Article Advancing SDG 4 through Kosifacay Media-Assisted Problem-Based Learning: Effects on Elementary Students' Learning Interest and Conceptual Understanding
DOI:
10.29303/jppipa.v12i8.15950Published:
2026-08-31Downloads
Abstract
Advancing Sustainable Development Goal (SDG) 4 requires student-centered instructional approaches that improve both cognitive and affective learning outcomes. This study examined the effectiveness of Kosifacay media-assisted Problem-Based Learning (PBL) in enhancing Grade V elementary students' learning interest and conceptual understanding of the properties of light. A quasi-experimental study employing a Matching Only Pretest–Posttest Control Group Design was conducted using intact classroom groups comprising 43 students (15 experimental and 28 control) from two public elementary schools in Blora Regency, Indonesia. The unequal group sizes reflected naturally existing classrooms where random assignment was not feasible. Data were collected using a 20-item learning interest questionnaire and a 30-item conceptual understanding test and analyzed using descriptive statistics, multivariate analysis of variance (MANOVA), and Cohen's d. MANOVA revealed a significant multivariate effect of Kosifacay media-assisted PBL on learning interest and conceptual understanding (Pillai's Trace = 0.73, p < .001), with moderate effect sizes for learning interest (d = 0.42) and conceptual understanding (d = 0.50). These findings suggest that integrating Kosifacay media with PBL effectively enhances elementary students' learning outcomes while supporting the implementation of SDG 4: Quality Education
Keywords:
Conceptual understanding Kosifacay media Learning interest Problem-based learning Quality education SDG 4References
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