Changes in Fifth-Grade Students' Conceptual Understanding of IPAS and Learning Independence Through Matching Puzzle Learning Media

Anisa Anisa; Siska Pratiwi

doi:10.24256/pijies.v9i2.11590

Authors

Anisa Anisa STKIP PGRI Bangkalan, Indonesia
Siska Pratiwi STKIP PGRI Bangkalan, Indonesia

DOI:

https://doi.org/10.24256/pijies.v9i2.11590

Keywords:

Conceptual Understanding, IPAS, Learning Independence, Matching Puzzle, Elementary School

Abstract

This study was motivated by the low levels of students' conceptual understanding and learning independence. Consequently, there is a need for instructional innovation through the implementation of learning media capable of fostering a more active and meaningful learning process. This study aimed to examine changes in fifth-grade students' conceptual understanding of IPAS and learning independence following the implementation of Matching Puzzle learning media. A quantitative approach was employed using a pre-experimental method with a One-Group Pretest-Posttest design. The study involved 26 fifth-grade students from UPTD SDN Batangan 1. Data were collected through a conceptual-understanding test and a learning-independence questionnaire, both of which had undergone validity and reliability testing. The data were analyzed using the Shapiro-Wilk normality test on the pretest-posttest difference scores. The Wilcoxon signed-rank test was used for conceptual understanding because the difference scores were not normally distributed, while the paired-samples t-test was used for learning independence because the difference scores were normally distributed. The results showed a significant difference in students' conceptual understanding based on the Wilcoxon signed-rank test (p = .001). The mean conceptual-understanding score increased from 34.61 in the pretest to 92.30 in the posttest. The paired-samples t-test also showed a significant difference in learning independence (p = .001), with the mean score increasing from 17.30 to 30.11. These findings indicate changes in students' conceptual understanding and learning independence following the implementation of Matching Puzzle learning media in Grade V IPAS learning.

References

Amananda, N., Fatmaryanti, S. D., & Anjarini, T. (2025). Analysis of teachers’ skills in holding variations of science learning media in elementary schools. Borobudur Educational Review, 5(1), 70–79. https://doi.org/10.31603/bedr.13312

Aulia, L. N., Susilo, S., & Subali, B. (2019). Efforts to increase student self-regulated learning with problem-based learning model use Edmodo. Jurnal Inovasi Pendidikan IPA, 5(1), 69–78. https://doi.org/10.21831/jipi.v5i1.18707

Daulay, M. A. (2016). Teaching Islamic religious education in schools. Al Urwatul Wutsqa: Studies in Islamic Education, 2(1), 43.

Ginting, L. A., & Barokah, A. (2025). Development of word puzzles to improve critical thinking in elementary school science. Action Research Journal Indonesia (ARJI), 7(3), 2352–2369. https://doi.org/10.61227/arji.v7i3.542

Hamadi, A. A. L., Priyayi, D. F., & Astuti, S. P. (2018). Teachers’ understanding of science process skills. EduScience: Journal of Science and Mathematics Education, 6(2), 42–53. https://doi.org/10.23971/eds.v6i2.935

Handoyo, T., & Ani, A. (2025). Constructivism theory. Jurnal Pendidikan Dan Kewarganegaraan Indonesia, 2(4), 162–171. https://doi.org/10.61132/jupenkei.v2i4.884

Laksana, A. P., & Hadijah, H. S. (2019). Learning independence as a determinant of student learning outcomes. Jurnal Pendidikan Manajemen Perkantoran, 4(1), 1–7. https://doi.org/10.17509/jpm.v4i1.14949

Liana, A. A. Y., Mayasari, R., Ristiyana, A. S. L. R., Jayatmi, F. R. S. I., Satria, E. B., Bani, A. A. P., Moh., M. R. D. N. C. A. M. D., Bani, G. A., Haslinah, A., & Wijoyo, E. B. (2023). Metode penelitian kuantitatif dan kualitatif. GET PRESS INDONESIA.

Nurfathiyyah, A., Ansori, Y. Z., & Rosidah, A. (2025). Literature review on the influence of digital puzzle media on students’ creative thinking in science learning. Journal of Education Science, 4(2), 767–775.

Organisation for Economic Co-operation and Development (2023). PISA 2022 results (Volume I): The state of learning and equity in education (Vol. 1). OECD Publishing. https://doi.org/10.1787/53f23881-en

Pangastuti, R. (2019). Puzzle media to get to know geometric shapes. JECED: Journal of Early Childhood Education and Development, 1(1), 50–59. https://doi.org/10.15642/jeced.v1i1.496

Ramlah, R., Riana, N., & Abadi, A. P. (2022). Fun math learning for elementary school students through interactive puzzle media. SJME (Supremum Journal of Mathematics Education), 6(1), 25–34. https://doi.org/10.35706/sjme.v6i1.5775

Safitri, I. S., Novianti, S., Chan, F., Nurluthvia, K. M., & Simatupang, A. P. (2024). Analysis of students’ difficulties in social studies learning science content in elementary schools. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 5(1), 77–81. https://doi.org/10.54371/ainj.v5i1.331

Sobiri, M., & Nashrullah. (2026). Analysis of the validity and reliability of research instruments in a quantitative approach. Psychosocial and Education, 2(1), 1048–1057. https://publisherqu.com/index.php/psikosospen/article/view/4042

Sudjana. (2005). Metode statistik (ed. ke-6). Tarsito.

Valentine, I. L. (2023). The effect of the use of puzzle media on the learning outcomes of students of Natural Sciences (IPA) Class V SDN Sukajadi Kecamatan Bumi Ratu Nuban [Skripsi, Institut Agama Islam Negeri (IAIN) Metro]. Repositori IAIN Metro. https://repository.metrouniv.ac.id/id/eprint/8465/

Yusmar, F., & Fadilah, R. E. (2023). Analysis of low science literacy of Indonesian students: PISA results and causative factors. Lensa (Science Lantern): Journal of Science Education, 13(1), 11–19. https://doi.org/10.24929/lensa.v13i1.283