Integration of Picture Card Media in the IPAS Learning Ecosystem of Students (A Studying Grade IV of SDN 3 Plampang Sumbawa)
DOI:
https://doi.org/10.58258/n5rskk58Abstract
This study was motivated by the low level of students’ active participation in science and social studies (IPAS) learning at elementary schools, which is still dominated by conventional teacher-centered approaches. This condition causes students to be less actively involved in the learning process, resulting in suboptimal understanding of IPAS materials, particularly abstract concepts. In Grade IV of SDN 3 Plampang Sumbawa, the learning process was still conducted in a one-way manner despite the relatively ideal number of students for creating interactive learning. Therefore, this study aims to describe the process of integrating picture card media into the IPAS learning ecosystem, to describe the implementation of the Make a Match cooperative learning model assisted by picture card media in improving students’ learning outcomes, and to evaluate changes in interaction patterns within the learning ecosystem after the implementation of the model.This study employed a qualitative approach with a case study design. The research was conducted in Grade IV of SDN 3 Plampang Sumbawa, involving the fourth-grade teacher, students, and the school principal as research subjects. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was tested through source and technique triangulation.The results of the study indicate that the integration of picture card media was able to create a more active, interactive, and enjoyable learning atmosphere. The use of visual media helped students understand abstract IPAS concepts throughconcrete representations, thereby increasing students’ attention and learning motivation. The implementation of the Make a Match model assisted by picture cards also enhanced students’ involvement in discussions, group collaboration, and critical thinking skills. In addition, there was a transformation in the interaction patterns within the learning ecosystem, shifting from teacher-centered learning to a more collaborative and participatory approach through peer learning activities among students. The conclusion of this study shows that the integration of picture card media and the Make a Match model is effective in reconstructing the IPAS learning ecosystem into a more dynamic, collaborative, and student-centered environment, thereby improving the quality of both the learning process and learning outcomes in elementary schools.References
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