<![CDATA[ABSTRACT Social Studies (IPS) learning at the junior high school level continues to face challenges due to limited classroom interactivity, resulting from teacher-centered instructional practices and the underutilization of digital learning media. This condition highlights the need for innovative instructional media capable of fostering a more participatory learning environment based on student-centered learning. Padlet is one of the digital platforms with the potential to facilitate such an interactive learning environment by enabling students to share ideas, engage in discussions, and present their learning outcomes collaboratively. This study aimed to describe the utilization of Padlet in creating an interactive learning environment in Social Studies learning for seventh-grade students at SMP Negeri 25 Malang. The study employed a descriptive qualitative approach. Data were collected through classroom observations conducted over three learning sessions, interviews, and documentation. Data validity was ensured through source and technique triangulation. The findings indicate that the use of Padlet enhanced two-way interaction between teachers and students as well as among students, encouraged previously passive learners to participate more actively, and created a more engaging, collaborative, and reflective learning atmosphere. Furthermore, Padlet assisted teachers in managing argument-based Social Studies learning more effectively through digital discussion activities. Although technical constraints, including limited internet access and inadequate devices, were encountered, these challenges could be minimized through adaptive instructional strategies implemented by teachers. Therefore, Padlet can serve as an effective digital learning medium for fostering an interactive learning environment in junior high school Social Studies instruction. ABSTRAK Pembelajaran Ilmu Pengetahuan Sosial (IPS) pada jenjang SMP masih menghadapi tantangan berupa rendahnya interaktivitas kelas akibat dominasi metode pembelajaran yang berpusat pada guru dan belum optimalnya pemanfaatan media digital. Kondisi tersebut mendorong perlunya inovasi media pembelajaran yang mampu menciptakan ruang belajar yang lebih partisipatif dan berorientasi pada student-centered learning. Salah satu media yang berpotensi mendukung tujuan tersebut adalah Padlet sebagai papan tulis digital yang memungkinkan siswa berbagi ide, berdiskusi, dan memberikan umpan balik secara kolaboratif. Penelitian ini bertujuan mendeskripsikan pemanfaatan media Padlet dalam menciptakan ruang belajar interaktif pada pembelajaran IPS siswa kelas VII di SMP Negeri 25 Malang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi selama tiga kali pertemuan, wawancara, dan dokumentasi. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa penggunaan Padlet mampu meningkatkan interaksi dua arah antara guru dan siswa maupun antarsiswa, mendorong partisipasi siswa yang semula pasif menjadi lebih aktif, serta menciptakan suasana belajar yang lebih menarik, kolaboratif, dan reflektif. Selain itu, Padlet membantu guru mengelola pembelajaran IPS yang bersifat argumentatif melalui aktivitas diskusi digital secara lebih efektif. Meskipun masih dijumpai kendala berupa keterbatasan akses internet dan perangkat, hambatan tersebut dapat diminimalkan melalui strategi mitigasi yang adaptif. Dengan demikian, media Padlet menjadi alternatif yang efektif dalam mendukung terciptanya ruang belajar interaktif pada pembelajaran IPS di jenjang SMP.]]>
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