<![CDATA[While digitalization requires secondary students to interpret rural–urban spatial interactions as dynamic, multi-variable problems, the abstract and calculative nature of these concepts often disconnects them from lived geographical realities. This study examined whether contextual explainer animation videos could enhance students’ Complex Problem Solving (CPS) skills in geography instruction. A pre-experimental single-cohort design (pre-test/post-test) was conducted with 33 twelfth-grade students at State Senior High School 2 Malang, Indonesia. Data were collected using a scenario-based performance assessment targeting six core dimensions of CPS. A paired-samples t-test revealed a statistically significant increase in aggregate CPS scores, from 68.50 at pre-test to 80.50 at post-test (t(32) = -8.98, p < .001). The findings indicate that localized 2D animation effectively scaffolds students’ interpretation of peri-urban land conversion by transforming abstract spatial interactions into observable visual sequences. Although limited by the absence of a control group, this intervention demonstrates strong pedagogical promise for supporting scale-sensitive reasoning and applied geographical literacy.]]>
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