Efektivitas Penggunaan Google Earth terhadap Peningkatan Kemampuan Spasial Siswa Sekolah Dasar

Sulisetias Dinarti, Supianto Supianto, Deni Zein Tarsidi

Abstract

Spatial ability is a fundamental cognitive capacity that enables elementary school students to understand the position, direction, distance, and physical characteristics of geographical areas, particularly in science and social studies (IPAS) learning involving map-related content. However, instructional practices that continue to rely on conventional media, such as printed images and static maps, are considered less effective in developing this ability. This study aimed to examine whether the use of Google Earth as a learning medium significantly improves the spatial ability of fifth-grade students at SD 1 Al-Islam Surakarta. Methods: This study employed a quantitative approach using a quasi-experimental design involving 41 students, consisting of an experimental group (20 students) that received instruction using Google Earth and a control group (21 students) that learned through conventional media. Both groups completed pre-tests and post-tests to measure their spatial ability. The data were analyzed using an Independent Samples t-test and the N-Gain test. Results: The mean post-test score of the experimental group (77.450) was higher than that of the control group (67.476), with a statistically significant difference (p < .001). Furthermore, the N-Gain analysis indicated that the experimental group achieved a moderate level of improvement (0.379), whereas the control group demonstrated a low level of improvement (0.137). These findings suggest that Google Earth is an effective instructional medium for enhancing elementary school students' spatial ability and can serve as a more contextual, visual, and interactive alternative for IPAS instruction. Nevertheless, since the observed improvement remained within the moderate category, further optimization of its implementation is recommended to maximize learning outcomes.

Keywords

Google Earth; spatial ability; elementary school; quasi-experimental design; IPAS learning

References

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DOI: https://doi.org/10.20961/ddi.v14i6.125547

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