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Risalul Ummah
Universitas Nahdlatul Ulama Sidoarjo; Indonesia
Arts Biochemistry, Genetics & Molecular Biology Education Mathematics Physics

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Effect of Eco-Friendly Wind Turbine Teaching Aids on Elementary Students’ Energy Conceptual Understanding Aisyah Rahmah Ummi Kurnilasari; Risalul Ummah
BASICA Vol. 6 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v6i1.9246

Abstract

This study examines the effect of environmentally friendly science teaching aids in the form of a windmill integrated into experimental learning on third-grade students’ conceptual understanding of energy in Madrasah Ibtidaiyah. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The sample consisted of 46 students selected through purposive sampling, including 24 in the experimental group and 22 in the control group. The experimental group received experimental learning supported by windmill-based teaching aids made from recycled materials, while the control group received experimental learning without teaching aids. Data were collected using a validated multiple-choice test measuring conceptual understanding across cognitive levels C1–C4. The instrument demonstrated acceptable reliability (Cronbach’s α ≥ 0.70). Data analysis included descriptive statistics, Shapiro–Wilk normality test, Levene’s homogeneity test, independent samples t-test, and N-Gain analysis. The results showed no significant difference in pretest scores, indicating equivalent baseline understanding. However, posttest results revealed a significant difference favoring the experimental group. The normalized gain was higher in the experimental group (59.21%, moderate–high) compared to the control group (11.22%, low). The effect size was very large (Cohen’s d = 3.47), indicating a strong practical impact. These findings demonstrate that integrating environmentally friendly windmill-based teaching aids into experimental learning significantly improves students’ conceptual understanding of energy.
The Effect of Educaplay Based on Game-Based Learning on Learning Interest and Participation in IPAS of Fourth-Grade Madrasah Ibtidaiyah Students Aura Della Rahmawati; Risalul Ummah
BASICA Vol. 6 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v6i1.9245

Abstract

This study aimed to examine the effect of Educaplay based on Game-Based Learning (GBL) on fourth-grade Madrasah Ibtidaiyah students’ learning interest and participation in IPAS. The research employed a quantitative approach with a quasi-experimental pretest–posttest control group design conducted from January to February 2026 at MI Darussalam, involving 50 students (25 experimental; 25 control). Data were collected through a learning interest questionnaire (α = 0.89), participation observation sheets (reliability = 0.87), and documentation. Data analysis included the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, independent t-test, Mann–Whitney U test, N-Gain analysis, and effect size (Cohen’s d). The experimental group achieved significantly higher results than the control group. The mean learning interest score was 93.00 (SD = 4.330) in the experimental class and 76.80 (SD = 6.103) in the control class, with a significant difference, t(47) = 10.607; p = 0.000; d = 3.09 (very large effect). The N-Gain was 54.20% (moderate category according to Richard R. Hake, 1999) in the experimental group and 20.53% (low category) in the control group. Learning participation also differed significantly (U = 121.00; p = 0.000), with higher scores in the experimental class (M = 20.28) than in the control class (M = 16.24). Educaplay based on Game-Based Learning significantly improves learning interest and participation in IPAS. The findings imply that interactive digital game-based media can enhance affective engagement and active classroom involvement in elementary education.
Co-Authors Aisyah Rahmah Ummi Kurnilasari Aura Della Rahmawati