The Effectiveness of Interactive Learning Media in Improving Students' Understanding of the Food Chain Concept in Elementary Schools

Authors

Mulyono , St. Y Slamet , Chumdari

DOI:

10.29303/jppipa.v11i6.11099

Published:

2025-06-25

Issue:

Vol. 11 No. 6 (2025): June

Keywords:

Elementary School, Interactive Learning Media, Students’ Understanding

Research Articles

Downloads

How to Cite

Mulyono, Slamet, S. Y., & Chumdari. (2025). The Effectiveness of Interactive Learning Media in Improving Students’ Understanding of the Food Chain Concept in Elementary Schools. Jurnal Penelitian Pendidikan IPA, 11(6), 340–348. https://doi.org/10.29303/jppipa.v11i6.11099
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The inadequate comprehension of primary school pupils about the food chain concept is a significant issue in science education, exacerbated by traditional learning tools with limited interactivity. This research seeks to analyze the effectiveness of interactive learning media in enhancing primary school pupils’ comprehension of the food chain concept. The material was designed to suit primary school pupils’ cognitive development and aligns with the Independent Curriculum, which emphasizes active, contextual, and technology-supported learning. A quantitative approach was used with a quasi-experimental pretest-posttest control group design. Fifth-grade students from public elementary schools in Wonogiri Regency participated as subjects. Data was collected through a 25-item multiple-choice test. Analysis included normality and homogeneity tests, hypothesis testing using an independent sample t-test, and effect size calculation. Results showed a significant difference between experimental and control groups, with a significant value of 0.049 (<0.05), indicating the effectiveness of the media. The effect size of 0.530 classified the impact as high. In conclusion, interactive learning media significantly improves students’ comprehension by offering engaging and accessible learning experiences. These findings underscore the importance of integrating technology into science education to enhance learning outcomes and support student-centered approaches.

References

Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2019). Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study. Jurnal Pendidikan IPA Indonesia, 8(1), 89–100. https://doi.org/10.15294/jpii.v8i1.11647

Agustina, E. T. (2013). Implementasi Model Pembelajaran Snowball Throwing Untuk Meningkatkan Hasil Belajar Siswa Dalam Membuat Produk Kria Kayu Dengan. Invotec, 9(1), 17–28.

Agustina, I., Nasrudin, N., & Maharani, D. (2021). English Learning Media Based on Interactive Multimedia for Graphic Technology Students. International Journal of Economy, Education and Entrepreneurship (IJE3), 1(3), 191–205. https://doi.org/10.53067/ije3.v1i3.38

Andriani, A. E., Sulistyorini, S., & Sunarso, A. (2024). Using Multimedia Interactive Web Blog Science Virtual Laboratory to Improve Students’ Critical Thinking and Concept Mastery. Edunesia : Jurnal Ilmiah Pendidikan, 5(1), 461–473. https://doi.org/10.51276/edu.v5i1.704

Atun, S., & Latupeirisa, V. P. S. (2021). Science KIT Teaching Aid for the Earthquake in Improving Students’ Collaboration Skills and Creative Thinking in Junior High School. European Journal of Educational Research, 10(1), 187–197. https://doi.org/10.12973/eu-jer.10.1.187

Awfi, F. Al, Hock, O. Y., & Seenivasagam, V. (2024). The Effect of Technology on Student’s Motivation and Knowledge Retention: Oman’s Perspective. International Journal of Academic Research in Business and Social Sciences, 14(11), 545–557. https://doi.org/10.6007/IJARBSS/v14-i11/23527

Chusna, N. L. U., Khasanah, U., & Najikhah, F. (2024). Interactive Digital Media for Learning in Primary Schools. Asian Pendidikan, 4(2), 72–78. https://doi.org/10.53797/aspen.v4i2.10.2024

Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd Editio). Lawrence Erlbaum and Associates.

Darmono, A. darmono, & Wenda, D. D. N. W. (2022). Pengembangan Media Pembelajaran Rama Berbasis Kinemaster pada Mata Pelajaran IPA Kelas IV Sekolah Dasar. Kurikula : Jurnal Pendidikan, 6(2), 55–66. https://doi.org/10.56997/kurikula.v6i2.700

Fardiana, N., Sari, T. T., & Kadarisman. (2023). Pengembangan Media Diorama Sains Pada Materi Rantai Makanan Kelas V Sekolah Dasar Negeri Ellak Laok IV. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 3(1), 44–53. https://doi.org/10.32665/jurmia.v3i1.1331

Foster, J., & Yaoyuneyong, G. (2016). Teaching innovation: equipping students to overcome real-world challenges. Higher Education Pedagogies, 1(1), 42–56. https://doi.org/10.1080/23752696.2015.1134195

Garcia, E., Moizer, J., Wilkins, S., & Haddoud, M. Y. (2019). Student learning in higher education through blogging in the classroom. Computers & Education, 136, 61–74. https://doi.org/10.1016/j.compedu.2019.03.011

Huang, B., Jong, M. S. Y., King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting Secondary Students’ Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education. Frontiers in Psychology, 13(July). https://doi.org/10.3389/fpsyg.2022.903252

Husein, A. M., Meisarah, F., & Sudrajat, D. (2024). The Impact Of Using Multimedia In Improving English Vocabulary Acquisition Among Primary School Students. Indonesian Journal of Education (INJOE), 4(2), 606–618.

Kafle, R. (2024). Interactive Multimedia in Teaching Physics Concepts Effectively. Journal of Nepal Physical Society, 10(1), 29–36. https://doi.org/10.3126/jnphyssoc.v10i1.72833

Khan, O. S., Jónsson, B. Þ., Rudinac, S., Zahálka, J., Ragnarsdóttir, H., Þorleiksdóttir, Þ., Guðmundsson, G. Þ., Amsaleg, L., & Worring, M. (2020). Interactive Learning for Multimedia at Large. In Advances in Information Retrieval: 42nd European Conference on IR Research, ECIR 2020 (pp. 495–510). https://doi.org/10.1007/978-3-030-45439-5_33

Mar’atunshalihah, A., & Suyadi. (2019). The Effects of Using Interactive Multimedia to Increase Students’ Vocabulary at VIII Grade of SMPN 2 Jambi City in Academic Year 2019. Jelt : Journal Of English Language Teaching, 3(2), 161–169.

Maulidya, D. R., & Astuti, T. (2025). The Influence of Interactive Learning Media on the Learning Outcomes and Motivation of Grade V Students in the Science Subject. Jurnal Penelitian Pendidikan IPA (JPPIPA), 11(1), 63–70. https://doi.org/10.29303/jppipa.v11i1.9393

Mufit, F., Hendriyani, Y., Usmeldi, Dhanil, M., & Tanjung, M. R. (2023). The Effectiveness of Smartphone-Based Interactive Multimedia Integrated Cognitive Conflict Models to Improve 21st-Century Skills. International Journal of Information and Education Technology, 13(11), 1793–1801. https://doi.org/10.18178/ijiet.2023.13.11.1991

Ostrom, A. L., Parasuraman, A., Bowen, D. E., Patrício, L., & Voss, C. A. (2015). Service Research Priorities in a Rapidly Changing Context. Journal of Service Research, 18(2), 127–159. https://doi.org/10.1177/1094670515576315

Pea, R. D. (2018). The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity. In In Scaffolding (pp. 423–451). Psychology Press. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203764411-6/social-technological-dimensions-scaffolding-related-theoretical-concepts-learning-education-human-activity-roy-pea

Rangkuti, M. I. P., & Fakriza, M. (2024). Development Of Interactive Learning Applications For English Subjects. Brilliance: Research of Artificial Intelligence, 3(2), 485–493. https://doi.org/10.47709/brilliance.v3i2.3569

Rosen, Y., Jaeger, G., Newstadt, M., Bakken, S., Rushkin, I., Dawood, M., & Purifoy, C. (2023). A Multidimensional Approach for Enhancing and Measuring Creative Thinking and Cognitive Skills. The International Journal of Information and Learning Technology, 40(4), 334–352. https://doi.org/10.1108/IJILT-12-2022-0227

Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019). The effect of interactive learning media on students’ science learning outcomes. ACM International Conference Proceeding Series, Part F1483(July 2020), 20–24. https://doi.org/10.1145/3323771.3323797

Selfa-Sastre, M., Pifarré, M., Cujba, A., Cutillas, L., & Falguera, E. (2022). The Role of Digital Technologies to Promote Collaborative Creativity in Language Education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.828981

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan RnD. Alfabeta.

Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

Wennersten, L., Wanselin, H., Wikman, S., & Lindahl, M. (2023). Interpreting students’ ideas on the availability of energy and matter in food webs. Journal of Biological Education, 57(1), 3–23. https://doi.org/10.1080/00219266.2020.1858935

Yeo, J.-H., Yang, H.-H., & Cho, I.-H. (2022). Using a Three-Tier Multiple-Choice Diagnostic Instrument Toward Alternative Conceptions Among Lower-Secondary School Students In Taiwan: Taking Ecosystems Unit as an Example. Journal of Baltic Science Education, 21(1), 69–83. https://doi.org/10.33225/jbse/22.21.69

Author Biographies

Mulyono, Universitas Sebelas Maret

St. Y Slamet, Universitas Sebelas Maret

Chumdari, Universitas Sebelas Maret

License

Copyright (c) 2025 Mulyono, St. Y Slamet, Chumdari

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).