Husni Riyadi

Pengembangan Media Pembelajaran Interaktif Pada Mata Pelajaran Ilmu Pengetahuan Sosial

Introduction

Pengembangan media pembelajaran interaktif pada mata pelajaran ilmu pengetahuan sosial. Penelitian ini mengembangkan dan menguji kelayakan media pembelajaran interaktif berbasis PowerPoint untuk mata pelajaran Ilmu Pengetahuan Sosial kelas VIII. Dinyatakan sangat layak digunakan.

Abstract

This research aims to develop and determine the feasibility of interactive media in class VIII social studies subjects that can be used to support the learning process. The research method is Research and Development (R&D) with the ADDIE development model namely analysis, design, development, implementation and evaluation. This research was carried out from January to February 2024. While the object of the research was interactive powerpoint media. This data collection technique uses questionnaires and interviews which are analyzed descriptively. The results of this research are interactive learning media for class VIII social studies subjects (1) the results of validation by material experts are included in the assessment criteria "Very Feasible", (2) the results of media expert validation are included in the assessment criteria "Very Feasible", (3) the results of small group trials are included in the assessment criteria "Very Feasible" and (4) the results of large group trials are included in the assessment criteria "Very Feasible".Conclusion, PowerPoint which is used as an interactive learning media in class VII social studies subjects is "worthy" of use.

Review

This paper presents a Research and Development (R&D) study focused on creating and validating interactive learning media for Class VIII Social Studies using the ADDIE model. The research systematically progressed through analysis, design, development, implementation, and evaluation phases, culminating in an interactive PowerPoint media. Conducted over a brief period from January to February 2024, the study utilized questionnaires and interviews for data collection, assessing the media's feasibility. The core finding is that the developed media was consistently rated as "Very Feasible" by material experts, media experts, and during both small and large group trials, leading to the conclusion that it is "worthy of use" in the classroom. The study demonstrates a commendable systematic approach to media development, adhering to the well-established ADDIE model, which lends a structured and methodical foundation to the research. The inclusion of multiple validation steps—expert reviews (material and media) alongside user trials (small and large groups)—provides robust evidence for the media's perceived quality and usability from various perspectives. The consistent "Very Feasible" ratings across all evaluation stages indicate a product that is well-designed, functional, and acceptable to both subject matter and technical specialists, as well as the target student audience. This methodological rigor in assessing feasibility is a significant strength, suggesting a well-received and potentially valuable educational tool. While the study successfully establishes the feasibility of the interactive media, several areas warrant further consideration and development. Firstly, the abstract, while naming "interactive PowerPoint media," lacks specific details regarding the nature and extent of its interactivity. Understanding the specific features that make it interactive beyond simple navigation would significantly enhance the perceived innovativeness and educational value. Secondly, the conclusion that the media is "worthy of use" primarily stems from feasibility assessments. Future research should extend beyond feasibility to investigate the media's actual impact on learning outcomes, student engagement, and motivation over a longer period. The brief research timeframe (January-February 2024) also raises questions about the depth of the trials and the generalizability of the findings, especially for "large group trials," without specifying the sample sizes. Finally, a minor inconsistency exists where the abstract refers to "class VIII" social studies but the conclusion mentions "class VII," which should be rectified for clarity. Addressing these points would strengthen the paper's contribution and provide a more comprehensive understanding of the media's educational efficacy.

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