Mia Aris Septianingsih, Choiriyah Widyasari

Effectiveness Of Educaplay Platform On Learning Results Of Civics Learning In Elementary School

Introduction

Effectiveness of educaplay platform on learning results of civics learning in elementary school. Study evaluates the Educaplay platform's effectiveness in enhancing Civics learning outcomes for elementary school students. Findings show significant improvement compared to traditional methods.

Abstract

This study aims to determine the effectiveness of the Educaplay platform in improving student learning outcomes in Civics subjects in elementary schools. The research used a quantitative method with a Quasi Experiment design, adopting a control group and experimental group design. The research subjects included classes 4B and 4D MIM PK Kartasura with a random sampling technique or simple random sampling. So that the sample of this study can be produced in grades 4B and 4D at MIM PK Kartasura with a population of 39 students and only uses a sample of 30 students, each of which is taken as a sample of 15 students. Class 4B was chosen as an experimental group that would get special treatment, namely learning using the Educaplay platform while class 4D as a control class that did not get special treatment. Data collection uses pre-test and post-test to measure students' Civics learning outcomes. Data analysis through the prerequisite test and hypothesis testing stages. The result of the study is that there is a difference between the control class and the experimental class, this is evidenced by the independent samples test which shows that the sig value is obtained. (2 tailed) of 0.001 <0.05, it can be concluded that there is an average difference in students' Civics learning outcomes between using Ecucaplay platform media and non-digital media (lectures). So it can be said that Ho is rejected and Ha is accepted. Group statistical results also show that the average value of the experimental class results is 86, 33 while the control class is 75.33. It can be concluded that the learning outcomes in the experimental class that received special treatment using the educaplay platform were sufficient to affect learning outcomes in Civics subjects at MIM PK Kartasura. For the results of the effectiveness test with the calculation of n-gain shows the mean (average value) of the experimental class of 62.70 or 62% and it is stated that the use of educaplay platfrom media is quite effective on students' Civics learning outcomes. While the control class was 26.84 or 26% and declared ineffective in using lectures on Civics learning outcomes.

Review

This study investigates the effectiveness of the Educaplay platform in enhancing Civics learning outcomes among elementary school students. Utilizing a quantitative quasi-experimental design, the authors compared an experimental group receiving instruction via Educaplay with a control group using traditional non-digital methods. The methodology, employing pre-test and post-test data, an independent samples t-test, and n-gain calculations, appears sound for addressing the stated objective. The results clearly indicate a statistically significant difference, with the Educaplay experimental group showing substantially higher average learning outcomes and a "quite effective" n-gain score (62%) compared to the "ineffective" control group (26%). This finding provides initial empirical support for the integration of digital educational platforms in primary education. While the study presents a clear and positive outcome, several methodological limitations warrant discussion. The most significant concern is the very small sample size of 30 students, divided into two groups of 15, drawn from a single school (MIM PK Kartasura). This dramatically restricts the generalizability of the findings to a broader population or other educational contexts. Furthermore, while the abstract mentions "random sampling technique or simple random sampling" for subjects, the selection and assignment of *classes* (4B and 4D) as experimental and control groups may have introduced inherent biases, which is a common challenge in quasi-experimental designs but should be acknowledged. More detailed information on the specific content and pedagogical approach of the "non-digital media (lectures)" used in the control group would also strengthen the argument for a fair comparison. Despite these limitations, the paper contributes valuable preliminary evidence to the growing body of literature on educational technology. The demonstrated positive impact of Educaplay suggests potential benefits for elementary Civics education, encouraging educators to explore interactive digital tools. For future research, it would be highly beneficial to replicate this study with significantly larger and more diverse samples across multiple schools and regions to enhance the generalizability of the findings. Additionally, incorporating qualitative data through student and teacher interviews or classroom observations could provide deeper insights into the mechanisms by which Educaplay affects learning and engagement, moving beyond simply reporting effectiveness to understanding *why* it is effective.

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