, it has a completeness percentage of 76.74% so that completeness is in good criteria..

Review

This article, "Analisis Hasil Belajar Dalam Penggunaan Lembar Kerja Peserta Didik (LKPD) Interaktif Dengan Aplikasi Wizer.Me Materi Interaksi Sosial," addresses a pertinent topic in contemporary education: the integration of digital tools to enhance student learning. The stated purpose is to analyze the use of interactive student worksheets, specifically leveraging the Wizer.me platform for social interaction material. This focus aligns with current pedagogical trends emphasizing active learning and technology-assisted instruction, making the exploration of platforms like Wizer.me valuable for educators seeking innovative methods to engage students and potentially improve learning outcomes. The study employed a sample of 43 students, who were exposed to learning material through the Wizer.me-based interactive worksheets, followed by a post-lesson test. The primary finding reported is that 33 out of 43 students completed the material, leading to a "completeness percentage" of 76.74%, which the authors categorize as falling within "good criteria." While this offers an initial indication of student engagement or task completion using the platform, the abstract's brief description raises questions regarding the specific measurement of "hasil belajar" (learning outcomes) as stated in the title. The term "completeness percentage" needs clearer definition within the context of learning outcomes; it is not immediately evident if this metric solely reflects task completion or if it encompasses a deeper understanding or mastery of the social interaction material. To strengthen the contribution of this work, the full paper should elaborate significantly on its methodology and the interpretation of its findings. It would be beneficial to clarify how "completeness percentage" translates to "learning outcomes" and what specific criteria define the "good criteria" benchmark. Future iterations or the detailed paper should also consider providing more information on the research design (e.g., pre-post test design, comparative groups if applicable), the nature of the "test" administered, and the specific learning objectives targeted. A more robust analysis, potentially including statistical measures beyond simple percentages, could more effectively demonstrate the "effectiveness" of using interactive worksheets with Wizer.me, thus solidifying the claims regarding its impact on student learning.

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