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Abstract

Education plays a crucial role in shaping intellectually capable and well-prepared generations, which necessitates the use of effective and engaging learning media at the elementary school level. This study aims to examine the influence of diorama-based learning media on science learning outcomes of third-grade elementary school students, particularly on the topic of butterfly metamorphosis. A quantitative approach employing a quasi-experimental design with a nonequivalent control group was used. The sample consisted of Grade III students selected purposively, involving an experimental group taught using diorama media and a control group receiving conventional instruction. Learning outcomes were measured using a 20-item achievement test that was validated and reliability-tested on 48 students. Instrument analysis using Jamovi indicated a high level of internal consistency, with a Cronbach’s Alpha coefficient of 0.967. Prior to hypothesis testing, assumption tests were conducted. The Shapiro–Wilk normality test showed that both pretest (p = 0.104) and posttest (p = 0.356) data were normally distributed. Statistical analysis using an independent samples t-test revealed no significant difference between groups at the pretest stage, while a significant difference was found in posttest scores, favoring the experimental group. These findings confirm that diorama-based learning media significantly enhance students’ science learning outcomes, and the observed improvements can be attributed to the instructional treatment rather than initial group differences. The study suggests that integrating concrete, three-dimensional learning media can effectively support meaningful learning experiences in elementary science education.

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