Enhancing Elementary Students' Learning Outcomes through Visual Media-Driven Value Clarification Techniques

Anisah Habibiyah; Sama' Sama'; M. Ridwan

doi:10.35445/alishlah.v17i2.6737

Enhancing Elementary Students' Learning Outcomes through Visual Media-Driven Value Clarification Techniques

Anisah Habibiyah, Sama' Sama', M. Ridwan

Abstract

Low learning outcomes among elementary students often result from teaching strategies that inadequately integrate cognitive development with life values. Conventional methods typically lack visualization and fail to engage students emotionally, limiting their conceptual understanding. This study employed a quantitative quasi-experimental design using a non-equivalent control group. The participants were 70 fifth-grade students from Sumenep Regency, randomly assigned to an experimental and a control group. The intervention involved the use of visual media integrated with value clarification techniques in thematic learning. Data were collected through a validated and reliable 25-item multiple-choice learning outcome test. Statistical analyses included normality tests, homogeneity tests, and independent t-tests. The results revealed a statistically significant difference in learning outcomes between the experimental and control groups (p < 0.05). Students in the experimental group achieved higher average scores, indicating the effectiveness of combining visual media with value-based learning strategies. These findings suggest that integrating value clarification techniques with visual learning media fosters deeper conceptual understanding and emotional engagement in elementary students. The novelty of this research lies in its simultaneous application of values education and visual aids within a thematic learning model, a combination rarely explored in previous studies. This approach offers a promising alternative for contextual, character-based learning aligned with the Pancasila learner profile and 21st-century education competencies.

Keywords

model value clarification technique; civic education; visual media

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DOI: https://doi.org/10.35445/alishlah.v17i2.6737