Jurnal Kependidikan: Vol. 11, No.

2 : June 2025
Jurnal Hasil Penelitian dan Kajian Kepustakaan E-ISSN: 2442-7667
di Bidang Pendidikan, Pengajaran dan Pembelajaran pp. 851-861
https://e-journal.undikma.ac.id/index.php/jurnalkependidikan/index Email: [email protected]

Developing Engaging IPAS Lessons : Google Sites Learning Media Based on Banten
Culture to Boost Interest and Learning Outcomes

Neni Yuliani*, Ratna Sari Dewi, Suroso Mukti Leksono

Master of Elementary Education Department, Faculty of Teacher Training and Education,
Universitas Sultan Ageng Tirtayasa, Indonesia.
*Corresponding Author. Email: [email protected]

Abstract: This study aims to develop Google Sites-based learning media that Article History
incorporates Banten cultural elements for teaching social and natural sciences, Received: 23-03-2025
specifically focusing on cultural heritage material. The effectiveness of this Revised: 28-04-2025
media in enhancing students' interest and learning outcomes is also examined. Accepted: 19-05-2025
This research employs a Research and Development (R&D) approach, utilizing Published: 25-06-2025
the ADDIE framework, which comprises five key phases: analysis, design,
development, implementation, and evaluation. The data sources for this study
consist of students, teachers, and relevant documents. Data collection
instruments include observation guidelines, interview protocols, questionnaires, Key Words:
and documentation sheets. Both qualitative and quantitative analysis techniques Learning Media; Google
are used to examine the data. The results indicate that the validation of the Site; Banten Culture;
Banten culture-based Google Sites learning material yields a score of 96%, Learning Interest; Learning
categorized as 'Very Good'. The validation by media experts achieves a score of Outcomes.
88.33%, also categorized as 'Very Good'. Furthermore, the effectiveness test
reveals an N-Gain value of 76% and a statistically significant difference
between pretest and posttest scores (p < 0.05). These findings suggest that the
Banten culture-based Google Sites learning media is effective in increasing
students' interest and learning outcomes.

How to Cite: Yuliani, N., Dewi, R., & Leksono, S. (2025). Developing Engaging IPAS Lessons : Google Sites
Learning Media Based on Banten Culture to Boost Interest and Learning Outcomes. Jurnal Kependidikan:
Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 11(2),
851-861. doi:https://doi.org/10.33394/jk.v11i2.15330
https://doi.org/10.33394/jk.v11i2.15330 This is an open-access article under the CC-BY-SA License.

Introduction
The advancement of science and technology is developing rapidly, bringing
significant impacts on various aspects of human life. According to data from Internet World
Stats, Indonesia is ranked fourth out of 20 countries with the largest number of Internet users,
reaching 171 million users in 2019. In 2021, this number increased by 11 % compared to the
previous year, from 175.4 million to 202.6 million users (Hidayatillah et al., 2021). The
increasing popularity of the Internet needs to be optimally utilized by teachers (Lestari et al.,
2020). On the other hand, one of the challenges in the world of education is the low learning
outcomes of students. Learning outcomes are an important indicator to measure student
achievement in understanding and mastering the material that has been taught. Learning
outcomes are the results that students have achieved after receiving instruction over a certain
time (Yandi et al., 2023).
One of the causes of low student learning outcomes is students' low interest in
learning. Interest is an attraction to something. (Ritonga & Rahma, 2021) said interest is a
source of motivation that can move a person's heart to do something according to what they
want. Interest in learning has a close relationship with the success of learning outcomes.
Students who have a high interest in a lesson tend to be more active, diligent, and focused,
and try to understand the material better. This has a positive impact on students'
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understanding of concepts and academic achievement. Interest in learning is an important

factor that determines the success of the learning process. When students have a high interest
in learning, they will be more motivated to learn, explore, and understand the material in
depth. In the learning process, interest is the driving force of a student's interest in learning
activities in class (Hanun et al., 2023). Interest is a tendency related to an individual's
feelings, especially feelings of pleasure towards something that is considered valuable and
following desires or needs that provide satisfaction to them (Iqbal, 2022). (E. Sulistyawati,
2020) said which states that interest in learning determines the quality of a learning process.
This is also in line with research conducted by Adira (2022) that there is a positive influence
between students' learning interest and science learning outcomes, and research by Ndraha
(2022) that there is a significant influence between learning interest and mathematics learning
outcomes.
The results of observations conducted at Suralaya State Elementary School Banten
Province that the problem of low interest in learning. In the learning process, most students
have difficulty maintaining focus and interest during the lesson. Many students do not pay
attention to the teacher's explanation, look bored, and are less active in learning activities.
This is reinforced by the results of interviews with grade V teachers, who stated that students
are less enthusiastic about following lessons and often lose focus when the teacher explains
the material. Teachers even have to repeat explanations several times so that students can
understand the material well. In addition, participation in class discussions is low; only a few
students dare to ask questions, and most tend to postpone or even not do the tasks given.
Based on these problems, a solution is needed that can increase students' interest in learning
so that they are more active and involved in the learning process. In addition to the low
interest in learning, based on the results of the documentation of grade V teachers, students'
scores on cultural heritage material are still below the Minimum Proficiency Criteria.
To overcome the low interest in learning and learning outcomes of students, it is
necessary to develop interesting learning media. Learning media refers to any tool or resource
utilized to support the delivery of material in the teaching and learning process. Learning
media refers to any tool or resource utilized to support the delivery of material in the teaching
and learning process. (Akbar et al., 2021). Learning media are means or tools used to convey
information, materials, or messages in the teaching and learning process to make it more
interesting and effective (Hasan et al., 2021). Meanwhile, according to (Prahesti & Fauziah,
2021) learning media serves as a means to support the transfer of knowledge from teachers to
learners, aiming to make the content more tangible, engaging, and easier to comprehend.
Learning media is a tool that can be used to support the learning process so that it becomes
more effective and optimal (Fadilah et al., 2023). Learning media can create continuous and
consistent learning experiences, supporting the continuity of learning in various contexts
(Liswati & Dr. Yuyun Sri Yuniarti, 2021)
Learning media can be developed using the latest technology to convey messages to
students while stimulating students' thoughts, feelings, and learning interests (Mukti, 2020).
Google Sites is one of the web-based learning media that can integrate various types of
information, such as text, images, presentations, videos, links, and others. Google Sites is a
free platform from Google that allows its users to create websites easily and quickly. Google
Sites is a personal or professional website service created by Google that does not charge any
fees and is free (Prasetya et al., 2023). Google Sites is suitable for a variety of purposes, from
personal sites to learning sites. In education, Google Sites are very useful because they allow
teachers to provide learning materials, assignments, and announcements in one place that is
easily accessible to students. Google Sites are internet-based websites that can be used to
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support the learning process and allow people to easily and quickly get information (Adzkiya
& Suryaman, 2021)
Google Sites used as a learning medium for students can be filled with various content
and materials that are relevant to learning resources. The content can be in the form of text,
images, videos, and various types of supporting documents such as presentations or
worksheets. According to (Adzkiya & Suryaman, 2021) Google Sites makes it easier for
teachers to manage and present learning materials more interestingly and efficiently. As in
(Febrian et al., 2024) states that Google Sites offers great potential as a collaborative learning
medium in various educational environments. The use of Google Sites in learning is
supported by Jean Piaget's constructivism theory, which states that students build their
understanding through exploration and interaction with learning materials (Nerita et al.,
2023). In the context of technology-based learning, constructivism supports the idea that
learners will be more effective in learning when they can interact with the material directly
and relate it to their own experiences (Agil et al., 2023). Platforms such as Google Sites allow
students to explore and construct their knowledge more independently and interactively. In
addition, Mayer's multimedia theory suggests that the use of multimedia in learning can
improve understanding and is more effective when information is presented in various
formats, such as text, images, and videos (Agil et al., 2023).
Learning media integrated with local culture offers many advantages that can enrich
the learning process. As according to (Suryadi, 2022) teachers need to understand that culture
and students' ways of thinking are closely related. By implementing local culture-based
learning media, students have the opportunity to relate learning to their experiences and the
context of their daily lives. This is in line with (Laksana et al., 2020) which states that local
culture-based learning media can encourage the development of student identity through the
appreciation and promotion of students' local culture, so that it can build a sense of concern
for cultural heritage and the surrounding environment. Presenting learning materials in a local
cultural context can make learning more interesting and relevant to students, involving
elements that are close to students' lives (Loko et al., 2022). Local culture-based learning
media broadens students' horizons about cultural diversity, equips them to adapt to a
multicultural society, and builds a deeper understanding of cultural differences and
similarities (Komalasari et al., 2018).
Based on the problems and urgency, this study aims to develop a Google Sites
learning media based on Banten culture in the Natural and Social Sciences (IPAS) subject, to
cultural heritage material. So, it is expected that with the existence of Google Sites learning
media based on Banten culture, students' interest in learning will increase because the
material is closer to the lives of students, and student learning outcomes can be more optimal.

Research Method
This study uses the R&D (Research and Development) development method, which is
a systematic approach that aims to create new products, improve existing products, or
develop new processes. According to (Sugiyono, 2013) the R&D method is used to produce a
product and test its level of effectiveness. In this study, the product developed is a Google
Sites-based learning media integrated with the Banten culture. The instructional design
followed the ADDIE framework, encompassing five key phases: Analysis, Design,
Development, Implementation, and Evaluation. This model is used as a basis for increasing
learning effectiveness through the development of learning product designs (Hidayat &
Nizar, 2021). The stages of the ADDIE model research are:

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1) Analysis
At this stage, identification of needs and problems in the learning process is carried out. The
analysis carried out includes a) Needs analysis, namely identifying gaps in learning that can
be overcome with local culture-based learning media. b) Curriculum analysis, namely,
examining the suitability of learning media with applicable curriculum standards. c) Student
analysis, namely analyzing the characteristics and needs of students, so that the learning
media developed is appropriate for them.
2) Design
This stage focuses on the initial design of learning media, including the preparation of
learning media designs based on Google Sites (Storyboard), the Preparation of learning
content that integrates with Banten culture, the Design of research instruments for validation
of learning media, and the design of instruments to measure students' learning interests.
3) Development
At this stage, the creation and development of Google Gites learning media is carried out
according to the results of the design stage (Storyboard). The steps in this stage include the
development of learning materials presented in Google Sites. Expert validation of the
developed learning media, involving media experts and material experts to ensure product
quality and validation of question experts. As well as product revisions based on input from
experts.
4) Implementation
At this stage, the learning media that have been developed are tested on students.
Implementation is carried out in two stages, namely, Limited trials involving small groups of
students to test the initial feasibility of learning media and extensive trials, involving larger
groups of students to obtain more representative data.
5) Evaluation
Evaluation is carried out to assess the effectiveness of the learning media developed. The
measurement technique of the effectiveness of the developed learning media is the interest of
students in learning which is measured using a learning interest questionnaire, the learning
outcomes of students which are measured through tests before (pre-test) and after (post-test)
the use of learning media, and the response of students to learning media which is measured
through a satisfaction questionnaire.
The subjects in this study were students in grade V of Suralaya State Elementary
School Banten Province. The sample in this study consisted of a small group of 15 students
and a large group of 30 students. Data collection techniques in this study include observation,
interviews, questionnaires, and documentation. The collected data were analyzed using
qualitative and quantitative data analysis techniques. Qualitative analysis was carried out
through the stages of data reduction, data presentation, and conclusion. Meanwhile,
quantitative analysis used descriptive statistics to process the results of the questionnaire.

Results and Discussion

This research adopts a Research and Development (R&D) approach, utilizing the
ADDIE model as its framework. The stages of the ADDIE model development are Analysis,
Design, Development, Implementation, and Evaluation (Andi Rustandi & Rismayanti, 2021).
The Analysis stage aims to identify needs and problems in the learning process. The analysis
stage includes needs analysis, curriculum analysis, and analysis of student characteristics. In
the needs analysis based on the results of observations and interviews, information was
obtained that there was a need for interesting learning media that could increase students'
interest in learning in the learning process. Based on the results of the curriculum analysis,
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the cultural heritage material, learning is still limited to the use of textbooks and printed
images, and has not been supported by interactive learning media that can increase students'
interest in learning. In addition, cultural heritage materials have not specifically integrated
local cultural elements, especially Banten culture. So that it does not provide contextual
understanding for students. The results of the student analysis showed that students' interest
in learning is still relatively low. Many students feel bored, bored, and less interested in
following lessons. Based on the documentation results from the fifth-grade teacher, the
students' scores on the cultural heritage material are still below the KKM. So, based on the
needs analysis, curriculum analysis, and student analysis, learning media are needed that can
increase students' interest and learning outcomes. Learning media can be developed using the
latest technology to convey messages to students while stimulating students' thoughts,
feelings, and learning interests. The learning media that will be developed in this study is the
Banten culture-based Google Sites learning media.
At the Design stage, the researcher will create a Google Sites learning media design.
The design of the media product that is developed begins with creating a storyboard and
collecting other supporting media references such as images, videos, symbols, and icons,
designing the layout and content of the matter. At this stage, the media validation instrument,
material validation instrument, question validation instrument, learning interest instrument,
student response instrument, and teacher response instrument are also prepared.
At the Development stage, the Banten culture-based Google Sites learning media
product is prepared. The preparation of the product refers to the storyboard that has been
prepared in the previous stage. In making animation designs, images, videos, and materials
are made by researchers using the Canva for Education application. After the animation
design, images, videos, and materials are made by researchers, they are then made into
Google sites.

Figure 1. Front View of Google Sites Learning Media Based on Banten Culture

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Figure 2. View of Every Front Page of Google Sites Learning Media

The Banten culture-based Google Sites learning media that has been completed is then
subjected to media validation tests, material validation tests, and question validation tests by
expert validators. After the validation test is carried out, the researcher then makes revisions
to the product according to the input and suggestions given by the validators.
Table 1. Expert validation results
No. Expert validation Percentage Information
1. Subject Matter Expert Validation 96 % Very good
2. Media Expert Validation 88,33 % Very good
3. Question Validation 98 % Very good
The results of the validation by material experts received a percentage of 96 %, with a very
good category. The results of the media validation with a percentage of 88.33 %, which is
included in the very good category. The results of the question validation were 98 %, with a
description of very good. Based on the results obtained with a very good category, the
Google Sites learning media is worthy of being tested.
At the Implementation stage, the Google Sites learning media based on Banten culture
that has been declared feasible by the validator was then tested for product trials on grade V
students of SDN Suralaya. This is in line with the statement (Irawan & Hakim, 2021) that
users or users must feel that the media is easy and can be used by teachers and students, so
that it can be stated as a practical media. Therefore, it is necessary to conduct a practicality
test on students on a wider scale or through field tests. The trial was carried out in 2 stages,
namely a small group trial with 15 students and a large group trial with 30 students. Before
carrying out the learning process, students are first given pretest questions to determine their
initial abilities of students. After conducting the pretest, students then carry out learning
activities according to the design in the teaching module using Google Sites learning media
based on Banten culture. At the end of the learning process, students are asked to fill out the
post-test questions. Students and grade V teachers also fill out student response questionnaire
sheets to measure the extent of student responses and teacher responses to Google Sites
learning media based on Banten culture. Students also fill out learning interest responses to
measure the extent of student interest in learning cultural heritage using Google Sites learning
media based on Banten culture.
Table 2. Results of student responses in small and large groups
No. Aspect Small Group Large Group
1. Media Quality 92 % 98 %
2. Presentation of material 96 % 98 %
3. Language presentation 95 % 96 %
Average score 94 % 97 %
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Based on the data in Table 2, overall, the Banten culture Google Sites learning media
received an assessment from the small group trial with an average value of the overall
variables of 94 %, which means it is included in the very feasible category. Furthermore, the
large group field trial received an assessment with a total average value of the overall
variables of 97 %, which means it is included in the very good category. After the Google
Sites learning media product was tested, students filled out a learning interest questionnaire.
The results of student learning interest in the Science Lesson on cultural heritage material
using Banten culture-based Google Sites learning media are as follows:
Table 3. Results of student learning interests
No. Indicator Result Information
1. Happy feeling 91 % Very good
2. Attention 87 % Very good
3. Interest 94,5 % Very good
4. Involvement 84,33 % Very good
Average 90 % Very good
Based on the table above, the results of students' interest in learning in the Science lesson on
cultural heritage material using Google Sites learning media based on Banten culture are 90
%, meaning that students' interest in learning is measured from feelings of pleasure, attention,
interest, and student involvement is very good. This is in line with the statement (Meduri et
al., 2022) that the use of interactive web media has an important role in increasing motivation
and interest in the learning process.
Furthermore, to determine the effectiveness of learning outcomes in cultural heritage
learning with the Banten cultural Google sites learning media, an N-Gain test was carried out.
Table 4. Average learning outcomes of students in the N-Gain test
Descriptive Statistics
N Minimum Maximum Sum Mean Std. Deviation
Pretest 30 25.00 80.00 1440.00 48.0000 14.83240
Postest 30 70.00 100.00 2605.00 86.8333 9.51254
NGain_Score 30 .33 1.00 22.94 .7648 .17324
NGain_Persen 30 33.33 100.00 2294.40 76.4799 17.32371
Valid N (listwise) 30
Based on the data in Table 3 above, the average pretest score of 30 students was 48.
The average post-test score of 30 students was 86.83. The average learning outcomes of
students in the N-Gain test of Banten culture-based Google Sites learning media in the Social
Studies lesson on cultural heritage material for class V obtained an average N-Gain
Percentage of 76.4799, which is included in the "effective" criteria. This is in line with the
table of criteria for determining the effectiveness of N-Gain, where the N-Gain value> 76 %
is included in the "effective" criteria. Thus, it can be said that the Banten culture-based
Google Sites learning media product is effective in improving student learning outcomes in
the Social Studies lesson on cultural heritage material in class V of SDN Suralaya. Based on
various studies that have been conducted, the use of Google Sites media can facilitate the
learning process and improve student learning outcomes (N. L. G. Sulistyawati et al., 2022)
Next, to test the effectiveness of the treatment, it will be tested with a paired sample t-
test. Before the paired sample t-test, there is a prerequisite test that must be met, namely, the
data to be tested must be normally distributed (Ermawati et al., 2023) so that a normality test
is needed. The normality test used is the Shapiro-Wilk test because the number of subjects is
less than 50. Data is said to be normally distributed if the significance value obtained is
greater than 0.05.

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Table 5. Normality Test Results

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Kategori
Statistic df Sig. Statistic df Sig.
Pretest .113 30 .200* .958 30 .271
Hasil
Posttest .130 30 .200* .914 30 .018
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, the Shapiro-Wilk normality test obtained the results of the pretest
value significance of 0.271 and the posttest value significance of 0.18. Because the pretest
and posttest significance values are >0.05, it means that both values are normally distributed.
After conducting the normality test, it is continued to conduct a paired sample t-test statistical
test by comparing the data from the pre-test and post-test.
Table 6. Paired sample t-test results
Paired Samples Test
Paired Differences t df Sig. (2-
tailed)
Mean Std. Std. Error 95 % Confidence
Deviation Mean Interval of the
Difference
Lower Upper
Pair 1 Pretest - - 12.15442 2.21908 -43.37187 -34.29480 - 29 .000
Posttest 38.83333 17.500
Table 3, based on the output above, shows the results of the hypothesis test with the paired
samples t-test with a significant value (2-tailed) of 0.000, which means <0.05, so it can be
concluded that there is a significant difference between learning outcomes in the pretest and
posttest data.
Based on the results of the research conducted, the Banten culture-based Google Sites
learning media has proven effective in increasing students' interest and learning outcomes in
the subject of science and science. This can be seen from the increase in students' interest in
learning, which is shown through a positive response to the media display which is packaged
in an attractive way and is relevant to students' daily lives. In addition, there was a significant
increase in learning outcomes as seen from the comparison of the pretest and posttest results.
Validation from material and media experts shows that the media meets the eligibility criteria
in terms of content, language, presentation, and technical aspects. This is in accordance with
the statement (Meduri et al., 2022) that the use of interactive web media has an important role
in increasing motivation and interest in the learning process.
Through the integration of local culture into learning media, students not only learn
the concept of science and science cognitively, but also relate it to the students' culture. This
strengthens students' understanding because they build knowledge based on a known context.
This approach is in line with the idea (Ma'unah et al., 2020) that cultural values that are
considered good in the form of local wisdom can be used as educational materials or
resources.
The use of Google Sites as an interactive media can increase interest and learning
outcomes, as in (N. L. G. Sulistyawati et al., 2022)that the use of Google Sites media can
facilitate the learning process and improve student learning outcomes. This is also in line
with Mayer's multimedia learning theory in (Ningtyas & Ginting, 2016) which emphasizes
the importance of using visual and text media in an integrated manner to increase learning

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effectiveness. Google Sites allows the presentation of interactive materials that are easily
accessible to students.
The results of this study strengthen the theory of constructivism, which states that
learning is more effective when students are actively involved in the learning process
(Masgumelar & Mustafa, 2021). Meanwhile, from a practical perspective, the results of this
study provide recommendations to teachers to develop digital learning media that promote
the surrounding culture. The easy-to-use Google Sites platform is the right solution for
teachers to compile materials that are integrated with interactive media.

Conclusion
The results of the feasibility test of Banten culture-based Google Sites learning materials
received a percentage value of 96 %, which is included in the Very Good or Very Feasible
category. Validation from media experts received a value of 88.33 %, which is included in the
Very Good or Very Feasible category. Validation of questions received a value of 98 %, which
is included in the Very Good or Very Feasible category (3). The results of the responses of
small group students, with a percentage value of 94 %, and the results of the responses of
large group students were 97 %, which was included in the very good category. (4). The
results of student learning interest in the Science Lesson on cultural heritage material using
Banten culture-based Google Sites learning media were 90 %, with a very good category. (5).
The results of the effectiveness test of the Banten culture-based Google Sites learning media
through pretest and posttest questions, with an N-Gain value of 76 %, with the "effective"
category. (6). paired samples t-test with a sig. (2-tailed) value of 0.000, which means <0.05,
so it can be concluded that there is a significant difference between learning outcomes in the
pretest and posttest data. The implications of this study indicate that the development of
Banten culture-based Google Sites learning media can have a positive impact on students'
interests and learning outcomes in the subject of Social Sciences on cultural heritage material.
The use of interactive technology based on Banten culture provides a more contextual
learning experience so that students find it easier to understand the material being taught.

Recommendation
For teachers, Google Sites learning media based on Banten culture can be used by other
educators to be implemented in the science learning process on cultural heritage material. For
schools, Google Sites learning media based on Banten culture can be used as a means and
breakthrough in the use of IT in the learning process so that the learning process is better and
more meaningful. For further researchers, the development of Google Sites learning media
based on Banten culture can be used as an example of development for further research in
order to develop better and more interesting Google Sites learning media based on culture.

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