Effectiveness of Interactive Lecture Demonstration (ILD) Model-Based Website in Improving Critical Thinking Skills of Elementary School Teacher Education Study Program (PGSD) Students
DOI:
https://doi.org/10.56294/saludcyt20251801Keywords:
learning website, Interactive Lecture Demonstration, critical thinking, PGSD, educational technologyAbstract
This research aims to evaluate the effectiveness of a learning website based on the Interactive Lecture Demonstration (ILD) model in improving students' critical thinking skills in the Primary School Teacher Education Study Program (PGSD). The research method used was an experiment with a pretest-posttest design and involved two groups, namely the experimental class and the control class, each consisting of 76 Primagraha University students. The experimental class received learning through an ILD-based website, while the control class used conventional methods. The analysis showed that the experimental class's average posttest score (81.86) was higher than the control class's (74.00). The N-Gain value for the experimental class reached 0.62 (62%) with the interpretation of "quite effective", while the control class was only 0.34 (34%), which was classified as "not effective". The independent sample t-test produced a significance value (Sig. 2-tailed) of 0.003 < 0.05, which shows a significant difference between the two groups. The ILD website was developed based on Mayer's multimedia theory and is equipped with interactive features such as animation, video and reflective activities that can encourage active student participation. This research concludes that the use of ILD-based websites is not only relevant to 21st century learning needs, but is also able to improve critical thinking skills significantly. This website is an alternative innovative learning solution that can be applied in the context of higher education, especially in the PGSD program.
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