<![CDATA[Penelitian ini mengkaji efektivitas penggunaan media pembelajaran interaktif Smart Apps Creator (SAC) terhadap hasil belajar siswa kelas VI SD Negeri Panca Makmur pada materi bangun datar. Pendekatan kuantitatif diterapkan dengan desain pre-eksperimen One Group Pre-test–Post-test Design, melibatkan 21 siswa sebagai sampel. Data dikumpulkan melalui tes kognitif (pre-test dan post-test), observasi partisipasi siswa, serta dokumentasi proses pembelajaran. Analisis statistik mencakup statistik deskriptif (mean, standar deviasi), uji normalitas Shapiro-Wilk, uji homogenitas Levene, perhitungan N-Gain Score, dan uji hipotesis Wilcoxon. Hasil penelitian menunjukkan peningkatan signifikan rata-rata hasil belajar dari 53,33 (pre-test) menjadi 90,24 (post-test), dengan penurunan standar deviasi dari 13,260 ke 6,796 yang mengindikasikan pemerataan pemahaman. Nilai N-Gain rata-rata 0,77 (kategori "efektif") dan uji Wilcoxon (Z = -4,021; sig. 0,000) mengonfirmasi perbedaan signifikan. Observasi mendokumentasikan transformasi dinamika kelas dari pasif menjadi interaktif, peningkatan motivasi belajar, serta penguatan pemahaman konseptual dan prosedural. Meskipun faktor keterampilan guru dan infrastruktur teknologi memengaruhi implementasi, SAC terbukti sebagai media alternatif yang efektif dalam menciptakan lingkungan belajar dinamis dan bermakna. This study examines the effectiveness of Smart Apps Creator (SAC) interactive learning media on the learning outcomes of sixth-grade students at SD Negeri Panca Makmur regarding plane figures. A quantitative approach was employed using a One Group Pre-test–Post-test Design, with 21 students as the sample. Data were collected through cognitive tests (pre-test and post-test), observation of student participation, and documentation of the learning process. Statistical analysis included descriptive statistics (mean, standard deviation), Shapiro-Wilk normality test, Levene’s homogeneity test, N-Gain Score calculation, and Wilcoxon hypothesis testing. Results indicated a significant increase in average learning outcomes from 53.33 (pre-test) to 90.24 (post-test), with a reduction in standard deviation from 13.260 to 6.796, reflecting more uniform understanding. The average N-Gain Score of 0.77 (categorized as "effective") and Wilcoxon test (Z = -4.021; sig. 0.000) confirmed significant differences. Observations documented a shift from passive to interactive classroom dynamics, increased learning motivation, and strengthened conceptual-procedural understanding. Although teacher skills and technological infrastructure influenced implementation, SAC proved to be an effective alternative medium for creating dynamic and meaningful learning environments.]]>
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