Developing an Android-Based Digital Snakes and Ladders Media on Life Cycles to Enhance Science Literacy in Fourth-Grade Elementary Students
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.518Keywords:
Developing an Android-Based Digital Snakes and Ladders Media on Life Cycles to Enhance Science Literacy in Fourth-Grade Elementary StudentsAbstract
This study was motivated by the relatively low scientific literacy of elementary school students, particularly in explaining scientific phenomena, interpreting information, and relating scientific concepts to everyday life. In addition, science and social studies (IPAS) instruction was still dominated by conventional teaching methods, while the use of Android-based digital learning media remained limited. This study aimed to develop Android-based digital Snakes and Ladders learning media on the topic of the life cycle of living things and to analyze its validity, practicality, and effectiveness in improving elementary school students’ scientific literacy. The study employed a Research and Development (R&D) method using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages, combined with a mixed-methods approach. The research subjects involved 47 fourth-grade students from SDN 17 Tilamuta, SDN 11 Tilamuta, and SDN 05 Tilamuta. The research instruments consisted of validation sheets for media, subject-matter, and learning experts, teacher and student response questionnaires, observation sheets, and scientific literacy tests administered as pretests and posttests. The data were analyzed using quantitative and qualitative descriptive techniques, while N-Gain analysis was employed to determine the improvement in students’ scientific literacy. The results showed that the developed media obtained validity scores of 92.5% from the media expert, 92.5% from the subject-matter expert, and 89% from the learning expert, with an overall average of 91.33%, categorized as highly valid. The practicality assessment showed a student response score of 92.61% and a teacher response score of 97.22%, both categorized as highly practical. The effectiveness of the media was indicated by an increase in the mean scientific literacy score from 58.50 on the pretest to 89.80 on the posttest, with an N-Gain score of 0.75, categorized as high. Therefore, the developed Android-based digital Snakes and Ladders media was determined to be highly valid, highly practical, and effective in improving elementary school students’ scientific literacy on the topic of the life cycle of living things.
Downloads
References
[1]. Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. https://doi.org/10.1016/j.chb.2015.11.033
[2]. Ambarsari, Z. (2024). Penggunaan Instagram sebagai media pembelajaran bahasa dan sastra Indonesia pada era 4.0. Syiar: Jurnal Komunikasi dan Penyiaran Islam, 4(1), 31–42. https://digilib.unimed.ac.id/id/eprint/41225/1/Fulltext.pdf
[3]. Arikunto, S. (2010). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
[4]. Arsyad, A. (2013). Media pembelajaran. RajaGrafindo Persada.
[5]. Badan Pusat Statistik Kabupaten Boalemo. (2024). Kabupaten Boalemo dalam angka 2024. BPS Kabupaten Boalemo.
[6]. Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann.
[7]. Campbell, N. A., Reece, J. B., Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Jackson, R. B. (2020). Biology (12th ed.). Pearson.
[8]. Cholid, N., & Achmadi, A. (2001). Metodologi penelitian. Bumi Aksara.
[9]. Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
[10]. Connyta Elvadola, C., Kurniasih, T. I., Juwantara, R. A., & Rahmawati, E. (2025). Pengembangan media permainan ular tangga digital pada mata pelajaran IPAS di SD. Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial, 2(3), 353–362. https://doi.org/10.70292/pchukumsosial.v2i3.90
[11]. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Routledge.
[12]. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
[13]. Dewi, N. L. P. A. S., Rati, N. W., & Sukmana, A. I. W. I. Y. (2022). Media pembelajaran E-KOMED topik siklus hidup makhluk hidup kelas IV SD. Jurnal Pedagogi dan Pembelajaran, 5(3), 455–464. https://doi.org/10.23887/jp2.v5i3.49243
[14]. Dewi, N. L. P. A. S., Sholihah, N., & Riyan, A. (2022). Pembelajaran sains kontekstual dalam peningkatan literasi sains siswa sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 9(1), 45–58.
[15]. Dita, P. (2022). Pentingnya media pembelajaran dalam meningkatkan prestasi belajar. Early Childhood Islamic Education Journal, 3(1), 73–85. https://doi.org/10.58176/eciejournal.v3i01.679
[16]. Fadilah, A., Nurzakiyah, K. R., Kanya, N. A., Hidayat, S. P., & Setiawan, U. (2023). Pengertian media, tujuan, fungsi, manfaat dan urgensi media pembelajaran. Journal of Student Research, 1(2), 1–17.
[17]. Fitriani, L. (2022). Pengaruh penggunaan media ular tangga terhadap motivasi belajar IPA. Jurnal Inovasi Pembelajaran Sains.
[18]. Fosnot, C. T., & Perry, R. S. (2020). Constructivism: A psychological theory of learning. Dalam C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice. Teachers College Press.
[19]. Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston.
[20]. Gee, J. P. (2007). What video games have to teach us about learning and literacy (2nd ed.). Palgrave Macmillan.
[21]. Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE—Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026
[22]. Hwang, G. J., & Chang, C. Y. (2021). A review of opportunities and challenges of mobile learning in education. Interactive Learning Environments, 29(6), 1–15.
[23]. Ibrahim, A., dkk. (2018). Metodologi penelitian. Gunadarma Ilmu.
[24]. Istiqlal, A. (2018). Manfaat media pembelajaran dalam proses belajar dan mengajar. Jurnal Kepemimpinan dan Pengurusan Sekolah, 3(2), 139–144. https://ejurnal.stkip-pessel.ac.id/index.php/kp/article/view/280/191
[25]. Kartika, D., & Kurniawati, A. (2021). Permainan edukatif sebagai media pembelajaran IPA. Prosiding SNPASCA, 5(1), 45–52.
[26]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Panduan pembelajaran dan asesmen pendidikan anak usia dini, pendidikan dasar, dan menengah. Kemendikbudristek.
[27]. Krajcik, J., & Czerniak, C. (2023). Teaching science in elementary and middle school: A project-based learning approach (6th ed.). Routledge.
[28]. Kusuma Ardi, S. D., & Desstya, A. (2023). Media pembelajaran ular tangga untuk meningkatkan motivasi belajar numerasi siswa di sekolah dasar. Buletin Pengembangan Perangkat Pembelajaran, 5(1). https://doi.org/10.23917/bppp.v5i1.22934
[29]. Lamada, H., Abdullah, G., Arif, R. M., Panai, A. H., & Arifin, V. M. (2025). Pengembangan media pembelajaran ULTRA (Ular Tangga Interaktif IPAS) untuk meningkatkan hasil belajar siswa di sekolah dasar. SINERGI: Jurnal Riset Ilmiah, 2(3), 1443–1454. https://doi.org/10.62335/sinergi.v2i3.1029
[30]. Lestari, P., Sari, E. F. P., & Ayu, I. R. (2025). Pengaruh model pembelajaran Teams Games Tournament berbantuan media ubur-ubur terhadap hasil belajar matematika. Bangkiring Jurnal Inovasi Pendidikan dan Pembelajaran. https://journal.bangkiringjaya.org/index.php/bjipp/article/view/2
[31]. Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
[32]. Muhson, A. (2010). Pengembangan media pembelajaran berbasis teknologi informasi. Jurnal Pendidikan Akuntansi Indonesia, 8(2), 1–10. https://doi.org/10.21831/jpai.v8i2.949
[33]. Muhtarom, M., dkk. (2016). Pengembangan angket keyakinan terhadap pemecahan masalah dan pembelajaran matematika. Jurnal Ilmiah Pendidikan Matematika, 2(1).
[34]. Narbuko, C., & Achmadi, A. (2001). Metodologi penelitian. Bumi Aksara.
[35]. National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
[36]. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240. https://doi.org/10.1002/sce.10066
[37]. Novita, L., Sundari, F. S., & Rabani, K. R. (2020). Penerapan media game ular tangga digital untuk meningkatkan hasil belajar tematik. Jurnal Pemikiran dan Pengembangan Sekolah Dasar, 8(2), 126–137.
[38]. Nugrahani, R., & Rupa, J. S. (2017). Media pembelajaran berbasis visual berbentuk permainan ular tangga untuk meningkatkan kualitas belajar mengajar di sekolah dasar. Lembaran Ilmu Kependidikan, 36(1), 35–44. https://journal.unnes.ac.id/nju/LIK/article/view/524/481
[39]. Nuraini, E. (2019). Penggunaan media ular tangga untuk meningkatkan hasil belajar IPA siswa kelas V SD. Mimbar Sekolah Dasar, 6(3), 123–131.
[40]. OECD. (2019). PISA 2018 assessment and analytical framework: Science, reading, mathematics and financial literacy. OECD Publishing.
[41]. OECD. (2019). PISA 2018 results: What students know and can do. OECD Publishing.
[42]. OECD. (2023). PISA 2022 assessment and analytical framework: Mathematics, reading, science and financial literacy. OECD Publishing.
[43]. OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
[44]. Oktasari, W. (2019). Pengembangan media pembelajaran ular tangga sains berbasis aplikasi Android untuk meningkatkan pemahaman konsep IPA pada siswa kelas III SD/MI
[45]. Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
[46]. Purwanti, S., & Anggraini Putri, R. Z. (2021). Pengembangan modul berbasis HOTS pada tema 6 materi membandingkan siklus makhluk hidup kelas IV sekolah dasar. Elementary School: Jurnal Pendidikan dan Pembelajaran Ke-SD-An, 8(1), 155–160. https://doi.org/10.31316/esjurnal.v8i1.1080
[47]. Rahmawati, Y., Ridwan, A., & Hadinugrahaningsih, T. (2022). Developing scientific literacy through digital learning environments. Journal of Science Education and Technology, 31, 1–14.
[48]. Ratnawulan, E., & Rusdiana. (2014). Evaluasi pembelajaran. Pustaka Setia.
[49]. Rayanto, Y. H., & Sugianti. (2020). Penelitian pengembangan model ADDIE dan R&D: Teori dan praktik. Lembaga Academic & Research Institute.
[50]. Riyan, M. (2021). Penggunaan media pembelajaran berbasis Android pada pembelajaran teks eksposisi. Diksi, 29(2), 205–216. https://doi.org/10.21831/diksi.v29i2.36614
[51]. Rosa Yuliana, Firdaus, M., & Oktaviana, D. (2022). Pengembangan game edukasi matematika berbasis Android menggunakan software Construct 2 terhadap kemampuan pemahaman matematis. Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam, 1(1), 82–90. https://doi.org/10.55606/jurrimipa.v1i1.281
[52]. Sadiman, A. S., Rahardjo, R., Haryono, A., & Harjito. (2010). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Rajawali Pers.
[53]. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112.
[54]. Samatowa, U. (2011). Pembelajaran IPA di sekolah dasar. Indeks.
[55]. Siregar, S. (2010). Statistika deskriptif untuk penelitian. Rajawali Press.
[56]. Smaldino, S. E., Lowther, D. L., & Mims, C. (2019). Instructional technology and media for learning (12th ed.). Pearson.
[57]. Sudijono, A. (2012). Pengantar statistik pendidikan. RajaGrafindo Persada.
[58]. Sudjana. (1989). Metode statistik. Tarsito.
[59]. Sugiyono. (2019). Metode penelitian pendidikan. Alfabeta.
[60]. Sugiyono. (2022). Metode penelitian dan pengembangan (Research and Development/R&D). Alfabeta.
[61]. Suharsimi, A. (2010). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
[62]. Sunarti, S., Amril, M., & Vebrianto, R. (2020). Pengembangan media pembelajaran ular tangga sains untuk mendukung pemahaman konsep belajar IPA di sekolah dasar. EduHumaniora: Jurnal Pendidikan Dasar, 12(1).
[63]. Suprihatin, S., & Wulandari, R. (2020). Efektivitas media ular tangga terhadap hasil belajar IPA. Jurnal Ilmiah Pendidikan Dasar, 7(2), 45–54.
[64]. Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Indiana University.
[65]. UNESCO. (2023). Global education monitoring report 2023: Technology in education. UNESCO Publishing.
[66]. Wati, A. (2021). Pengembangan media permainan ular tangga untuk meningkatkan hasil belajar siswa sekolah dasar. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 2(1), 68–73. https://doi.org/10.33487/mgr.v2i1.1728.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Rahmat Doe
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
