Fun thinkers book and science textbook: Which is more effective in improving elementary school students' comprehension?

Authors

  • Muhammad Nizaar Universitas Muhammadiyah Mataram
  • Haifaturrahmah Haifaturrahmah Universitas Muhammadiyah Mataram

DOI:

https://doi.org/10.25273/pe.v13i2.17949

Keywords:

Textbook, Fun thinkers book, Comprehension

Abstract

Science textbooks are widely available and accessible in elementary schools, often at no expense to students. However, evaluating and comparing their effectiveness with a visually engaging alternative, such as a fun thinkers book model that incorporates numerous illustrations, is necessary. Elementary school students exhibit a strong favor for images over text. This study aims to assess students' comprehension abilities utilizing the fun thinkers book and traditional science textbooks. This study employs a quasi-experimental design with a non-equivalent pretest-posttest control group design. The data collection method employed a test instrument to assess knowledge and practices related to waste management with an environmental theme. Data analysis employed an independent sample t-test to assess the statistical significance difference between the experimental and control groups. The findings indicated that the students who utilized the fun thinkers book exhibited a better understanding of waste management than those who relied on the textbook. Including pictures in the fun thinkers book enhanced the learning engagement of elementary school students, resulting in a higher level of comprehension than students who used the textbook alone.

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Published

2023-12-19

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