Bridging Manipulative Media and Problem-Based Learning: The Impact of Sunflower Clock Angle Media on Elementary Students’ Motivation and Mathematics Learning Outcomes
DOI:
https://doi.org/10.33394/jp.v13i4.20929Keywords:
geometry learning, manipulative media, learning engagement, mathematics achievementAbstract
This study aims to examine the effect of Sunflower Clock Angle media integrated with Problem-Based Learning (PBL) on elementary school students’ learning motivation and mathematics learning outcomes. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest–posttest control group design. The participants comprised 32 fifth-grade students from SDN 1 Keser and SDN 2 Keser, Blora Regency, Indonesia, during the 2025/2026 academic year. Data were collected through tests, questionnaires, observations, and documentation and analyzed using inferential statistics, including simple and multiple linear regression analyses. The findings indicated that the integration of Sunflower Clock Angle media with PBL was significantly associated with students’ learning motivation and mathematics learning outcomes (p < .001). The coefficients of determination indicated that the regression models explained 68.2% of the variance in learning motivation, 71.4% of the variance in mathematics learning outcomes, and 78.1% of the variance when both outcomes were considered jointly. Students in the experimental group demonstrated higher levels of learning motivation and mathematics achievement than those in the control group. The integration of manipulative and interactive media with PBL provided students with active, meaningful, and engaging experiences in geometry learning. This study contributes to the development of innovative mathematics instructional strategies by demonstrating the potential of integrating manipulative-interactive media with PBL in elementary school geometry education.
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