INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
Development of Web Learning to Improve Learning Outcomes in  
IPAS Subject of Plant Body Parts Class IV in Elementary School  
Sansan Ihsan Basyori, Deni Darmawan, Dian Rahadian, Dodi Herdiana  
IPI Garut  
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1412000095  
Received: 27 December 2025; Accepted: 01 January 2025; Published: 08 January 2026  
ABSTRACT  
This research aims to develop web learning to improve student learning outcomes in the Science subject matter  
on Plant Parts for Class IV at SDN 4 Bungbulang, Garut Regency, for the 2024-2025 academic year. The method  
used is the ADDIE development model, which includes the stages of analysis, design, development,  
implementation, and evaluation. Web learning is designed to be interactive, easily accessible, and integrated  
with various Google applications. The research results show that the use of Google Sites-based web learning can  
significantly improve student learning outcomes. Regression analysis yielded a linear equation: Ŷ = 35.505 +  
0.729X. Furthermore, hypothesis testing to assess significance yielded a calculated t-value of 4.428, which is  
greater than the t-table value of 1.708, meaning H0 is rejected and H1 is accepted. This indicates that there is an  
influence of Google Sites-based web learning media on student learning outcomes. To see the extent of the  
influence of variable X, the R-squared value of 0.440 is observed, meaning that Google Sites-based web learning  
media has a 44.0% effect on student learning outcomes. Therefore, the Google Sites-based web learning product  
is suitable for use and development in learning.  
Keywords: Web learning, Google Sites, Science, Learning Outcomes, ADDIE Model  
INTRODUCTION  
Learning outcomes are an important indicator in evaluating the effectiveness of the learning process, because it  
reflects the extent to which students understand and apply the material that has been taught (Bloom, 1956). In  
the context of 21st century education, learning outcomes are not only measured by cognitive abilities, but also  
include affective and psychomotor aspects that enable learners to think critically, innovate, and adapt to changing  
times (Triling, B., & Fadel, C., 2009).  
Based on the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 8 of  
2024 concerning Content Standards at the Basic Education Level, the scope of IPAS material is: the form,  
function of the body structure of living things, life cycles, interactions, and preservation of living things. The  
purpose of the Natural and Social Sciences (IPAS) curriculum in elementary school is to equip students with a  
comprehensive understanding of the surrounding environment, both natural and social aspects. This goal is  
achieved by developing curiosity, critical thinking skills, and skills in solving problems related to the  
environment, as well as fostering awareness of the interconnectedness between nature, humans, and society.  
Social Science (Natural and Social Sciences) learning in elementary school has a strategic role in improving  
student learning outcomes. IPAS which combines natural and social science concepts requires students to think  
holistically, solve problems, and apply knowledge in daily life. Through IPAS learning, students can be invited  
to explore, observe phenomena, and create innovative solutions to environmental and social problems around  
them. However, this potential can only be optimized if learning is designed creatively and attractively (Lestari  
et al., 2023).  
In the field, the learning outcomes of students in social studies learning in grade IV of SDN 4 Bungbulang are  
still relatively low. Based on initial observations on science subjects, especially plant body parts, many students  
tend to be passive, do not participate in discussions, and only rely on memorization without understanding  
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concepts in depth. This situation reflects that learning has not been able to provide space for students to think  
critically and apply the concept of IPAS effectively. Furthermore, based on the results of the initial test held on  
April 17, 2024, attended by 27 students, only 20% or as many as 7 students reached the "good" category in  
learning outcomes. As many as 30% or 8 students are in the "adequate" category, while the rest, namely 50% or  
14 students, are in the "less" category. This figure is reinforced by observations in the classroom that show that  
the majority of students have difficulty understanding social studies concepts and applying them in real-life  
contexts.  
SOCIAL SCIENCE LEARNING OUTCOMES  
CLASS IV SDN 4 BUNGBULANG  
Baik  
Cukup  
Kurang  
20%  
50%  
30%  
Pig. 1 Data on Learning Outcomes for Grade IV SDN 4 Bungbulang  
This data shows that the learning that takes place has not fully encouraged the improvement of student learning  
outcomes. This needs to be addressed immediately so that social studies learning in grade IV of SDN 4  
Bungbulang can provide optimal benefits in accordance with the objectives of the curriculum which emphasizes  
understanding concepts and the application of knowledge in daily life.  
Meanwhile, the results of interviews with teachers and preliminary questionnaires showed that the low learning  
outcomes of students were influenced by the dominant learning approach that was still conventional. Teachers  
use more lecture and assignment methods, as well as learning resources that rely only on source books.  
According to Suyanto (2019), interactive learning creates a fun learning atmosphere and increases student  
creativity. Furthermore, Amalia & Lestari (2021) show that active and varied learning methods increase students'  
creativity and problem-solving. Meanwhile, according to Rahmayanisimbolon et al. (2024), technology-based  
interactive learning media increase the creativity and learning outcomes of elementary school students.  
Conventional learning is one of the main causes of this problem. To overcome this, a learning approach that is  
more relevant to the needs of current students is needed. One of the alternative solutions that can be implemented  
is the use of web learning-based Google Sites. Web learning based Google Sites is a web-based learning platform  
designed using services Google Sites to support the learning process digitally. Google Sites allows teachers to  
create interactive, organized, and easily accessible learning sites for learners anytime and anywhere. With  
intuitive features and User-friendly, Google Sites allows the integration of various types of learning content,  
such as text, images, videos, documents, and interactive quizzes. This media allows teachers to present material  
interactively, provide easy access to additional learning resources, and engage students in engaging and  
meaningful learning activities (Adzkiya & Suryaman, 2021; Murtadlo & Pharisees, 2023).  
In the context of learning in elementary school, Web Learning based Google Sites has the potential to improve  
student engagement and learning outcomes. With a customizable site design, teachers can create engaging  
learning experiences, encourage learners to explore the material independently, and provide a space for them to  
generate creative ideas. Web learning based Google Sites It also supports a project-based learning approach,  
where learners can access a variety of digital resources to support their learning process. This makes it possible  
for Google Sites as an innovative solution in supporting digital education that is inclusive, effective, and relevant  
to the needs of the times (Mukti et al., 2024)  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
Based on the above explanation, the researcher wants to develop Web Learning based Google Sites which can  
help students to improve learning outcomes. Thus, the researcher is interested in carrying out a research with the  
title "Development Web Learning to Improve Learning Outcomes in Grade IV Science Subjects in Elementary  
Schools".  
RESEARCH METHODS  
The type of research used is Research and Development (R&D), and the research model uses ADDIE, namely  
Analyze, Design, Develop, Implement and Evaluate with a quantitative approach. The sample in this study was  
27 grade IV people at SDN 4 Bungbulang, Garut regency using non-probability sampling. Data collection  
techniques used by test and non-test with interviews and questionnaires,. The technical data analysis carried out  
in this study is quantitative descriptive analysis, with data normality test, homogeneity test, hypothesis test,  
acceptability test and regression test. The research steps of the researcher refer to the following research design.  
Pig. 2 Research Design with ADDIE Model  
RESULTS AND DISCUSSION  
Based on the findings that the researcher conducted in the research on the development of Web Learning based  
on Google Sites on the improvement of learning outcomes of grade IV students at SDN 4 bungbulang Garut, the  
researcher found several gaps in the learning process that occurred in the field, namely:  
Based on the results of interviews conducted with grade IV teachers on December 7, 2024, it was found that  
teachers had difficulty in presenting Plant Body Parts material interactively. The teacher stated that the use of  
learning media is still limited and tends to be conventional (lectures and assignments). This is reinforced by the  
findings that teachers "rarely use media" and "only use media that is available in the classroom." These  
limitations have an impact on the lack of student involvement in the learning process. So the researcher  
developed by creating a Web Learning learning media based on Google Sites on the subject of Plant Body Parts  
class IV. In line with this, Deni Darmawan in his book "Learning Models in Schools" (2022) emphasizes the  
importance of using varied and interactive learning media to improve the quality of learning. He stated that,  
"Interactive technology-based learning has many advantages, such as increasing student motivation and making  
learning more interesting" (Darmawan, 2022). In addition, in a joint study with Ela Islanda, Deni Darmawan  
(2023) developed Google Sites-based learning media to improve student learning achievement. The results of  
the study show that these learning media are effective in improving student learning outcomes, with a validation  
score by media experts of 85.55% which is included in the "very feasible" category to use (Darmawan & Islanda,  
2023). Thus, the development of Google Sites-based learning media on the subject of the Plant Body Section  
class IV is in line with the recommendation of Deni Darmawan (2022) to utilize technology in learning to  
increase student engagement and achievement.  
Based on the questionnaire distributed to students, it can be seen from figure 4.2 that 82.6% of teachers rarely  
use social studies learning media in the classroom, this provides a high gap with some teachers 7.4% who only  
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MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
use interactive learning media. As stated by Darmawan (2023), "85% of teachers in elementary schools still  
rarely use digital media, while the use of Google Sites has been shown to increase student engagement in learning  
IPAS" (p. 48). This is the basis for why researchers want to develop Google Sites-based Web Learning learning  
media at SDN 4 Bungbulang.  
Based on the results of observations conducted by researchers at SDN 4 Bungbulang, it turns out that the  
infrastructure facilities are very supportive for the implementation of Google Sites-based web learning. The  
school has quite good internet access and some supporting facilities such as Chromebooks. As revealed by  
Darmawan (2021), "The availability of digital infrastructure such as computer devices and an adequate internet  
network is the main prerequisite for implementing technology-based learning effectively.  
Therefore, the researcher developed Google Sites-based web learning as an effort to improve student learning  
outcomes at SDN IV Bungbulang. Darmawan (2024) in his research proves that "Schools that implement web-  
based learning have experienced a significant increase in student learning outcomes, with an average increase in  
scores of 22.5% compared to conventional methods".  
Next, the researcher makes a design for the product to be developed. According to Darmawan (2023), "The  
design of digital learning products requires systematic preparation that includes technical and pedagogical  
aspects". Design includes the stages of software selection, website design, module design, flowchart creation  
and storyboard preparation. The web learning flowchat developed in this study can be seen in the following  
image.  
Pig. 3 Flowchart web learning  
The next stage is to create a storyboard based on a flowchart that has been compiled to facilitate the web learning  
development process. Storyboards serve as detailed visual guides, describing the look and layout of each page,  
as well as the expected interactions in web learning. Guided by storyboards, the development process becomes  
more structured, efficient, and ensures design consistency. The developed web learning view can be seen in the  
following image.  
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Pig 4 Initial Views Web Learning  
Pig. 5 Material Display on Web Learning  
After the web learning is completed, the next step is to conduct an expert validation test. The vlidators involved  
are material experts and media experts. In this study, the media expert validator used one expert with two  
validations, and the material expert validator one person with two validations. The following are the results of  
the recap of the assessment of validators, media experts, and material experts on the products produced.  
Table 1 Recap of Validation Results 1 Media Expert Validator  
Validation 1  
Media Validation  
Yes  
Components  
1 2 3 4  
5 6 7  
8
9
10  
1
Feasibility of  
Display screen  
design  
5
2
3
Eligibility and ease  
of use  
2
2
1
Feasibility of  
utilization  
2
2
1
Quantity  
5
4
4
2
Based on the results of validation assessment 1 from the media expert validator, the eligibility percentage is then  
calculated as follows:  
∑
푓
(푗푎푤푎푏푎푛 푥 푏표푏표푡 푡푖푎푝 푝푖푙푖ℎ푎푛)  
푃푒푟푐푒푛푡푎푔푒 =  
=
푥 100%  
푁
(푛 푥 푏표푏표푡 푡푒푟푡푖푛푔푔푖)  
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For the first validation:  
(
)
(
)
(
)
푓
5푥7 + 4푥8 + 2푥9 + (2푥10)  
푃푒푟푐푒푛푡푎푔푒 =  
푃푒푟푐푒푛푡푎푔푒 =  
=
=
푥 100%  
푁
(15 푥 10)  
푓
35 + 32 + 18 + 20  
푥 100% = 70  
150  
푁
After obtaining the percentage results from the media expert test, then the results of the percentage are converted  
with a five-scale achievement level conversion table. The table of feasibility conversions of scale five can be  
seen in the following table.  
Table 2 Eligibility Percentage Criteria  
Validation Value (%)  
87 – 100  
Categories  
Very Valid/ Very Good  
Valid/ Good  
70 – 86  
53 – 69  
Quite Valid/ Quite Good  
Invalid/Not Good.  
Invalid/ Not Good  
37 – 52  
20 – 36  
Based on the conversion table above, the percentage obtained from the test results of learning media experts is  
70% which is in the range of 70 – 86.  
Furthermore, the researcher revised the product produced, and tested the validation again with the following  
validation results.  
Second validation:  
Table 3 Recap of Validation Results of 2 Media Expert Validators  
Validation 2  
Media Validation  
Yes  
Components  
1 2 3 4 5 6 7 8  
9
10  
1
Feasibility of  
Display screen  
design  
5
2
3
Eligibility and ease  
of use  
3
2
Feasibility of  
utilization  
2
3
Quantity  
10  
5
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The eligibility percentage is as follows.  
푓
(10푥9) + (5푥10)  
(15 푥 10)  
푃푒푟푐푒푛푡푎푔푒 =  
푃푒푟푐푒푛푡푎푔푒 =  
=
=
푥 100%  
푁
푓
140  
푥 100% = 93,33  
푁
150  
Based on the conversion table above, the percentage obtained from the test results of learning media experts is  
93.33% which is in the range of 87 – 100 with the category of very valid / Very Good. This means that learning  
media is suitable for use in the implementation of learning (implementation).  
Furthermore, the results of the validation of the subject matter experts were obtained as follows.  
Table 4 Recap of Validation Results 1 Material Expert Validator  
Material  
Validation  
Components  
Validation  
Yes  
1
1 2 3  
4 5 6 7  
8
9
10  
Content  
Eligibility  
2
1
1
2
1
2
Writing  
Eligibility  
4
4
3
Presentation  
Eligibility  
Quantity  
4 10  
1
The eligibility percentage is as follows.  
(
)
(
)
푓
4푥7 + 10푥8 + (1푥9)  
푃푒푟푐푒푛푡푎푔푒 =  
푃푒푟푐푒푛푡푎푔푒 =  
=
=
푥 100%  
푁
(15 푥 10)  
푓
117  
150  
푥 100% = 78%  
푁
Based on the conversion table above, the percentage obtained from the test results of learning media experts is  
78% which is in the range of 70-86 with the valid/good category.  
Table 5 Recap of Validation Results of 2 Subject Expert Validators  
Material  
Validation  
Components  
Validation  
Yes  
1 2 3 4 5 6 7 8  
9
5
4
10  
1
2
3
Content Eligibility  
Writing Eligibility  
1
2
Presentation  
Eligibility  
3
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Material  
Validation  
Yes  
Validation  
Components  
1 2 3 4 5 6 7 8  
9
10  
3
Quantity  
12  
The eligibility percentage is as follows.  
(
)
(
)
푓
12푥9 + 3푥10  
푃푒푟푐푒푛푡푎푔푒 =  
푃푒푟푐푒푛푡푎푔푒 =  
=
=
푥 100%  
푁
(15 푥 10)  
푓
138  
150  
푥 100% = 92%  
푁
Based on the conversion table above, the percentage obtained from the test results of learning media experts is  
92% which is in the range of 87-100 with the category of Very Valid / Very Good. This means that judging from  
the content, learning materials are suitable for use in the implementation of learning.  
After the resulting product has been tested for media and material validation, the researcher revises the product  
according to the notes from the media and material expert validator. Here are some of the appearance changes  
to the product Web Learning.  
Table 6 Product Display Web Learning Before and After Revision  
Before Revision  
After Revision from Media Expert  
Menu text (Home, Information) is poorly  
readable  
Menu text (Home, Information) is clearly  
legible  
No emphasis on menu  
No emphasis on menu Guides  
Show menus presented in plain form  
Show menus presented in animated form  
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Before Revision  
After Revision from Media Expert  
On the subject matter menu, class points,  
maps, and meetings are still global  
On the subject matter menu, class points,  
maps, and meetings are in accordance  
with the scope of the research  
When you click on Assessment, Feedback,  
Information, When you click the home menu  
Return to the login page  
When you click on Assessment,  
Feedback, Information, When you click  
the home menu, you have entered the  
main menu  
No Logout/Log Out menu  
There is already an Logout/Log Out menu  
After web learning is categorized as "feasible", the next stage is to use web learning in real learning  
(implementation) which consists of the preparation stage and the implementation stage. At this stage of  
implementation, data on student learning outcomes was obtained as follows.  
Table 7 Student Learning Outcomes  
Learning  
Rata – Rata  
Highest Score  
Lowest Score  
Outcomes  
Pretest  
63  
81  
85  
40  
60  
Posttest  
100  
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From the results of the average score of the pretest and posttest, there was an increase of 18%, in accordance  
with the initial assumption that the learning process by participating in google sites-based web learning will  
improve student learning outcomes on the subject of plant body parts of the Social Natural Sciences (IPAS)  
subject. Furthermore, the researcher conducted a test of the influence of web learning on student learning  
outcomes using statistics. The results of the normality test were obtained that the data was normally distributed,  
so that hypothesis testing could use a linear regression test. The results of data processing using SPSS version  
27 are obtained as follows.  
Table 8 Hypothesis Test  
From the results above, we can see that the value of the coefficient is positive (+), which means that the variable  
X, which is Google Sites-based Web Learning, has an effect on the variable Y, which is the student's learning  
outcome. The value (a) is the constant a= 35.505 and the value (b) is the coefficient, b= 0.729, so the regression  
equation is as follows.  
̂
푌 = 푎 + 푏푥 = 35,505 + 0,729 푥  
To determine whether the regression coefficient is significant or not (variable x affects variable Y), the researcher  
conducts a hypothesis test (t-test). The researcher compared the tcal value with the ttable value. The SPSS result  
calculation is 4.428. Next, the researcher looked for the ttable value by looking for the degree of freedom (df).  
df = N-2 = 27 – 2 = 25, then looking at the ttable with a significance level of 5% = 0.05, the ttable value was  
1.708. Since the tcal value of 4.428 is greater than the > of the ttable value of 1.708, it can be concluded that H0  
is rejected and H1 is accepted. The hypothesis proposed by the researcher is as follows.  
There is no influence of Google Sites-based Web Learning on student learning  
H0:  
outcomes in social studies subjects in grade IV of SDN 4 Bungbulang.  
There is an influence of Google Sites-based Web Learning on student learning  
H1:  
outcomes in social studies subjects in grade IV of SDN 4 Bungbulang  
Looking at the hypothesis made by the researcher, it can be concluded that "There is an influence of google sites-  
based web learning (X) on student learning outcomes (Y). The calculated t value of 4.428 is greater than the t of  
the table 1.708.  
Next, the researcher examined the results of the Model Summary table on the SPSS results to determine the  
magnitude of the influence of variable X on Variable Y. The guideline taken was on the value of R Square or  
R2.  
Table 9 The Magnitude of Influence Web Learning on Learning Outcomes  
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Based on the data of the Model Summary table produced through the SPSS calculation above (table 4.16), the  
researcher concluded that "Teachers' creativity in utilizing google sites-based web learning (X) on student  
learning outcomes (Y) with a total influence of 44.0%, while 56.0% by other variables that were not studied.  
CONCLUSION  
Based on the results of research and discussion on the development of Google Sites-based Web Learning in  
improving student learning outcomes in this science subject, the development of this ADDIE-based product  
resulted in the following conclusions.  
1. Analysis of the need for Google Sites-based Web Learning in the subject of IPAS plant body material  
includes the analysis of primary data and secondary data.  
2. Google sites-based web learning design in the subject of IPAS plant body material starts from collecting  
information or data, making designs (selecting and assigning software, creating website designs, creating  
learning flows, making storyboards, and creating teacher and student guide modules, as well as making  
flowcharts learning with Google Sites-based web learning).  
3. Develop. Before Google sites-based Web learning in the subject of IPAS plant body parts is used by  
the user, it is necessary to test the validity of material and media experts.  
4. The implementation of google sites-based web learning media in the subject of IPAS plant body material  
is carried out at the implementation stage and the finished product is used for the learning process.  
5. Evaluate google sites-based web learning in the subject of IPAS plant body parts aims to find out  
feedback about the products that have been developed.  
https://sites.google.com/guru.sd.belajar.id/juaraipas4/beranda  
The products produced are:  
6. The development of google sites-based web learning learning media in the subject of IPAS plant body  
material can have an effect in improving student learning outcomes. Based on the results and discussions  
described, it can be concluded that Google Sites (X)-based Web Learning has an effect on learning  
outcomes (Y) with a total influence of 44.0%.  
RECOMMENDATIONS  
Based on the results of the analysis and conclusions, the researcher provides the following recommendations:  
1. Research on the development of Google Sites-based Web Learning learning media has a positive impact  
and improvements in learning. For this reason, the researcher hopes that schools (SD) will develop  
similar research that can make a positive contribution and support in the success of learning.  
2. Research on the development of google sites-based web learning media on the subject of plant body  
parts in science science subjects at SDN 4 Bungbulang can improve student learning outcomes. For this  
reason, teachers who carry out learning on similar subjects or in other subjects should use web learning  
in their learning.  
3. In connection with this study, it focuses more on google sites-based web learning learning media, so the  
researcher suggests that other researchers can conduct research that focuses on the web learning model.  
The researcher also hopes that in future research, other researchers can conduct follow-up research on  
other subjects.  
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Abdulhak, I., & Darmawan, D. (2017). Educational technology (First print edition). Bandung: Remaja  
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Abdulhak, S., & Darmawan, D. (2017). Educational Technology: Its Concept and Application. Bandung:  
Remaja Rosdakarya.  
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