The Influence of Concrete Media Based on The Surrounding Environment on Motivation and Science Learning Outcomes of Students

Abstract

Science learning in elementary schools is often perceived monotonous due to the lack of direct student engagement with real objects in their environment. Low motivation and poor learning outcomes remain major challenges, especially when conventional methods still dominate classroom practices. This study aims to examine the influence of concrete media based on the surrounding environment on the motivation and science learning outcomes of fourth-grade students. The research employed a quasi-experimental method with a pretest-posttest control group design, involving two student groups: an experimental group using concrete media based on the local environment and a control group using conventional methods. Research instruments included a learning motivation questionnaire and a science achievement test, both of which were validated and tested for reliability. Data were analyzed using the paired sample t-test to determine significant differences between pretest and posttest scores. The research findings indicate that the use of concrete media based on the surrounding environment has a significant impact on improving students' learning motivation. The paired sample t-test yielded a significance value of < 0.001, demonstrating a statistically significant difference in average motivation scores between the experimental and control groups. Furthermore, students' science learning outcomes also showed a significant improvement following the intervention. Comparisons between the posttest scores of the experimental and control groups, as well as between the pretest and posttest scores within the experimental group, revealed a significance value of < 0.001.