<![CDATA[Although digital instructional media are increasingly used in elementary schools, the design of learning experiences that integrate digital maps, collaborative learning, and games within local geographical contexts still requires more focused description. This study aimed to explore the design of students’ learning experiences through the use of the “Menyusun Bangkalan” digital map puzzle in fifth-grade IPAS instruction. The study employed a descriptive qualitative approach with document analysis of a single fifth-grade IPAS teaching module developed for UPTD SDN Tunjung 1. Data were drawn from sections on student identification, learning objectives, pedagogical practices, Think Pair Share stages, Google Maps activities, digital puzzle games, assessment, enrichment, remediation, and reflection. Data were analyzed through thematic coding, data display, and conclusion drawing. The analysis identified five interrelated themes: contextual and visual learning; independent thinking and peer collaboration; spatial exploration through games; teacher guidance and diversity in learning needs; and formative assessment and reflection. Digital maps were positioned as a learning environment to facilitate activities involving observation, discussion, interpretation, presentation, and demonstration of geographical locations. The digital puzzle game was designed to transform spatial information into interactive activities that support student engagement. These findings represent the learning experiences as designed, so actual engagement and learning outcomes still require verification through classroom observations and student data. This study clarifies the design for integrating digital maps, puzzles, and Think Pair Share and provides a basis for designing meaningful, mindful, and joyful IPAS instruction.]]>
