The influence of liveworksheets media in social science on elementary school students' concept understanding

Harmawati  Harmawati; Tia Latifu  Sadiah; Zahra  Syafiqa

doi:10.12928/fundadikdas.v8i2.13286

Authors

Harmawati Harmawati Pendidikan Guru Sekolah Dasar, Universitas Buana Perjuangan Karawang
Tia Latifu Sadiah Pendidikan Guru Sekolah Dasar, Universitas Buana Perjuangan Karawang
Zahra Syafiqa Pendidikan Guru Sekolah Dasar, Universitas Buana Perjuangan Karawang

DOI:

https://doi.org/10.12928/fundadikdas.v8i2.13286

Keywords:

Liveworksheet, Social Science, Digital Media, Concept Understanding

Abstract

The integration of digital technology in education has become increasingly important to foster students’ active engagement and deeper understanding of subject matter. In elementary Social Science learning, traditional approaches are often limited in providing interactive and student-centered experiences. This study aimed to examine the effect of Liveworksheets, an interactive digital learning platform, on students’ conceptual understanding in Social Science. A quasi-experimental design with a pretest–posttest control group was implemented at Dawuan Tengah VI Public Elementary School during the 2024/2025 academic year. The experimental group was taught using Liveworksheets, while the control group received conventional instruction. Students’ conceptual understanding, defined by their ability to identify, classify, and explain Social Science concepts, was assessed using validated pretest and posttest instruments. Data were analyzed through normality and homogeneity testing, followed by independent-sample t-tests. The findings revealed that the experimental group achieved significantly higher improvements in conceptual understanding compared to the control group (t = [insert value], p < 0.05). These results confirm that interactive digital platforms can effectively enhance cognitive engagement and mastery of concepts in Social Science learning. This study contributes to the growing body of research on digital pedagogy by highlighting the potential of Liveworksheets to support student-centered practices, while also recommending further investigations in broader educational contexts with larger sample sizes.

References

Z. N. Ghafar, “The Teacher-centered and the student-centered: a comparison of two approaches,” Int. J. Arts Humanit., vol. 1, no. 1, pp. 18–23, 2023. doi: 10.61424/ijah.v1i1.7.

D. Yokubjonova, “The role of the teachers: Traditional vs. modern approaches,” Int. J. Polit. Sci. Econ., vol. 1, no. 1, pp. 140–144, 2025.

G. F. Avalos Valverde, “Usage of Liveworksheets as Academic Tool for English Teaching to Students at octavo Año de Educación general Básica ‘A’ of the Unidad Educativa ‘Fé y Alegría’ located in the city of Riobamba, Chimborazo Province, during the School Year 2021-2022,” 2022, Riobamba.

N. N. R. A. Dewi, “The Liveworksheets in Vocabulary Learning: Implementation and Perception of EFL Students,” Art Teach. English as a Foreign Lang., vol. 6, no. 2, pp. 111–122, 2025.

M. A. Pratama, “Developing English Subject Differentiated Instruction-Based E-Worksheet For 10th Grade Students Of Man 3 Palembang”.

N. Kerimbayev, Z. Umirzakova, R. Shadiev, and V. Jotsov, “A student-centered approach using modern technologies in distance learning: a systematic review of the literature,” Smart Learn. Environ., vol. 10, no. 1, p. 61, 2023. doi: 10.1186/s40561-023-00280-8.

E. Chalisyah, S. Oktafiani, M. Marhamah, P. Prihandono, and S. B. Sutrisno, “The Benefits of Using Liveworksheet Application in the English Achievement Test,” J. Konseling Pendidik. Islam, vol. 5, no. 2, 2024.

S. M. Ross and G. R. Morrison, “Experimental research methods,” in Handbook of research on educational communications and technology, Routledge, 2013, pp. 1007–1029.

R. K. Novianti, F. P. Artharina, and E. E. Subekti, “Development of Liveworksheet-Based Interactive Student Worksheets To Increase Student Learning Motivation,” Indones. Res. J. Educ., vol. 3, no. 1, pp. 488–496, Nov. 2022, doi: 10.31004/irje.v3i1.245. doi: 10.31004/irje.v3i1.245.

Y. Widiantho, N. V. Hia, and T. S. Sinar, “Enhancing Learning with Liveworksheet: Perceptions, Advantages, Disadvantages, and Impacts,” LingPoet J. Linguist. Lit. Res., vol. 4, no. 3, pp. 42–49, 2023.

M. Maysara, D. Ariana, S. Saefuddin, A. Haetami, and H. Habiddin, “Implementation of live worksheets assisted interactive student worksheets based on discovery learning,” J. Penelit. Pendidik. IPA, vol. 9, no. 9, pp. 7628–7637, 2023. doi: 10.29303/jppipa.v9i9.4029.

P. Maharani and M. Marhamah, “Development of E-student worksheet based task-based learning through Liveworksheets. com for high school students,” Al-Ishlah J. Pendidik., vol. 16, no. 2, pp. 1205–1217, 2024. doi: 10.35445/alishlah.v16i2.5183.

D. Russ-Eft and A. L. Hoover, “Experimental and quasi-experimental designs,” Res. Organ. Found. methods Inq., pp. 75–95, 2005.

P. Connick et al., “The mesenchymal stem cells in multiple sclerosis (MSCIMS) trial protocol and baseline cohort characteristics: an open-label pre-test: post-test study with blinded outcome assessments,” Trials, vol. 12, no. 1, p. 62, 2011. doi: 10.1186/1745-6215-12-62.

T.-H. Wang, “Developing an assessment-centered e-Learning system for improving student learning effectiveness,” Comput. Educ., vol. 73, pp. 189–203, 2014. doi: 10.1016/j.compedu.2013.12.002 .

M. Rusdan and D. B. Mulya, “The Effect of Using Live Worksheet-Based Electronic Worksheets to Measure Cognitive Learning Outcomes,” Edunesia J. Ilm. Pendidik., vol. 4, no. 3, pp. 983–998, 2023.doi: 10.51276/edu.v4i3.481.

Y. E. Rachmad, “Innovation in Education Theory,” 2022, Amiens Cathédrale Éditions Internationales.

Y. Tang, J. Liang, R. Hare, and F.-Y. Wang, “A personalized learning system for parallel intelligent education,” IEEE Trans. Comput. Soc. Syst., vol. 7, no. 2, pp. 352–361, 2020. doi: 10.51276/edu.v4i3.481 .

A. Alfira, S. Salmilah, and L. Suryani, “Revolutionizing Learning: Unveiling the Influence of Liveworksheets Embedded within Contextual Teaching,” Int. J. Asian Educ., vol. 5, no. 2, pp. 141–149, 2024. doi : 10.46966/ijae.v5i2.385 .

L. Wang and K.-J. Yoon, “Knowledge distillation and student-teacher learning for visual intelligence: A review and new outlooks,” IEEE Trans. Pattern Anal. Mach. Intell., vol. 44, no. 6, pp. 3048–3068, 2021. doi: 10.1109/TPAMI.2021.3055564.

A. Sugiati, “The Influence of the Value Clarification Technique (VCT) Model Assisted by Interactive Video Media on the Learning Activities of Elementary School Civics Education Students: English,” J. Cakrawala Pendas, vol. 10, no. 4, pp. 988–1001, 2024.

D. D. Noel et al., “Normality assessment of several quantitative data transformation procedures,” Biostat. Biometrics Open Access J., vol. 10, no. 3, pp. 51–65, 2021. doi: 10.19080/BBOAJ.2021.10.555786.

A. Zeimbekakis, E. D. Schifano, and J. Yan, “On misuses of the kolmogorov–smirnov test for one-sample goodness-of-fit,” Am. Stat., vol. 78, no. 4, pp. 481–487, 2024. doi: 10.1080/00031305.2024.2356095 .

S. Demir, “Comparison of normality tests in terms of sample sizes under different skewness and Kurtosis coefficients,” Int. J. Assess. Tools Educ., vol. 9, no. 2, pp. 397–409, 2022. doi: 10.21449/ijate.1101295.

M. I. Farisi, “An analysis of STAD cooperative learning implementation and its effect on the collaborative skill in solving the problems of addition and subtraction,” in Journal of Physics: Conference Series, IOP Publishing, 2021, p. 12037.

M. D. Dasopang, “Effectivity of interactive multimedia with theocentric approach to the analytical thinking skills of elementary school students in science learning,” Prem. Educ. J. Pendidik. Dasar Dan Pembelajaran, vol. 11, no. 2, pp. 215–226, 2021. doi: 10.25273/pe.v11i2.9658.

R. Purba, M. Taufik, and U. Jamaludin, “Pengembangan Media Pembelajaran Liveworksheets Interaktif Dalam Meningkatkan Hasil Belajar Ips,” Pendas J. Ilm. Pendidik. Dasar, vol. 7, no. 2, pp. 336–348, 2022, doi: 10.23969/jp.v7i2.6800. doi: 10.23969/jp.v7i2.6800.