Integrating physical and digital learning media: The development of an animal house media for elementary IPAS learning

Abstract

This study aimed to develop and evaluate the effectiveness of the Animal House Media as an integrated physical and digital instructional medium for improving elementary students’ learning interest in IPAS learning. The study was motivated by the limited use of interactive instructional media in elementary classrooms, which often results in low student engagement and reduced interest in learning. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The study was conducted at SDN Sukorambi 02 Jember involving 12 third-grade students. Data were collected through observation, interviews, documentation, expert validation sheets, and students’ response questionnaires, and analyzed using qualitative and quantitative approaches. The findings revealed that the developed Animal House Media, which integrates three-dimensional physical learning components with barcode-assisted digital materials, quizzes, and educational songs, was judged highly valid by experts, achieving an average validation score of 94%. Furthermore, students’ response results showed a learning interest score of 97.33%, indicating that the media was highly effective in creating interactive, enjoyable, and student-centered learning experiences. The novelty of this study lies in integrating physical manipulative media and barcode-assisted digital learning resources into elementary IPAS learning. This study contributes to the development of hybrid instructional media by providing an innovative alternative for enhancing students’ learning interest and engagement in elementary science and social learning contexts.