Development of CTL-Based Dayak Dance Puzzle Media to Improve Engagement and Learning Outcomes of LCM for Madrasah Ibtidaiyah
Abstract
This study addressed the low engagement of elementary students in learning the Least Common Multiple (LCM) by developing CTL-based Dayak Dance Puzzle Media supported by Factor Trees. The study aimes to produce learning media that are valid and practical, as well as to examine their effectiveness in improving students’ engagement (Cognitive, Affective, Social, Motoric) and learning outcomes. The intervention specifically enhanced students’ LCM learning outcomes through the ADDIE development model. The media incorporated Dayak cultural elements and manipulative puzzle activities to make abstract mathematical concepts more concrete and meaningful for MI students. This research used a Research and Development (R&D) approach. The analysis stage identified learning problems, student needs, and characteristics of the LCM material. The design stage involved creating the puzzle layout, arranging Dayak Dance images, integrating Factor Trees, and aligning components with CTL principles. The development stage included media production, expert validation, and revisions. Implementation was conducted with 21 fifth-grade Madrasah Ibtidaiyah (MI) students, followed by evaluations using comprehension tests, observations, questionnaires, and documentation. The findings showed that the CTL-based puzzle media effectively improved students’ engagement and understanding. Prerequisite tests confirmed normality and homogeneity, allowing accurate application of the paired t-test. The paired t-test result (sig. 0.000 ≤ 0.05) showed a meaningful difference between pre-test (62.19) and post-test (83.10) scores, while the N-Gain value of 0.5585 indicated a moderately effective improvement. The media developed were proven to be valid and practical to use in MI classrooms. Furthermore, the results showed that the media is effective in increasing student engagement in the Cognitive, Affective, Social, and Motor aspects, as well as improving their learning outcomes.
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DOI: http://dx.doi.org/10.21043/elementary.v13i2.34669
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