Volume 6, Issue 9, September – 2021 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Development of Website-Based Learning to Increase

Learning Interest in IPA Lessons in Class IV Students
of SDN Klender 04 Jakarta Timur
Rizky Alawiyah *, Arita Marini, Sukro Muhab
Department of Primary Education, Universitas Negeri Jakarta, Indonesia

Abstract:- This study aims to increase students' interest in with the learning process. The learning process is essentially a
learning by developing web-based learning for fourth- communication process in which there are various activities,
grade students at SDN Klender 04 East Jakarta. In one of which is the delivery of subject matter [4].
addition, website-based learning was developed to create
interesting learning so that student interest in learning Learning development is very much needed, namely
during a pandemic like this can increase. This research is learning that provokes students to actively learn and attracts
research and development which consists of 10 steps of students to be enthusiastic in learning. The combination of
activities. The subjects of this research were 29 students media and information based on precise specifications can be
consisting of 3 students for individual trials, 9 students for said to be feasible to use [5]. Along with the development of
small group trials, and 29 students for field trials. The technology, the limitations of print-based learning media can
instruments used in data collection were media expert be minimized, one of which is by utilizing technology, namely
validation sheets, material experts, validation by high interactive learning media. The learning model is a series of
school teachers, and response questionnaires for students. teaching and learning processes from beginning to end, which
Analysis of the data used is descriptive statistical analysis. involves how the activities of teachers and students, in certain
the results of the media expert's validation showed an learning designs that are assisted by special teaching materials,
average score of 4.6 which was included in the very good as well as how the interactions between teachers and students
criteria. The validation results from material experts of teaching materials occur [6].
showed a score of 4.65 in very good criteria. The increase
in students' interest in learning from 51.5% to 81.1%, an Researches on the development of website-based
increase of 29.6% stated that this development product learning in Indonesia for the advancement of education
was appropriate to be used as a learning resource that include Development of Web-Based Learning Models for
could increase students' interest in learning. Mathematics Lessons [7], Development of Learning Media
Using Sparkol Videoscribe in Increasing Student Interest in
Keywords:- Web-Based Learning, Science, Website. Science Subjects [8], The Role of Information and
Communication Technology ( ICT ) in Higher Education for
I. INTRODUCTION the 21st Century [9], Implementation of Audio Visual Science
Learning Tools to Increase Students' Motivation and Interest
Learning science in elementary schools is known as in Learning [10], Teaching in Web Base Distance Learning
learning natural sciences (IPA). The concept of science in [11]. These various studies were conducted at the secondary
elementary schools is a concept that is still integrated because school level and have not yet reached an assessment. These
it has not been separated separately, such as chemistry, studies were conducted on direct and not virtual learning. In
biology, and physics [1]. Science education in schools is this research, the renewable one is where the learning model is
expected to be a vehicle for students to learn about themselves packaged online starting from attendance, the beginning of
and the natural environment and can be further developed in learning to the final stage of learning is packaged in a website
applying it in everyday life [2]. Activities in science learning whose aim is to make it easier for students and increase
will get direct experience through simple observations, student interest in learning with cash on the website.
discussions, and investigations. In the current state of the
pandemic, learning is carried out remotely. The web has certain characteristics that must be
considered so that the web is appropriate and good for use as a
During a pandemic like this, teachers and students need learning medium. Herman Dwi Surjono argues that a good
learning media that can display audio and visual objects to web must meet several criteria including (1) Consistency of
students. Moreover, learning is currently carried out remotely layout, navigation, text, and background images. (2) page
because at this time it does not allow face-to-face learning at indicators. (3) the text must be concise/compact, bullet points,
point schools [3]. Students learn from home and teachers type of writing, contrasting colors, underlines only for link
prepare all learning tools. Improving the quality of education, addresses. (4) images must be relevant to the material, image
of course, cannot be separated from the learning process. The descriptions, resolutions, and proportional sizes. (5) audio, the
learning process is an essential activity in education. Updates animation must be meaningful, in harmony with the material,
need to be made to improve the quality of education, starting and simple [12].

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Volume 6, Issue 9, September – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Davey Young said in his research students revealed that and validate products from the learning aspect, material to
they felt online learning was more flexible and comfortable create fun mathematics learning.
than traditional classroom teaching. The research focused on
identifying motivational factors to stimulate students by using B. Research Time and Place
web-based learning. Suggestions are made to increase the This research was conducted at SD Negeri Klender 04,
frequency of using web-based learning which in turn will East Jakarta. The research was carried out from July to August
increase the level of demands from both teaching and learning. 2021.
Effectiveness is achieved by higher utilization, the
introduction of processes, and optimal investment in training C. Research Subject
time and equipment [13]. The subject of this research consisted of 29 students.
Individual trial phase with three students Nine students in the
Web-based teaching materials are teaching materials that small group trial and two recovered nine students for the field
are prepared, run, and utilized with web media. This type of trial.
teaching material is often also referred to as internet-based
teaching materials or online teaching materials. Three main D. Procedure
characteristics constitute the great potential of web-based The development procedure in this study was adapted
teaching materials, namely: (a) presenting multimedia, (b) from the methods of Borg and Gall (1983, pp. 772-887). The
storing, processing, and presenting information, (c) ten steps of development according to Borg & Gall (1983, pp.
hyperlinks. Because of its online nature, this web-based 775-776) are: (1) conducting preliminary research and
teaching material has special characteristics according to the gathering information utilizing literature review, observation,
characteristics of the web itself. One of the prominent and needs analysis, (2) defining skills, formulation of
characteristics is the presence of hyperlinks. A hyperlink objectives, determination of learning sequences, and limited
allows a subject to link to another subject without any physical feasibility tests, (3) development of initial product forms by
and geographical restrictions, as long as it is still available on mapping competency standards and basic competencies,
the web. With the hyperlink facility, learning resources drafting, and storyboarding, (4) conducting preliminary field
become very rich. Search engines can help to find subjects that testing, (5) revision of product from preliminary field testing
can be used as links [14]. Physically the portal can be assumed results, (6) main field testing, (7) product revision based on
as a gate or entrance to go to a place. As for the various main field testing results, (8) operational field testing, (9) final
definitions that exist, a portal, in general, can be interpreted as product revision based on main field testing, and (10)
a website that is the entrance to another site on the internet. A domination and implementation product.
portal has advantages, which are the main differences from an
ordinary web. These advantages include: (1) easy, web-based E. Data, Instruments, and Data Collection Techniques
portal administration only requires minimal computer Data, Instruments, and Data Collection Techniques The
experience to manage the contents of a web portal. (2) flexible data in this study were in the form of validation data from
layout settings, changes in appearance, web size without media experts, material experts, and practitioners, student
having to change the entire existing page. (3) interactive response sheets data in learning using website-based learning.
content, web portal visitors can submit comments, articles, Qualitative data in the form of responses to aspects of learning
announcements, and weblinks. (4) pages that can import or using e-learning from various experts and practitioners. This
export news headlines from other web portals. (5) additional qualitative data is scored (scoring) to be processed with
pages for information, on the main page visitors can only see statistics. In this development research, two types of data
part (synopsis) of the news or information. To see more, collection methods were used, these methods include:
visitors simply click on the link. (6) the existence of a survey
or poll that provides a quick view, namely the display of 1) Questionnaire
survey results can be seen directly. (7) facility to upload or This study used an open questionnaire and a closed
download files. (8) the existence of multilingual facilities to questionnaire to obtain data about the appearance and material
allow visitors to adapt to the language of their respective in the development results. In addition, it also uses a checklist
countries. questionnaire to obtain student responses to this web-based
learning.
II. METHOD
2) Interview
A. Research Design The interview aims to obtain information about the
This research is a Research and Development (R&D) characteristics of the objectives, competency standards in
research. Borg and Gall (1983: p.772) explain that mathematics subjects, and what materials are urgently needed
"educational research and development (R&D) is a process to be developed into learning multimedia. In addition, this
used to develop and validate educational production". interview also aims to identify the needs of students in
Research and development is a process used to develop or learning natural sciences.
validate products used in learning. The process of designing,
developing, and evaluating a learning web requires a 3) Instrument
development model that is appropriate to the conditions in The research instrument went through the testing phase,
which the product will be used based on the results of a needs namely homogeneity test, normality test, reliability test, and
analysis. The development model in this study aims to develop difference test.

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Volume 6, Issue 9, September – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
4) Data analysis technique The web-based learning process is a standard demand
To see the results of a study, data analysis is needed, for the learning process that has not been implemented
therefore data analysis techniques are very important activities optimally. Based on the observation data and interviews, the
in a study. The data obtained in the trial activity is in the form researchers developed web-based learning of science subjects
of qualitative data. Qualitative data in the form of criticism in the form of an e-learning portal by using a website as an
and suggestions from media experts, materials, and alternative solution to science learning problems in schools
practitioners. The data is used as a guide for product revisions, and to increase student learning requests at school.
as well as obtaining product feasibility.
The next step is to collect resources and references that
Data analysis in this development research was can be used in the process of developing web-based science
conducted to obtain valid, practical, and efficient website- learning. References and URLs that can be used as references
based learning. The step of analyzing the score data from the for the development of science content or materials, can be in
validation results is in the form of qualitative data and then the form of text, images, videos, or animations. Sources are
converted into quantitative data. Data in the form of expert obtained from books, journals, and the internet. After the
response scores, and student response scores through sources were collected, discussions were held with peer
questionnaires were converted into five-scale interval data. teachers about the content being developed.
Meanwhile, to obtain the average score of the assessment of
the product developed using the following formula: The e-learning portal that has been built is identified
∑𝑥 with the domain address: http://www.ipaituasik.com. front
𝑥̅ = web theme display profile as shown in the following figure 1.
𝑛
Information:
𝑥̅ : average score
𝑥 : total score
n : number of respondents

Based on this formula, to convert quantitative data into

qualitative, the guidelines used are as follows: Ideal maximum
score = 5 Ideal minimum score = 1.

The component of the web-based science learning

product developed is said to be feasible, if at least the level of
quality achieved is in a good enough category. Analysis to
determine the level of product effectiveness in creating fun
learning using data from student responses and observations of
student activities. The student response score is then a Fig. 1. Web Home Theme Display
percentage with a minimum criterion of 75%, so website-
based learning products can be said to be effective in Science teaching materials uploaded to the portal are
increasing student interest in learning. displayed in the form of subject matter text. In addition, other
materials are available in the form of learning video links that
III. RESULT AND DISCUSSION are linked to other URLs. These materials can be studied
without having to be downloaded first.
Web-based learning for class IV science subjects was
developed based on a needs analysis. Information was The development of science teaching materials is
obtained by literature study, observation, and interviews with presented in a chapter-by-chapter format. Students can access
teachers, parents, and students. The data obtained in this materials anywhere and anytime via:
activity are: (1) based on the results of the Pustaka study on http://www.ipaituasik.com.
distance learning during a pandemic that affects students'
interest in learning. (2) problems faced by students and parents The facilities available on the website in addition to
during distance learning. (3) the solution expected by parents being able to access the material, students can work on
and teachers so that student's interest in learning can increase. practice questions in each chapter, the value is immediately
(4) from the teacher's point of view, teachers can be helped to visible after students work on these questions which is very
correct learning assessments. The development of the initial helpful for teachers in terms of assessment. For the validity of
product of science learning in class IV is web-based with the the instrument, the researcher tested the validity of the
development of the media. The steps in the development of the instrument including the validity test and the reliability test.
media include (1) collecting science material for grade IV SD, Furthermore, the researchers conducted a prerequisite analysis
(2) product planning, (3) development of web-based learning test. The calculation of the prerequisite test for this analysis
products, (4) initial product web applications, (5) validation by includes the normality test, homogeneity test, and the average
material experts and media experts, (6) revision, (7) difference test. Material expert validation on the development
Validation by high-grade teachers, (8) Trial on fourth-grade was carried out by Drs. AR Supriatna, M.Pd, a science lecturer
elementary school students, (9) Product Improvement, (10) at Elementary School Teacher Education, State University of
Final Product in the form of a web application. Jakarta. Validation is carried out to obtain information that

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will be used to improve and improve the quality of science consists of several indicators which can be seen in the
learning materials for grade IV elementary schools. Validation following table 1.

TABLE I. VALIDATION RESULTS BY MATERIAL EXPERTS

No Aspect Average Score Percentage Criteria
1 Matter 4.8 96% Very good
2 Language on Material 4.5 90% Good
3 Understanding 4.3 86% Good
4 Material Suitability 5 100% Very good
The average number of aspects 4.65 93% Very good

criteria from the material aspect of the material expert refers to

the table of converting qualitative data to quantitative data.
100%
90% Furthermore, based on the conversion results table, all
80% five-scale qualitative data were converted into qualitative data
70% to determine the final criteria for each aspect. The average
obtained is 18.6 if it is converted in a four-scale table, it is
obtained an average of 4.65 with very good criteria.

The media expert validation was carried out by Dr. Ika

Lestari, S.Pd, M.Si, lecturer at the Faculty of Education, State
University of Jakarta. Media validation consists of several
indicators. The results of media expert validation are in the
Fig. 2. Material Expert Validation Results Diagram
form of an assessment score on media aspects which can be
seen in table 2.
The overall score is 51 with an average of 4.65 with very
good criteria. Determination of product quality assessment

TABLE II. SCORE VALIDATION RESULTS FROM MEDIA EXPERTS

No Aspect Average Score Percentage Criteria
1. Content 5 100% Very good
2. Language Eligibility 4 80% Good
3. Graphic Eligibility 4.5 90% Good
4 Illustration 5 100% Very good
The average number of aspects 4.625 92.5% Very good

100% The data obtained is the total score of 49 which consists

of 10 items. The average score is 4.9. Based on these results,
100% the product quality criteria from the media aspect are very
100%
good. The suggestions from media experts are as follows: (a)
100%
add music/audio at the beginning of the website display, (b)
90%
add captions to each image.
95%
Validation by the classroom teacher was carried out by a
90% Illustration
Graphic Eligibility high-grade teacher at the school, namely Nia Kurniasari, S.Pd
Language Eligibility with assessment aspects covering material, language, and
85% Content suitability. The validation results can be seen in the following
Expert Media Validation table 3.

Fig. 3. Media Expert Validation Result Diagram

TABLE III. VALIDATION BY THE CLASSROOM TEACHER

No Aspect Average Score Percentage Criteria
1 Content 4.8 96% Very good
2 Language 4.5 90% Good
3 Suitability 4 80% Good
The average number of aspects 4.43 88,6% Good

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ISSN No:-2456-2165
from the small group trial is then used as input for revising or
improving the product to be developed before being carried
96%
100% out in field trials.
90%
90% 80% The field trial was conducted by 29 fourth-grade
students at SDN Klender 04 East Jakarta. Students are a group
80%
with heterogeneous abilities. The trial procedure is no
70% different from individual and small group trials, namely as
Teacher Validation follows: (1) students receive an explanation about the web that
will be used, (2) students operate ipaituasik.com, (3) students
Content Language Suitable open and study science material on the web. , (4) students
work on practice questions, (5) after completion, students fill
Fig. 4. Diagram hasil Validasi oleh Guru Kelas out a questionnaire that is distributed online.

The data obtained with a total of 36 with a total The results of observations during the implementation of
assessment of 8 items obtained an average score of 4.5 with field trials, students seemed so enthusiastic about using the
good criteria. developed web-based science learning. The summary of
student comments on the field trial is as follows: (1)
Individual trials were conducted by three fourth-grade ipaituasik.com is quite interesting, students' interest in learning
elementary school students. Selected students are students is also seen after learning to use this website, (2) students
who are considered to have different abilities. Each student always ask when it is time to study using this website, (3)
represents a group of students with high ability, medium students are enthusiastic about working on this website.
ability, and low ability groups. practice questions by asking questions Next exercise.
A. Analisis Uji Validitas Instrumen
The procedures carried out in the trial are as follows: (1) The results of the validity test are from testing the
students receive an explanation of the web that will be used, validity of the questionnaire on the variable of student interest
(2) students operate ipaituasik.com, (3) students open and in learning from 20 statement items that have been filled out
study science material on the web, (4) students work on by 58 students. The R table on the validity test is 0.367. From
Practice questions, (5) after completion, students fill out a the results of the calculation of validity, it can be seen that
questionnaire that is distributed online. In this trial, students Rcount> Rtable so that all items of the student's interest in the
were asked to learn the material from revised web-based learning questionnaire are declared valid.
learning media. Students are asked to observe and pay
attention to the appearance of the media and then use the Furthermore, the researchers conducted a reliability test
results of the observations as a basis for filling out the based on decision making, namely with an alpha of 0.70. The
questionnaire given. results of the reliability test in this test can be seen in the
following table 4.
After going through the individual trial stage, the
researcher conducted a small group trial. The data obtained

TABLE IV. RELIABILITY TEST RESULTS

Class Reference Value Alfa Cronbach Value Conclusion
Early Experiment Class 0.7 0.796 Reliable
Early Control Class 0.7 0.883 Reliable
Final Experiment Class 0.7 0.939 Reliable
Final Control Class 0.7 0.935 Reliable

Based on the table above that Cronbach's alpha is all

above 0.70, it can be concluded that the statements on the TABLE V. RESULTS OF THE NORMALITY TEST OF EARLY
student's learning interest questionnaire can all be trusted or LEARNING INTEREST
reliable. Class N Ltable LCount ⍺ Description
Experiment 29 0.161 0.06945 0.05 Normal
B. Analysis Prerequisite Test Analysis Control 29 0.161 0.15462 0.05 Normal

1) Normality test Based on the table above, the experimental class

Normality test with decision-making criteria in this obtained Lh = 0.06945 in the control class Lh = 0.15462 while
research uses the concept that if l count < l table then the data Lt = 0.161 (⍺ = 0.05), it can be concluded that the
is normally distributed, otherwise if l count > l table then the questionnaire data came from a normally distributed
data is not normally distributed. The normality test of the population.
student learning interest questionnaire data both in the
experimental class and in the control class can be seen in the
following table.

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TABLE VI. RESULTS OF THE FINAL LEARNING INTEREST Based on the table, it is known that the F Count = 1.06
NORMALITY TEST and the FTable = 1.88, with the rules if FCount < FTable is 1.06 <
Class N Ltable LCount ⍺ Description 1.88, it can be concluded that the student's interest in learning
Experiment 29 0.161 0.1531 0.05 Normal at the beginning has the same data variance. or homogeneous.
Control 29 0.161 0.1337 0.05 Normal
TABLE VIII. RESULTS OF HOMOGENEITY TEST OF FINAL
Based on the table above, the experimental class STUDENT INTERESTS
obtained Lh = 0.1531 in the control class Lh = 0.1337 while Lt Class FTable FCount ⍺ Description
= 0.161 (⍺ = 0.05), it can be concluded that the questionnaire Experiment and
1.88 1.07 0.05 Homogen
data came from a normally distributed population. control class

2) Homogeneity Test Based on the table, it is known that the FCount = 1.07 and
The researcher draws up a pair of test hypotheses, the FTable = 1.88, with the rules that if FCount < FTable is 1.07 <
namely H0, namely Variance 1 = Variance 2, and then H1 1.88, it can be concluded that students' interest in learning at
which is Variance 1 Variance 2. Next, the researcher the beginning has the same data variance. or homogeneous.
determines the real level with = 0.05 then the researcher
determines the rejection criteria, namely rejecting H0 if Fcount > 3) Average Difference Test
Ftable or Fcount <-Ftable . The results of the homogeneity test The average difference test in this study uses the t-Test:
analysis of students' interest in learning are presented in the Two-Sample Assuming Equal Variances with the help of
following table. Microsoft Excel 2019. The results of the average difference
test of students' interest in learning at the beginning of the two
TABLE VII. RESULTS OF HOMOGENEITY TEST OF EARLY classes are presented in the following table.
STUDENTS' LEARNING INTEREST
Class FTable FCount ⍺ Description
Experiment and
1.88 1.06 0.05 Homogen
control class

TABLE IX. EXPERIMENTAL CLASS AVERAGE DIFFERENCE TEST RESULTS

Percentage Point Distribution with
Class TCount TTable Description
Pr=27
0.10 Different
1.6725 1.3137
0.20
Experiment
0.05 Different
2.0032 1.7033
0.10

TABLE X. CONTROL CLASS AVERAGE DIFFERENCE TEST RESULTS

Percentage Point Distribution
Class TCount TTable Description
with Pr=27
0.10
1.6725 1.3137 Berbeda
0.20
Control
0.05
2.0032 1.7033 Berbeda
0.10

C. Data Analysis of Material Expert Validation Results E. Data Analysis of Validation Results by Class Teachers
The data obtained from the validation results of material Furthermore, the assessment of the validation by the
experts are used to make improvements to the learning classroom teacher with an assessment of three aspects, namely
materials developed in ipaituasik.com. Assessment on the material, language, and conformity with 8 assessment items.
material aspect includes 5 indicators, the average score of the The total score obtained is 38 with an average of 4.5 so that it
quality of learning materials is 4.65 with very good criteria. gets good criteria.
This shows that the product developed is feasible.
F. Data Analysis of Individual Trial Results
D. Media Expert Validation Data Analysis Based on the results of individual trials that have been
The assessment given by media experts on the display developed, it is good. The scores given to students in
aspect includes 5 indicators. The total score is 49 with 10 individual trials can be seen in the following figure 5.
assessment items. The average quality score on the media is
4.9 with very good criteria. In addition, improvements were
also made based on suggestions given by the validator.

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39 38
40 3738 37 38 38
36 3536 35 35 3635 3637
34 33 34 33 34 34
35 32 32 32
34 30 3130 31
30
32 25

30 20
15
28
10
26 5
interest to learn 0

Student 1 Student 2 Student 3 Fig. 7. Diagram of student response scores on field trials
Fig. 5. Diagram skor tanggapan siswa pada uji coba
The results of this third trial observation obtained 1,006
perorangan
with a maximum score of 1,160 with the result that 86.72%
responded positively to website-based learning. With the
The total score obtained by the three students is 96 with
results of the three trials that have been carried out, the
a maximum score of 120 with the acquisition of 80% of
researchers continue the research by using website-based
students giving a positive response to this web-based learning.
learning in further learning.
Based on these scores, it can be said that students' responses
are good for the product being developed. However, there are
This shows that the developed product can attract
still some things that need to be improved based on comments
students' attention and can increase student interest in learning.
and opinions from the results of individual trials.
This is indicated by the amount of the percentage, which is
more than 75% of the students gave a positive response to the
G. Data Analysis of Small Group Trial Results
product. Research results are presented in the form of graphs,
Small group trials were conducted to determine the
tables, or descriptive. Analyze and interpret these results
quality of the learning media developed. From the results of
before the discussion.
these trials, it can be seen whether the quality of the products
being developed is really good or still needs improvement.
IV. CONCLUSION
More trial subjects than individual trials are expected to
collect more accurate data. The scores given by students can
Appropriate website-based learning is a product
be seen in the following figure 6.
developed under media development procedures. In addition,
product development goes through the evaluation and
40 36 33 39 35 36 38 35 37
validation stages. This is evident from the results of the
30
assessment of material experts and media experts, the results
20 of which are that this product is suitable to be used to increase
student interest in learning science in grade IV elementary
school. Web-based science learning that can create fun
0
learning and increase student interest in learning during a
Student 1 Student 2 Student 3 pandemic like this is the result of a development that received
positive responses from students with a score of more than
Student 4 Student 5 Student 6 70%. Evidence that this development product has an impact
Student 7 Student 8 Student 9 on increasing student interest in learning is getting an increase
of 29.61% Based on the results of the research, it can be
Fig. 6. Diagram of student response scores in limited trials suggested the following things: (1) wide utilization, the
developed product can be socialized through the Teacher
From the results of the assessment, the average score is 356, or Working Group (KKG). (2) the need for further research by
98% of students agree that this product is feasible. Based on utilizing products that have been developed.
these scores, it can be said that the student's responses to the
products developed were good. REFERENCES

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[2]. Rachamatika T, M. Syarif Sumantri, Agung Purwanto,
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