EFEKTIVITAS PENGGUNAAN TEKNOLOGI SMARTBOARD TERHADAP KEMAMPUAN LITERASI SAINS PADA MATERI EKOSISTEM PEMBELAJARAN IPAS KELAS V UPTD SD NEGERI 125543
Abstract
Science literacy is an essential competency in 21st-century learning as it supports critical thinking and evidence-based decision-making. This study aims to analyze the effectiveness of SMARTBOARD technology in improving students’ science literacy skills on ecosystem material in Grade V IPAS learning at UPTD SD Negeri 125543. This research employed a quantitative approach with a pre-experimental method using a One Group Pretest-Posttest design. The subjects consisted of 25 fifth-grade students. The research instruments included essay tests and observation sheets to assess learning implementation. Data analysis was conducted using Aiken’s V index for instrument validity and the N-Gain test to measure learning improvement. The results showed that the average pretest score of 53.8 increased to 85.4 in the posttest, with an N-Gain value of 0.64 categorized as moderate. Additionally, the observation results indicated a 96.87% implementation rate, classified as very good. These findings demonstrate that the use of SMARTBOARD is effective in enhancing students’ science literacy through interactive and visual-based learning. Therefore, SMARTBOARD can serve as an innovative instructional medium to support the improvement of science literacy in elementary education.
References
Aini, N., Fauziah, R., & Putra, D. (2024). Pemanfaatan media SMARTBOARD dalam meningkatkan interaksi pembelajaran di sekolah dasar. Jurnal Teknologi Pendidikan, 12(2), 145–156.
Arikunto, S. (2018). Prosedur penelitian: Suatu pendekatan praktik (Edisi revisi). Rineka Cipta.
Azwar, S. (2015). Reliabilitas dan validitas. Pustaka Pelajar.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Febriandani, R., Sari, M., & Nugroho, A. (2025). Penguatan literasi sains dalam pembelajaran IPAS berbasis Kurikulum Merdeka. Jurnal Pendidikan Dasar Indonesia, 10(1), 25–34.
Fauziah, R., Aini, N., & Lestari, S. (2023). Efektivitas penggunaan media interaktif berbasis SMARTBOARD dalam meningkatkan hasil belajar siswa. Jurnal Inovasi Pembelajaran, 8(3), 210–220.
Gili, A., Murni, D., & Hasanah, U. (2025). Implementation of smart board learning media to improve student learning outcomes in elementary school. International Journal of Elementary Education, 9(1), 55–63.
Hake, R. R. (1999). Analyzing change/gain scores. Unpublished manuscript, Indiana University.
Heriana, T., Putri, A., & Wahyuni, S. (2024). Pengembangan media papan pintar untuk meningkatkan literasi dasar anak usia dini. Jurnal Pendidikan Anak Usia Dini, 8(2), 101–110.
Kemendikbud. (2023). Statistik pendidikan dasar dan menengah tahun 2023. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Munawir, M. (2023). Efektivitas media papan pintar dalam meningkatkan pemahaman konsep matematika siswa sekolah dasar. Jurnal Pendidikan Matematika, 7(2), 120–130.
OECD. (2022). PISA 2022 results: What students know and can do. OECD Publishing. https://doi.org/10.1787/pisa-2022-en
Prihastari, E., & Mustofa, A. (2025). Pengaruh media papan pintar terhadap kemandirian belajar siswa sekolah dasar. Jurnal Pendidikan Dasar, 11(1), 77–86.
Putra, D. (2024). Penggunaan media interaktif dalam pembelajaran ekosistem di sekolah dasar. Jurnal Pendidikan IPA, 9(1), 45–54.
Riduwan. (2015). Skala pengukuran variabel-variabel penelitian. Alfabeta.
Saba, K. (2024). Pentingnya literasi sains dalam menghadapi tantangan global abad 21. Jurnal Pendidikan Sains Indonesia, 12(1), 1–10.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Syofiyanti, N., Azizah, L., & Rahmawati, D. (2025). Pengaruh media pembelajaran interaktif terhadap keaktifan dan hasil belajar siswa sekolah dasar. Jurnal Pendidikan dan Pembelajaran, 14(2), 200–210.
Toharudin, U., Hendrawati, S., & Rustaman, A. (2013). Membangun literasi sains peserta didik. Humaniora.
