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Andina Halimsyah Rambe
Universitas Islam Negeri Sumatera Utara Medan, North Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Developing Interactive Smart Wheel Media to Enhance Conceptual Understanding of Matter State Changes in Elementary School Students Syabrina Hayati Siregar; Andina Halimsyah Rambe
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1666

Abstract

Conceptual understanding is essential in elementary science, yet students often memorize the names of matter state changes without explaining the underlying processes. This study aimed to develop and evaluate Interactive Smart Wheel media for improving fourth-grade students’ conceptual understanding of matter state changes. Research and Development was conducted through the ADDIE stages of analysis, design, development, implementation, and evaluation. The local product trial involved 25 fourth-grade students, one classroom teacher, one media validator, and one subject-matter validator at SD Swasta IT Zia Salsabila. Data were collected through classroom observation, interviews, expert-validation sheets, teacher and student response questionnaires, and pretest-posttest concept-understanding tests. The media expert score was 95%, and the material expert score was 90%, indicating high validity. Teacher and student practicality scores were 95.8% and 85.4%, respectively. Students’ mean score increased from 42.8 on the pretest to 84.8 on the posttest, with a mean N-Gain of 0.748 in the high category. The study’s originality lies in combining a physical rotating wheel, visual representations, QR-linked videos, and quiz activities within one manipulative medium. Practically, the product offers teachers a structured way to transform abstract processes into visible and participatory learning experiences. The findings contribute preliminary evidence that interactive manipulative media can support conceptual understanding, although the small single-school sample limits generalization.
Audiovisual Media Development for Conceptual Understanding in Elementary Science Education: An ADDIE Model Study Anazwa Khairani Dalimunthe; Andina Halimsyah Rambe
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1669

Abstract

Conceptual understanding is a fundamental cognitive skill in elementary science education, yet many students struggle with abstract concepts such as the human digestive system, which involves invisible internal processes. This study aimed to develop and evaluate audiovisual media to enhance conceptual understanding of the human digestive system among fifth-grade elementary school students. Employing a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study involved 17 fifth-grade students from SD Negeri 101770 Tembung. Data were collected through expert-validation questionnaires, teacher and student response questionnaires, classroom observation, interviews, and pretest-posttest conceptual-understanding assessments. Validity assessments from the media expert (91.67%) and material expert (98.75%) categorized the media as highly feasible. Practicality testing yielded 96.67% from the teacher response and 84.12% from student responses, both within the highly feasible category. The mean conceptual-understanding score increased from 35 on the pretest to 93 on the posttest, producing an N-gain of 0.89 (89%), categorized as high. The audiovisual media visualized the sequence of digestive processes through synchronized visual and verbal representations, thereby helping students engage with processes that could not be observed directly. These findings indicate high validity, practicality, and potential effectiveness within the one-group trial. The study contributes an ADDIE-based example of how audiovisual media can make abstract elementary science content more concrete. Future studies should test the media with larger and more diverse samples, additional science topics, and controlled experimental designs.
Co-Authors Anazwa Khairani Dalimunthe Syabrina Hayati Siregar