Melola Discovery

← Melola Discovery

Jurnal

Picture-Guessing Pedagogy for Cultural Diversity:A Quasi-Experimental Study of Fourth-Grade Students'Interest and Understanding

Lembaran Ilmu Kependidikan · Vol. 55 No. 2 (2026) · hlm. 155–163

DOI
10.15294/lik.v55i2.62359
ISSN
2987-3320
Terbit
2026-09-13
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Background: Cultural diversity is central to elementary civic education, yet it is often taught as factual information to be memorized. Such instruction may limit students’ interest and their meaningful understanding of culturally diverse objects and practices. Purpose: This study examined whether the picture-guessing method was associated with greater learning interest and conceptual understanding among fourth-grade students. Method/Approach: A quasi-experimental nonequivalent pretest–posttest design involved 46 students from two intact classes at MI Muhammadiyah Bentak, Central Java. The experimental group (n = 23) participated in picture-guessing activities, while the control group (n = 23) received regular instruction. Conceptual understanding was measured using a 35-item multiple-choice test, while learning interest was assessed using a five-point Likert-scale questionnaire. Posttest scores were analyzed using independent-samples t tests, 95% confidence intervals, and Hedges’ g. Findings: The experimental group achieved a significantly higher conceptual-understanding score than the control group (M = 73.78 vs. 59.04), t(44) = 2.218, p =.032, mean difference = 14.74, 95% CI [1.35, 28.13], g = 0.64. The experimental group also reported greater learning interest (M = 73.43 vs. 61.48), t(44) = 4.182, p <.001, mean difference = 11.95, 95% CI [6.19, 17.71], g = 1.21. Conclusions: Picture-guessing activities involving culturally meaningful images were associated with higher cognitive and affective outcomes. This method offers a practical option for teaching cultural diversity in elementary classrooms with limited technological resources. Novelty/Originality/Value: This study simultaneously examines conceptual understanding and learning interest in an elementary madrasah context, highlighting the educational value of a simple, reusable visual learning activity.

Kata kunci

Jaringan kolaborasi para penulis

4 penulis · 3 tautan kepenulisan bersama

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Muhammadiyah University of Surakarta
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Faiz Wimar FauzandyMuhammadiyah University of Surakarta1
Qurnia Isna ArahimMuhammadiyah University of Surakarta1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LIK/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Picture-Guessing Pedagogy for Cultural Diversity:A Quasi-Experimental Study of Fourth-Grade Students'Interest and Understanding</dc:title>
	<dc:creator xml:lang="en">Najib, Azzahra Asha Khoirunnisa</dc:creator>
	<dc:creator xml:lang="en">Utomo, Arief Cahyo </dc:creator>
	<dc:subject xml:lang="en">conceptual understanding; cultural diversity; elementary civic education; picture guessing; situational interest</dc:subject>
	<dc:description xml:lang="en">Background: Cultural diversity is central to elementary civic education, yet it is often taught as factual information to be memorized. Such instruction may limit students’ interest and their meaningful understanding of culturally diverse objects and practices.
Purpose: This study examined whether the picture-guessing method was associated with greater learning interest and conceptual understanding among fourth-grade students.
Method/Approach: A quasi-experimental nonequivalent pretest–posttest design involved 46 students from two intact classes at MI Muhammadiyah Bentak, Central Java. The experimental group (n = 23) participated in picture-guessing activities, while the control group (n = 23) received regular instruction. Conceptual understanding was measured using a 35-item multiple-choice test, while learning interest was assessed using a five-point Likert-scale questionnaire. Posttest scores were analyzed using independent-samples t tests, 95% confidence intervals, and Hedges’ g.
 
Findings: The experimental group achieved a significantly higher conceptual-understanding score than the control group (M = 73.78 vs. 59.04), t(44) = 2.218, p = .032, mean difference = 14.74, 95% CI [1.35, 28.13], g = 0.64. The experimental group also reported greater learning interest (M = 73.43 vs. 61.48), t(44) = 4.182, p &amp;lt; .001, mean difference = 11.95, 95% CI [6.19, 17.71], g = 1.21.
Conclusions: Picture-guessing activities involving culturally meaningful images were associated with higher cognitive and affective outcomes. This method offers a practical option for teaching cultural diversity in elementary classrooms with limited technological resources.
Novelty/Originality/Value: This study simultaneously examines conceptual understanding and learning interest in an elementary madrasah context, highlighting the educational value of a simple, reusable visual learning activity.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-13</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LIK/article/view/62359</dc:identifier>
	<dc:identifier>10.15294/lik.v55i2.62359</dc:identifier>
	<dc:source xml:lang="en">Lembaran Ilmu Kependidikan; Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice; 155-163</dc:source>
	<dc:source>2987-3320</dc:source>
	<dc:source>10.15294/lik.v55i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LIK/article/view/62359/11675</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Lembaran Ilmu Kependidikan</dc:rights>
</oai_dc:dc>