Development of Contextual-Based Landscape Puzzle Media to Improve Conceptual Understanding and Environmental Awareness among Third-Grade Elementary School Students

DOI:

https://doi.org/10.58421/gehu.v5i5.1549

Authors

  • Indri Yani Universitas Pakuan
  • Lina Marlina SDN Duta Pakuan
  • Destiyanti Putri Universitas Pakuan
  • Asya Aulia Surya Universitas Pakuan
  • Auliya Syaripah Universitas Pakuan
  • Elsa Alfiatunnisa Universitas Pakuan
  • Fitri Nur Ramdaniyah Universitas Pakuan

Keywords:

Conceptual Understanding, Contextual Learning, Environmental Awareness, Puzzle, Elementary School Students

Abstract

This study developed contextual-based landscape puzzle media to support landscape learning among third-grade elementary school students. The study responds to the limited availability of instructional media that connects landscape concepts with students’ real-life environmental contexts while also addressing environmental awareness. The research employed a research and development design using the ADDIE model. A limited trial involved 10 students, and a field trial involved 28 third-grade students at SDN Duta Pakuan, Bogor, Indonesia, during the 2025/2026 academic year. The instruments included expert validation sheets, a conceptual understanding test, an environmental awareness questionnaire, a student response questionnaire, and an observation sheet. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired-sample t-test, N-Gain analysis, and Cronbach’s Alpha reliability testing. The media obtained an average expert validation score of 92%, categorized as strongly valid, and a practicality score of 89%, categorized as strongly practical based on student responses. Students’ conceptual understanding increased from a pretest mean score of 59.50 to a posttest mean score of 85.50, with an N-Gain score of 0.64 in the moderate category. Environmental awareness increased from a pre-intervention mean score of 3.29 to a post-intervention mean score of 4.42. The findings indicate that the media contributed to improved conceptual understanding in the study context and supported students’ environmental awareness, although the results should be interpreted cautiously because the study did not use a control group.

Downloads

Download data is not yet available.

References

Y. Fitria and A. K. Kenedi, “Pengembangan bahan ajar berbasis lingkungan untuk meningkatkan pemahaman konsep siswa sekolah dasar,” Jurnal Pendidikan Dasar Indonesia, vol. 5, no. 2, pp. 45–52, 2020.

D. Wulandari, “Pembelajaran berbasis lingkungan dalam meningkatkan kepedulian siswa sekolah dasar,” Jurnal Pendidikan Lingkungan, vol. 10, no. 1, pp. 25–33, 2023.

N. Hidayati, N. Suryani, and A. Wibowo, “Analisis pembelajaran konvensional di sekolah dasar dan dampaknya terhadap pemahaman konsep siswa,” Jurnal Pendidikan Dasar, vol. 15, no. 1, pp. 12–20, 2024.

E. B. Johnson, Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. Thousand Oaks, CA, USA: Corwin Press, 2014.

D. Kurniawan, “Penerapan pendekatan kontekstual dalam meningkatkan pemahaman konsep siswa sekolah dasar,” Jurnal Pendidikan Guru Sekolah Dasar, vol. 7, no. 2, pp. 101–110, 2022.

C. E. Hmelo-Silver, “Problem-based learning: What and how do students learn?,” Educational Psychology Review, vol. 16, no. 3, pp. 235–266, 2004, doi: 10.1023/B:EDPR.0000034022.16470.f3.

J. R. Savery, “Overview of problem-based learning: Definitions and distinctions,” Interdisciplinary Journal of Problem-Based Learning, vol. 9, no. 2, pp. 5–9, 2015, doi: 10.7771/1541-5015.1606.

R. A. Putri and N. Suryani, “Pengembangan media puzzle untuk meningkatkan pemahaman konsep siswa sekolah dasar,” Jurnal Inovasi Pendidikan, vol. 8, no. 2, pp. 89–97, 2021.

U. Hasanah and D. Setiawan, “Pengaruh media puzzle terhadap hasil belajar siswa sekolah dasar,” Jurnal Pendidikan Dasar, vol. 12, no. 1, pp. 34–42, 2021.

D. Yulianti and A. Nugraha, “Penggunaan media puzzle dalam meningkatkan aktivitas dan pemahaman konsep siswa,” Jurnal Pendidikan Dasar Nusantara, vol. 7, no. 1, pp. 55–63, 2022.

K. H. Cheng, C. H. Chen, and Y. S. Hsu, “Game-based learning and environmental awareness: A systematic review,” Computers & Education, vol. 195, p. 104676, 2023, doi: 10.1016/j.compedu.2023.104676.

G. J. Hwang and S. Y. Chien, “Effects of game-based learning on students’ learning achievements and motivation,” Educational Technology & Society, vol. 25, no. 1, pp. 1–15, 2022.

S. Otto and P. Pensini, “Nature-based environmental education of children: Environmental knowledge and connectedness to nature,” Environmental Education Research, vol. 23, no. 3, pp. 344–356, 2017, doi: 10.1080/13504622.2015.1074659.

N. M. Ardoin, A. W. Bowers, and E. Gaillard, “Environmental education outcomes for conservation: A systematic review,” Educational Research Review, vol. 31, p. 100353, 2020, doi: 10.1016/j.edurev.2020.100353.

R. M. Branch, Instructional Design: The ADDIE Approach. New York, NY, USA: Springer, 2009.

S. A. Aderibigbe, L. Colucci-Gray, and D. S. Gray, “Exploring the role of contextual learning in enhancing student engagement and conceptual understanding,” Journal of Curriculum Studies, vol. 55, no. 2, pp. 210–225, 2023, doi: 10.1080/00220272.2022.2101234.

M. A. Algerafi et al., “Interactive learning environments and student engagement: A systematic review,” Education and Information Technologies, vol. 28, pp. 4567–4589, 2023, doi: 10.1007/s10639-022-11234-5.

J. Buchner and M. Kerres, “The impact of interactive media on learning outcomes: A meta-analysis,” Educational Technology Research and Development, vol. 71, no. 1, pp. 45–67, 2023, doi: 10.1007/s11423-022-10145-6.

A. Arsyad, Media Pembelajaran. Jakarta, Indonesia: Rajawali Pers, 2019.

A. Fadillah and D. Rahmawati, “Pengaruh media pembelajaran berbasis permainan terhadap hasil belajar siswa sekolah dasar,” Jurnal Pendidikan Dasar, vol. 13, no. 2, pp. 120–128, 2022.

S. Kaviyaraj and G. Uma, “Game-based learning for environmental awareness among primary students,” International Journal of Educational Development, vol. 80, p. 102314, 2021, doi: 10.1016/j.ijedudev.2020.102314.

N. Nuryanah et al., “Environmental education in primary schools: A strategy to build students’ awareness,” Jurnal Pendidikan IPA Indonesia, vol. 10, no. 3, pp. 345–353, 2021, doi: 10.15294/jpii.v10i3.30045.

Y. Fitriyani, N. Suryani, and H. Susanto, “Pengembangan media pembelajaran inovatif untuk meningkatkan kepedulian lingkungan siswa sekolah dasar,” Jurnal Pendidikan Lingkungan, vol. 12, no. 1, pp. 1–10, 2025.

T. Nababan et al., “Teachers’ challenges in developing innovative learning media in elementary education,” Jurnal Pendidikan Dasar, vol. 15, no. 2, pp. 75–84, 2024.

M. Resa, “Student-centered learning approaches and their impact on conceptual understanding,” Journal of Educational Research, vol. 116, no. 4, pp. 215–223, 2023, doi: 10.1080/00220671.2022.2056789.

Downloads

Additional Files

Published

2026-09-16

How to Cite

[1]
I. Yani, “Development of Contextual-Based Landscape Puzzle Media to Improve Conceptual Understanding and Environmental Awareness among Third-Grade Elementary School Students”, J.Gen.Educ.Humanit., vol. 5, no. 5, pp. 6231–6242, Sep. 2026.

Issue

Vol. 5 No. 5 (2026): October

Section

Articles

License

Copyright (c) 2026 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.