The Benefits of Interactive Media Websites Through Google Sites on Learning Outcomes of Elementary School Students

The application of technology in education will improve teachers’ ability to convey material to students, make it easier for students to understand the material presented, and make time more effective and efficient. Advances in computers are also closely related to the world of education. Most schools also include computers as a compulsory subject. Technology's role in education is growing rapidly, and the need for technology is indispensable in the current era of globalization. By utilizing recent technological developments, the aims of this research are (1) to develop website-based learning media; (2) to analyze the differences in learning outcomes between students who use websites and conventional media. Researchers use a Google Sites application to support the development of web-based learning media. Teaching staff can use Google Sites to carry out various learning activities. The stages of this research method are experimental research with a posttest only control group design. The subjects of this study were students of class IV A and B at SDN 2 Karangsari—intake of research class through random sampling technique. Activities in data analysis include data processing and statistical analysis. The conclusion of this study is that the learning model through website learning media can generally motivate students to improve learning outcomes. Students gave a positive response to the implementation of the website learning model.


INTRODUCTION
The current development of science and technology significantly impacts the following field of education, so technology and science must be connected. This causes a teacher to follow it because all messages and information can be found through the media, but still as needed. The presence of technology influences educators' efforts to promote media use.
Education is a learning process for students to understand and make people more critical in thinking.
Education is needed in the nation's intellectual life as one of the national ideals. An intelligent government is required for the country's development, both in terms of economy, society and culture., Through education, the development of science and technology will be easily absorbed to enable a nation and the country to progress.
Based on Law no. 2 of 1985, which reads that the purpose of education is to educate the life of the nation and develop the whole human being, namely those who believe in and fear God Almighty and have a noble character, have knowledge and skills, physical and spiritual health, a solid and independent personality and a sense of responsibility national social responsibility. In education, individuals not only learn information from their respective subjects, but they also learn life lessons inside and outside the classroom.
Learning is a combination of human elements, materials, facilities, equipment, and procedures that greatly influence the achievement of learning objectives. Learning is an interactive process between students and educators and learning resources in a learning environment. (Law of the Republic of Indonesia Number 20 of 2003Number 20 of , 2003, the term learning as "Instruction is an asset of an event that affects learners in such a way that learning is facilitated. (Gagne, 1988). Learning is a process of interaction between teachers and students. Both direct interactions, such as face-to-face activities, and indirect using various learning media. Learning activities can be carried out using various learning patterns based on the differences in these interactions. In line with the above opinion, according to Komara (2014), Learning is an attempt to make students learn or an activity to teach students. In other words, learning is an attempt to create conditions for learning activities to occur.
Creating students with good personalities and skills is difficult for every educational institution.
Students must be equipped with specific skills so that after completing their education, they can compete as workers and entrepreneurs. Preparing students who have good skills requires good educators or teachers as well. Teachers are required to have good quality because the quality of teachers, in this case, teachers' ability, will affect student achievement. As a facilitator, the teacher provides services to facilitate students' learning process activities. Especially how the teacher creates a fun and interactive learning atmosphere, develops the potential of the teacher and the students, and builds the mentality and personality of the students along with their skills. As a facilitator, the teacher acts as a helper in the learning experience and helps change the environment.
Learning outcomes are a picture of how students understand the material presented by the teacher.
Learning outcomes are output values in the form of numbers or letters that students get after receiving learning material through a test or exam delivered by the teacher. The teacher can determine how far students understand the material being studied from these learning outcomes. "Learning results are evidence that a person has learned, which can be seen from changes in behavior in that person from not knowing to knowing and not understanding to understanding (Hamalik, 2014). Learning outcomes are changes in behavior that occur in someone who receives learning from a condition of not knowing and not understanding something because he learns so that he produces knowledge and understands what he is learning. Good or bad learning outcomes depend on the individual students who learn and the teacher who teaches because learning outcomes are obtained from students who experience the learning process and the teacher who teaches them. One of the determining factors in learning outcomes is how well students receive lessons in the teaching and learning process and how well the teacher makes learning interesting for students to accept. Learning outcomes in the field of education are expressed through the results of measurements of students, which include cognitive, affective, and psychomotor factors, after the learning process. The assessment is carried assessments or evaluation tools appropriate and relevant to the material being studied. Thus, learning outcomes are the measurement results of assessing learning progress expressed through symbols, letters, or sentences that reflect student achievement in a certain period.
Learning achievement tests are often used as an evaluation instrument to measure student learning outcomes after going through the learning process. In this regard, Susanto (2013) states, "Learning outcomes are changes that occur in students both affective and psychomotor as a result of learning activities." At school, teachers tend to use lecture and textbook methods. So learning seems monotonous and in the same direction because the teacher dominates education, while students are silent and pay attention.
Such assumptions that are embedded in the mind of student's minds make the atmosphere in the class boring, and this makes students not interested in learning and not understand the material conveyed by the teacher; in the end, this will also result in learning achievement. To realize quality student learning processes and outcomes following community expectations and curriculum demands, the role of the teacher is significant. In teaching and learning activities, the teacher is the spearhead of determining student learning success. These tasks are carried out to help teach students to acquire specific knowledge, values, and attitudes. For this reason, teachers need to understand the appropriate strategies, methods, media, and approaches to encourage student learning success.
The use of learning media needs to be considered in the learning process because learning media is decisive in mastering the material being taught because learning media can improve student learning outcomes. According to Rossi and Braidle (1966) in Wina Sanjaya (2009) explains that learning media are all the tools and materials used to achieve educational goals. Strauss and Frost in Dina Indriana (2011) identify nine main factors when selecting learning media. The nine key factors are the limitations of institutional resources, the suitability of the media with the subjects taught, the characteristics of the students or students, the behavior of educators and their level of skills, subject learning objectives, learning relationships, learning locations, time and level of media diversity. It can be concluded that media is a tool used to support learning so that learning can run well. Media can also be interpreted as a link between the giver and recipient of the informatiUsinge of media as a liaison between educators and students is what is called learning. In other words, active learning requires media support to deliver the material they will learn.
The development of Information and Communication Technology has significantly impacted various aspects of life, including the world of education. Web-based learning media is a learning that utilizes media in the form of websites that can be accessed via the internet network. This technology allows us to access information from various servers connected to the network, thus providing the largest collection of documents available. This document was developed in hypertext format using HTML (Hyper Text Markup Language). It is possible to link from one copy to another through this format. A website or website is a set of pages that display various information in the data, still or moving images, animation, sound, video, and a combination of all of them, either in static or dynamic form. This website forms an interconnected structure, and a network of pages or hyperlinks connects each page. Web-based learning is a type of learning that utilizes web browser hyperlinks to display the material to be studied. This is done by using a web browser as a medium for presenting learning material. Whereas, Web-based learning media is media that uses a computer or smartphone device.

MATERIALS AND METHOD
In this study, the experimental method was used. This can be seen from the experimental subjects who were not randomized to determine the sample to be placed in the experimental and control groups.
The population in this study were all students in classes IV, A, and B of SDN 2 Karangsari Garut, West Java, which were grouped into two categories. Each courses were consists of students with high, medium, to low abilities. variable in this study is the learning outcomes of fourth-grade students, while the dependent variable is the use of website media. This study has two data: learning outcomes and learning media. Data on the use of instructional media were collected using a motivational questionnaire on a scale of 5 (Likert scale). Meanwhile, data regarding student learning outcomes were collected using a test of learning outcomes in the form of essays.

RESULTS & DISCUSSION
Interactive learning media is a medium that can be used in learning in the 21st century because interactive media takes advantage of technological developments. Learning with interactive media aims to facilitate learning and foster teacher creativity and innovation in designing the learning process. The rapid development of technology has created software that can be used to create interactive learning media as a facility in the learning process (Budiman et al., 2021). Educators must be clever in choosing instructional media appropriate to the material to be taught.

Display of Interactive Learning Media
In general, there are three main results from this study. The three results of the study include social studies teacher validation results, website learning media models, and data analysis.
a. The results of the validation of this website learning media are seen from the validity of the social studies teacher's instrument. The results of this validity are used to determine the feasibility of website learning media and guidelines for revising products.
b. The website learning media model description includes materials, videos, and quizzes.
The appearance of the main page and each menu on the main page of the website learning media is shown in Figures 1, 2, 3, 4, 5, and 6 as follows: The main page provides an overview of the main menus on the learning media website, which consists of the user manual menu, the learning objectives menu, the material menu, the video menu, and the evaluation menu. Each menu contains learning materials for ethnic, social, and cultural diversity, videos for learning about ethnic diversity that support teaching and learning activities between teachers and students, and exercises in the evaluation menu that students can work on and immediately know the value.  The learning objectives menu, which contains the learning objectives to be achieved, has four learning objectives that align with the learning material to be taught. The material menu contains ethnic, social, and cultural diversity; several important points will be taught, including types of socio-cultural diversity, types of economic diversity, types of ethnic diversity, and types of religious diversity.   Vol. 14, No. 1, 2023, pp.92-108 p-ISSN: 2086-1877e-ISSN : 2580-1066 The evaluation menu contains ten questions regarding ethnic, social, and cultural diversity.
Students can answer these questions independently, and they can immediately find out their grades.

Determination of Class A and B Samples of SDN 2 Karangsari
The pre-test and post-test scores of students from both grades A and B, namely SDN 2 Karangsari, were then carried out by comparative analysis to show that the two sample schools had the same level of learning outcomes. The two statistical tables above show that both have different samples. In class A, SDN 2 Karangsari had 26 samples, from the results of the data, it was found that the post-test scores were higher than the pre-test scores, seen from an average of 92.69 > 63.46. Whereas in class B SDN 2, Karangsari had 24 samples, the data found that the post-test scores were much higher than the pretest scores, seen from an average of 97.08 > 70.41. So it can be concluded that the two tables have an average score that tends to be higher in the post-test. The two independent tables show that in class A and class B SDN 2 Karangsari, the 2-tailed significance value is 0.000 <0.05, then H0 is rejected, and Ha is accepted. So it can be concluded that the two elementary schools have the same level of learning.
It is also known that the correlation value (Pearson Correlations) for the relationship between values and results in class A is 0.819, while in class B it is 0.849. So it can be concluded that both have a relationship or correlation between the value and outcome variables. Because the correlation value (Pearson Correlations) in this analysis is positive, the relationship between the two variables is positive.
Interactive media, assisted by the Google Sites website, is considered capable of helping teachers make learning media more exciting and fun, because interesting tools can be used as an option in making learning media appropriate to the material to be taught.

Research conducted by Fadilllah Salsabila states that using interactive media on the Google
Sites website is superior and provides positive benefits in increasing learning outcomes compared to using PowerPoint (Irwanto, 2020). This is supported by research conducted by Nuryati Nuryati, Tjipto Subadi, Ahmad Muhibbin, Budi Murtiyasa, and Sumardi Sumardi stated that the use of media websites google sites (quizizz) can help active students in learning Mathematics Statistics material for presenting data in grade 5, website learning media assisted by google sites helps students repeat lessons without being bound by place and time, Insertion Quizizz in evaluation training simulations on Google sites can improve students' ability to present statistical data. Then these Google Sites can improve student learning outcomes because the material or concepts in the media as a source of messages are presented communicatively. After all, in addition to students being easier to understand learning material, the interactive Google Sites media makes it easier for teachers to deliver material learning (Nuraini et al., 2020). Students' success in learning in class using Google Sites interactive media is influenced by creating media aligned with and supporting the learning objectives set. showed that the development of geography learning media with inland waters sub-theme material for class X high school students was feasible to use in learning. Geography material experts have proven to rate well, with average scores of 3.79 and 3.56. Media experts rated it as good, with an average score of 3.83, 4.2, and 3.83. The geography subject teacher rated it very well for the content and language aspects, with an average score of 4.25, 4.33, and 4.17. Student assessments in small group trials assessed the learning, display, content, and programming aspects with a mean score of 3.9, 4,12, 3.87, and 3.87. The average result of the field trial pre-test was 52.5, and the post-test of 85.42.

CONCLUSION
The use of interactive learning media in the form of the Google Sites website is one of the solutions to learning problems. Using evaluation simulations to deepen the material repeatedly can increase students' understanding of learning. Websites in Google Sites can activate students in the learning process. This form of quiz allows students to compete to get good grades. So indirectly, evaluation simulations in the form of quizzes stimulate students to be more enthusiastic about learning. It can be concluded that the development of Google Sites learning media can produce quality product outputs suitable for use in the learning process. Quality is determined by expert reviews and students who obtain excellent qualifications. After being used, it turns out that learning media can improve student learning outcomes, as seen from the acquisition of post-test results. This means that Google Sites media is effectively implemented in elementary schools.