Enhancing Elementary Students’ Interaction and Cognitive Outcomes through ClassPoint-Integrated PowerPoint in Science Learning

Authors

DOI:

https://doi.org/10.35445/alishlah.v18i2.9484

Keywords:

interactive multimedia, classpoint, learning interaction, cognitive achievement, elementary science education

Abstract

Interactive digital media are increasingly used in elementary science learning, yet limited studies have measured learning interaction as a multidimensional construct in the use of real-time presentation tools. This study developed and evaluated ClassPoint-based interactive PowerPoint learning media to improve learning interaction and cognitive outcomes on Earth’s rotation and revolution among sixth-grade students.A Research and Development design was employed using the ADDIE model. The study involved eighteen sixth-grade students at SDN Sumber, Ngawi Regency, East Java, Indonesia. Data were collected through observation, questionnaires, interviews, documentation, and pre-test–post-test assessments. The instruments were validated by experts and tested for reliability. The data were analyzed using appropriate non-parametric statistical procedures.The developed media received strong expert validation and demonstrated high instrument reliability. After implementation, students showed significant improvements in learning interaction and cognitive learning outcomes. The interaction construct covered verbal participation, behavioral engagement, emotional involvement, and peer collaboration, enabling a comprehensive assessment of classroom engagement during the learning process.The findings indicate that ClassPoint-based interactive PowerPoint media can support student-centered elementary science learning by promoting active participation and strengthening conceptual understanding. The study contributes to technology-enhanced primary education by integrating real-time interactive presentation features with a measurable multidimensional interaction framework. These results offer practical implications for teachers seeking to design engaging, interactive, and conceptually meaningful science instruction in elementary classrooms.

References

Anwari, K., Ubaidillah, U., & Mukaffan, M. (2023). The Implementation of Interactive PowerPoint Media in Thematic Learning at an Elementary School. EDUTEC : Journal of Education And Technology, 7(2), 616–624. https://doi.org/10.29062/edu.v7i2.805

Dini Anggraeni, Puji Rahayu, F. N. (2023). Penerapan Model Generatif Berbantuan Classpoint Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Ipa Di Sd. Jurnal Ilmiah Pendidikan Dasa, 24(1), 111–120.

Kurniawan, N. D., & Yatri. (2022). Kuis Interaktif Menggunakan Aplikasi Classpoint pada Materi Indahnya Keragaman di Negeriku untuk Siswa Kelas IV Sekolah Dasar. Jurnal Ilmiah Pendidikan Profesi Guru, 5(1), 86–95. https://doi.org/10.23887/jippg.v5i1.48502

Melindawati, S., & Alfiyandri. (2023). Development Learning Media Interactive Powerpoint Integrated Thematic Learning. Jurnal Penelitian Pendidikan IPA, 9(10), 8439–8445. https://doi.org/10.29303/jppipa.v9i10.5474

Nurmiatun, I., Hakim, Z. R., & Nurhasanah, A. (2024). Pengembangan Media Pembelajaran Powerpoint Interaktif Pada Materi Pengaruh Kalor Terhadap Kehidupan Di Sekolah Dasar. Jurnal Pendidikan Dasar Perkhasa, 10(1), 66–77. https://doi.org/10.31932/jpdp.v10i1.3146

Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

Putriana, S., Nellitawati, N., Bentri, A., & Alwi, N. A. (2022). Development of Interactive Multimedia Based on Powerpoint in Science Learning in Elementary School. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2521–2530. https://doi.org/10.35445/alishlah.v14i2.1986

Sa’adah, M., Suryaningsih, S., & Muslim, B. (2020). Pemanfaatan multimedia interaktif pada materi hidrokarbon untuk menumbuhkan keterampilan berpikir kritis siswa. Jurnal Inovasi Pendidikan IPA, 6(2), 184–194. https://doi.org/10.21831/jipi.v6i2.29680

Serly, S., Rusli, R., & Anam, R. S. (2023). The Effectiveness of Powerpoint Multimedia in Learning Motivation and Cognitive Science Learning Outcomes of Elementary School Students. EduLine: Journal of Education and Learning Innovation, 3(1), 76–83. https://doi.org/10.35877/454ri.eduline1501

Tapilouw, F. S., Enjang A. Juanda, Hutagalung, H., & Salmiyati, M. S. (2009). How Interactive Multi Media Affected Students’ Cognition In Learning Biology At The Middle And The Higher Education Level? Imm, 1–11.

Wao, Y. P., Priska, M., & Peni, N. (2022). Persepsi Mahasiswa Terhadap Penggunaan Media Pembelajaran Interaktif Classpoint Pada Mata Kuliah Zoologi Invertebrata. Jurnal Inovasi Pembelajaran Biologi, 3(2), 76–87. https://doi.org/10.26740/jipb.v3n2.p76-87

Wirawan, I. M. T. A., & Gading, I. K. (2022). Interactive Powerpoint Learning Media on Science Content for Fifth Grade Elementary School. Journal for Lesson and Learning Studies, 5(2), 190–198. https://doi.org/10.23887/jlls.v5i2.48852

Downloads

Published

2026-05-08

How to Cite

Sutiani, S., Handhika, J., & Listiani, I. (2026). Enhancing Elementary Students’ Interaction and Cognitive Outcomes through ClassPoint-Integrated PowerPoint in Science Learning. AL-ISHLAH: Jurnal Pendidikan, 18(2), 1658–1665. https://doi.org/10.35445/alishlah.v18i2.9484

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.