TTHE EFFECTIVENESS OF THE USE OF MULTIMEDIA INTERACTIVE LEARNING IPAS ON THINKING SKILLS CRITICAL AND SCIENCE LITERACY IN GRADE V STUDENTS OF SD NEGERI PAKEL YOGYAKARTA

Latif Tri Rahmanto; Siti Maisaroh

doi:10.36526/sosioedukasi.v15i3.9274

Authors

Latif Tri Rahmanto Pendidikan Dasar, Universitas PGRI Yogyakarta, Indonesia
Siti Maisaroh Pendidikan Dasar, Universitas PGRI Yogyakarta, Indonesia

DOI:

https://doi.org/10.36526/sosioedukasi.v15i3.9274

Keywords:

interactive learning multimedia, IPAS, critical thinking skills, science literacy

Abstract

This study aims to analyze the effectiveness of interactive IPAS learning multimedia in improving the critical thinking skills and science literacy of fifth-grade students at SD Negeri Pakel Yogyakarta. A quantitative approach with a quasi-experimental method and a pretest–posttest control group design was employed. The participants were divided into an experimental class, which used interactive IPAS learning multimedia, and a control class, which received conventional instruction. Data were collected through validated and reliable tests measuring critical thinking skills and science literacy. The data were analyzed using descriptive statistics, normality and homogeneity tests, Independent Samples t-tests, and N-Gain analysis. The results indicate that the interactive multimedia significantly improved students' critical thinking skills and science literacy. Before the intervention, no significant differences were found between the experimental and control groups in critical thinking skills (p = 0.523) or science literacy (p = 0.482). After the intervention, the experimental class achieved a significantly higher mean posttest score in critical thinking skills (72.61) than the control class (55.56) (p < 0.001), with an N-Gain of 0.4832 (moderate) compared to 0.1651 (low). In science literacy, the experimental class also outperformed the control class, obtaining a mean posttest score of 74.08 versus 68.92 (p = 0.001). The N-Gain values were 0.4945 and 0.4060, respectively, both classified as moderate, although the experimental class demonstrated greater improvement. These findings demonstrate that interactive IPAS learning multimedia is an effective instructional tool for enhancing elementary students' critical thinking skills and science literacy.

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