Dampak Penggunaan GI-Learn Terhadap Kemampuan Berpikir Spasial Peserta Didik di SMP Negeri 48 Surabaya Kelas VIII Fase D Pada Materi Keragaman Potensi Sumber Daya Alam Pertambangan Di Indonesia

The Impact of the Use of GI-Learn on the Spatial Thinking Ability of Students at SMP Negeri 48 Surabaya Class VIII Phase D on the Material Diversity of Potential Mining Natural Resources in Indonesia

Kemampuan berpikir spasial dalam pembelajaran IPS, khususnya materi geografi, semakin penting di era digital. Namun, metode konvensional seringkali tidak efektif dalam mengembangkan kemampuan ini pada peserta didik SMP. Penelitian ini bertujuan menganalisis dampak kemampuan berpikir spasial peserta didik dalam mata pelajaran IPS pada materi keragaman potensi sumber daya alam pertambangan di Indonesia menggunakan GI-Learn, serta menganalisis hubungan antara platform pembelajaran dengan kemampuan berpikir spasial. Penelitian ini berjenis kuantitatif eksperimental dengan desain quasi-experimental non-equivalent control group design. Dilaksanakan di SMP Negeri 48 Surabaya pada kelas VIII. Subjek penelitian terdiri dari 68 peserta didik yang terbagi dalam kelas eksperimen dan kontrol masing-masing 34 peserta didik. Teknik pengumpulan data menggunakan tes kemampuan berpikir spasial, instrumen validasi media, dan angket. Instrumen penelitian meliputi validasi media, validasi materi, angket respon peserta didik, dan tes kemampuan berpikir spasial berdasarkan delapan indikator: comparison, aura, region, hierarchy, transition, analogy, pattern, dan association. Analisis data menggunakan uji independent sample t-test dan paired sample t-test.

Hasil validasi menunjukan media GI-Learn sangat layak digunakan dengan menunjukkan tingkat kelayakan dengan rerata 95,68% pada validasi ahli materi. Validasi ahli media menunjukkan tingkat kelayakan dengan rerata 90%. Uji validitas instrumen valid dengan r hitung > r tabel (0,339) dan reliabel dengan cronbach alpha 0,756. Hasil uji independent sample t-test pre-test menunjukkan tidak ada perbedaan signifikan (sig. 0,817), namun post-test menunjukkan perbedaan signifikan (sig. 0,027). Uji paired sample t-test kelas eksperimen menunjukkan peningkatan signifikan (sig. 0,000). Pada pre-test kelas eksperimen. Angket respon peserta didik menunjukkan 38% peserta didik menilai GI-Learn pada masing-masing kategori berpengaruh dan sangat berpengaruh dalam pengembangan kemampuan berpikir spasial. Penelitian ini membuktikan efektivitas platform pembelajaran digital dalam meningkatkan kemampuan berpikir spasial dan memberikan pengalaman belajar yang lebih interaktif dan kontekstual.

Kata kunci: GI-Learn, Google Sites, Kemampuan Berpikir Spasial, Media Pembelajaran Digital.

Spatial thinking skills in social studies learning, especially geography, are increasingly important in the digital era. However, conventional methods are often ineffective in developing this ability in junior high school students. This study aims to analyse the impact of students' spatial thinking ability in social studies on the diversity of potential mining natural resources in Indonesia using GI-Learn, as well as to analyse the relationship between the learning platform and spatial thinking ability. This research is a quantitative experimental type with a quasi-experimental nonequivalent control group design. It was conducted at SMP Negeri 48 Surabaya in class VIII. The research subjects consisted of 68 students divided into experimental and control classes of 34 students each. Data collection techniques used spatial thinking ability tests, media validation instruments, and questionnaires. The research instruments included media validation, material validation, learner response questionnaire, and spatial thinking ability test based on eight indicators: comparison, aura, region, hierarchy, transition, analogy, pattern, and association. Data analysis used independent sample t-test and paired sample t-test.

The validation results show that GI-Learn media is very feasible to use by showing the feasibility level with an average of 95.68% on the material expert validation. Media expert validation shows the feasibility level with an average of 90%. The instrument validity test is valid with r count> r table (0.339) and reliable with Cronbach alpha 0.756. The results of the independent sample t-test pre-test showed no significant difference (sig. 0.817), but the post-test showed a significant difference (sig. 0.027). The experimental class paired sample t-test test showed a significant increase (sig. 0.000). In the pre-test of the experimental class. The students' response questionnaire showed 38% of students rated GI-Learn in each category as influential and very influential in developing spatial thinking skills. This research proves the effectiveness of digital learning platforms in improving spatial thinking skills and providing a more interactive and contextualised learning experience.

Keywords: GI-Learn, Google Sites, Spatial Thinking Ability, Digital Learning Media