The Effect of Ethno Puzzle Learning Media on the Descriptive Writing Skills of Fourth Grade Elementary School Students

Abstract

General Background: Descriptive writing is an important language skill in elementary education, yet students may experience difficulties in developing ideas, selecting vocabulary, organizing paragraphs, and applying language conventions. Specific Background: At SD Islam Nurul Hikam Banjarbendo, fourth-grade students showed limitations in developing ideas, organizing descriptions, and applying spelling and punctuation, indicating the need for more contextual learning media. Knowledge Gap: Previous studies have examined puzzle and visual media for language learning, but empirical evidence concerning puzzle media that integrates local wisdom through an ethnopedagogical approach remains limited. Aims: This study examines the use of Ethno Puzzle learning media in developing fourth-grade students’ descriptive writing skills. Results: Using a quantitative approach with a one-group pretest-posttest pre-experimental design, the study involved 20 fourth-grade students selected through saturated sampling. Data were collected through writing tests and analyzed using IBM SPSS Statistics 27. The paired sample t-test showed a significant difference between pretest and posttest scores (p < 0.001), while the mean N-Gain score of 0.6293 was categorized as fairly effective. Improvements were particularly observed in idea development, title-content alignment, word choice, sentence structure, paragraph coherence, and neatness, while spelling and punctuation required further practice. Novelty: The study applies Ethno Puzzle as a visual and manipulative learning medium that incorporates local wisdom within descriptive writing instruction. Implications: The findings suggest that Ethno Puzzle can serve as a contextual and locally grounded alternative for supporting descriptive writing instruction in elementary schools. Key Findings Highlights Students showed clearer idea development and more organized descriptive writing after the learning activities. Local cultural content supported concrete observation and active student engagement during writing instruction. Spelling and punctuation remained areas requiring continued practice despite broader writing improvement. Keywords : Ethno Puzzle, Descriptive Writing, Learning Media, Local Wisdom, Elementary Education