Orange Data Mining Integration Improves Database Learning Scores in High School: Integrasi Penambangan Data Orange Meningkatkan Skor Pembelajaran Database di Sekolah Menengah Atas

Santoso, Dian Rahma
Yunanto, Angga
Affandi, Aditya Krisna
Pamungkasari, Silvana Desy

Indonesian Journal of Innovation Studies
Vol. 27 No. 2 (2026): April

General Background: Database learning is a fundamental component of information technology education that requires both conceptual understanding and practical abilities such as designing relational database structures and writing accurate SQL queries. Specific Background: In many classroom settings, students struggle to understand database concepts because learning methods often rely on conventional instruction with limited variation and minimal technological support. Knowledge Gap: Although interactive learning tools and data visualization software have been suggested as alternatives, empirical classroom-based evidence regarding their use in database instruction at the secondary school level remains limited. Aims: This study investigates whether the integration of interactive learning modules with Orange Data Mining software is associated with measurable changes in database learning outcomes among Grade 11 students at SMAN 3 Sidoarjo. Results: Using a quantitative pre-test–post-test design involving 20 students, descriptive statistics showed an increase in mean scores from 76.50 in the pre-test to 83.30 in the post-test. Normality testing confirmed normally distributed data, and a paired sample t-test produced a significance value of 0.011 (<0.05), indicating a statistically significant difference between the two measurements. Novelty: The study demonstrates a classroom implementation in which interactive modules are combined with visual data mining tools to support both conceptual comprehension and practical data analysis activities in database learning. Implications: These findings provide empirical evidence supporting the integration of data visualization–based learning environments in secondary information technology education and suggest that technology-supported instructional strategies may contribute to improved database learning performance and student engagement. Highlights: Mean student performance increased from 76.50 before treatment to 83.30 afterward. Statistical testing showed a significant difference between pre-test and post-test results (p = 0.011). Visual data exploration activities helped learners interpret relational data patterns and query results more clearly. Keywords: Orange Data Mining, Interactive Learning Media, Online Learning, Data Analysis.