<![CDATA[ABSTRACT This study aims to analyze the effect of integrating Google Earth into ICT-Based Learning on elementary school students’ spatial thinking and problem-solving skills in IPAS learning on map-related topics. Although geospatial technology has been increasingly used to support spatial learning, empirical evidence regarding its integration into ICT-Based Learning at the elementary school level, particularly in relation to both spatial thinking and problem-solving skills, remains limited. This gap highlights the need to examine how Google Earth can be integrated into learning activities that require students to interpret spatial information and solve contextual problems. The study employed a quantitative approach with a quasi-experimental design and one-way MANOVA. The participants were 40 fourth-grade students at SD Negeri 4 Batuyang, comprising 20 students in the experimental group and 20 in the control group. The experimental group received ICT-Based Learning using Google Earth, whereas the control group received instruction without Google Earth. Data were collected using an essay-based problem-solving test and a multiple-choice spatial thinking test. The intervention was conducted over three sessions during September–October 2025. Descriptively, the experimental group showed higher mean scores for spatial thinking and problem solving than the control group. The multivariate Wilks’ Lambda test yielded F = 2.589 with p = 0.089, indicating that the combined difference between the two dependent variables was not statistically significant at the 5% level. However, follow-up univariate analyses showed significant differences in spatial thinking (F = 4.519; p = 0.040) and problem solving (F = 5.238; p = 0.028). Thus, the findings indicate that the integration of Google Earth was associated with significant differences in spatial thinking and problem-solving skills individually, while evidence of a significant combined multivariate effect was not established. ABSTRAK Pembelajaran IPAS di sekolah dasar membutuhkan pengalaman belajar yang mampu menghubungkan representasi ruang dengan aktivitas penalaran dan pemecahan masalah. Namun, bukti empiris mengenai pemanfaatan teknologi geospasial, khususnya Google Earth, dalam pembelajaran IPAS sekolah dasar untuk mengembangkan kedua kemampuan tersebut secara bersamaan masih terbatas. Penelitian ini bertujuan menganalisis pengaruh integrasi Google Earth dalam ICT-Based Learning terhadap kemampuan berpikir spasial dan pemecahan masalah peserta didik kelas IV pada pembelajaran IPAS materi peta. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu dan analisis MANOVA satu jalur. Subjek penelitian berjumlah 40 peserta didik kelas IV SD Negeri 4 Batuyang, terdiri atas 20 peserta didik pada kelompok eksperimen dan 20 peserta didik pada kelompok kontrol. Kelompok eksperimen memperoleh pembelajaran ICT-Based Learning dengan media Google Earth, sedangkan kelompok kontrol mengikuti pembelajaran tanpa Google Earth. Data dikumpulkan melalui tes berpikir spasial dan tes pemecahan masalah yang disusun berdasarkan indikator masing-masing kemampuan. Perlakuan dilaksanakan selama tiga kali pertemuan pada September–Oktober 2025. Hasil menunjukkan bahwa uji multivariat Wilks’ Lambda tidak signifikan (F=2,589; p=0,089), sehingga belum terdapat bukti perbedaan gabungan yang signifikan pada kedua kemampuan. Namun, analisis univariat menunjukkan perbedaan signifikan pada kemampuan berpikir spasial (F=4,519; p=0,040) dan pemecahan masalah (F=5,238; p=0,028). Dengan demikian, integrasi Google Earth dalam ICT-Based Learning menunjukkan perbedaan yang signifikan pada kedua kemampuan secara individual, tetapi belum terbukti menghasilkan efek gabungan yang signifikan.]]>
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