Sartika Defianty (1), Muhammad Akhir (2), Tarman A. Arif (3)
General Background: Literacy development in elementary education requires innovative instructional media that support students in developing language skills, particularly descriptive writing. Specific Background: In many elementary classrooms, descriptive writing instruction remains dominated by conventional teaching methods with limited use of engaging learning media, which results in low student motivation and difficulty in generating ideas and organizing descriptive texts. Knowledge Gap: Existing studies have utilized puzzle or magic box media separately, yet limited research integrates both approaches into a single manipulative learning medium designed to guide the stages of descriptive writing. Aims: This study aims to develop and examine the prototype, validity, practicality, and effectiveness of puzzle-based Magic Box media for improving descriptive writing skills of fifth-grade elementary school students at SD Inpres Bonto-Bonto, Indonesia. Results: Using a Research and Development approach with the Four-D model (Define, Design, Develop, Disseminate), the developed media achieved high validity scores from media experts (93% and 81%) and material experts (96% and 80%). Practicality results showed learning implementation of 97%, teacher responses of 100%, and student responses averaging 99%. Effectiveness results indicated improved descriptive writing performance with an average score of 87 in limited trials and 88.44 in extensive trials, with all students achieving learning completion. Novelty: The innovation lies in integrating layered puzzles and QR Codes within a single manipulative medium that guides students from observation and vocabulary selection to sentence and paragraph construction. Implications: The puzzle-based Magic Box provides an interactive, structured, and hybrid learning medium that supports descriptive writing development, student engagement, and integrated digital literacy in elementary education.
Highlights• Integrates layered puzzle activities with QR-based digital resources in a single manipulative learning medium.• Demonstrates high feasibility with expert validation scores above eighty percent across design and material aspects.• Produces strong student performance outcomes with complete learning mastery in classroom trials.
KeywordsPuzzle-Based Magic Box; Descriptive Writing Skills; Elementary School Students; Instructional Media Development; Four-D Model
[1] K. D. Nurfadilah and I. Zulaeha, “The Construction of Literacy Competence of Junior High School Students in Semarang Based on PISA Standards,” Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia, vol. 7, no. 2, pp. 131–137, 2018.
[2] A. Adam, A. K. Mahmut, A. Akram, and A. Thaba, “Pengembangan Materi Ajar Bahasa Indonesia Kelas X SMA Berbasis Flipbook Maker,” Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia, vol. 18, no. 1, pp. 104–115, 2022, doi: 10.25134/fon.v18i1.5279.
[3] T. Arif, R. A. Syukri, F. Femilianita, and S. Raldiastari, “Development of Concrete Media in Reading and Writing Literacy of Grade 1 Elementary School Students in Region III, Batalaiworu District,” International Journal of Education and Literature, vol. 4, no. 2, pp. 106–109, 2025, doi: 10.55606/ijel.v4i2.239.
[4] H. Hildayanti, A. S. Samsuri, and T. A. Arief, “Pengaruh Penggunaan Media Poster dalam Menulis Karangan Narasi terhadap Hasil Belajar Siswa pada Mata Pelajaran Bahasa Indonesia Kelas 5 SD Negeri 77 Kanaeng Kabupaten Takalar,” JKPD (Jurnal Kajian Pendidikan Dasar), vol. 3, no. 2, p. 518, 2018, doi: 10.26618/jkpd.v3i2.1418.
[5] T. Barita, B. Angin, D. M. Sandi, M. Ahmad, and I. S. Lubis, “Kepraktisan Buku Ajar Kontekstual Berbasis Kearifan Lokal: Studi Pengembangan Produk untuk Mengembangkan Kreativitas Menulis,” Jurnal Education and Development, vol. 13, no. 1, pp. 266–275, 2025.
[6] A. Y. Dewi, P. H. Pebriana, R. Ananda, Y. Pahrul, and S. Sumianto, “Peningkatan Keterampilan Menulis Karangan Deskripsi Menggunakan Metode Field Trip Siswa Sekolah Dasar,” Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, vol. 7, no. 1, p. 194, 2023, doi: 10.35931/am.v7i1.1492.
[7] J. Y. Saragih, M. L. Girsang, and N. Indryani, “Pengaruh Model Pembelajaran Think Talk Write terhadap Kemampuan Menulis Karangan Deskripsi Siswa Kelas IV SDN 101732,” Jurnal Mutiara Pendidikan Indonesia, vol. 7, no. 2, pp. 194–205, 2022, doi: 10.51544/mutiarapendidik.v7i2.3483.
[8] L. S. Budiani, A. Sutisnawati, and L. H. Maula, “Meningkatkan Keterampilan Menulis Karangan Deskripsi melalui Penggunaan Media Diorama di Sekolah Dasar,” Jurnal Educatio FKIP UNMA, vol. 9, no. 2, pp. 1011–1016, 2023, doi: 10.31949/educatio.v9i2.4865.
[9] I. Nisaurrasyidah, Z. S. Soeteja, and N. G. Prawira, “Penggunaan Media Wordwall Saat Pandemi Covid-19 pada Mata Pelajaran Seni Budaya di SMP,” Gorga: Jurnal Seni Rupa, vol. 10, no. 2, 2021, doi: 10.24114/gr.v10i2.27502.
[10] M. Akhir, M. Agus, and W. Sanytiara, “Pengaruh Penggunaan Media PAKAPIN (Papan Kantong Pintar) terhadap Hasil Belajar Bahasa Indonesia,” AUFKLARUNG: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pembelajaran, vol. 1, no. 1, pp. 1–16, 2021.
[11] G. A. Simanjiorang, R. Tamba, R. Sihotang, and H. T. Faisal, “Pengembangan Media Magic Box pada Tema 2 Subtema 1 untuk Siswa Kelas 5 SD Swasta Mahkota Hidup T.A 2023/2024,” IJEB: Indonesian Journal Education Basic, vol. 2, no. 2, pp. 248–253, 2024.
[12] F. Ryza, K. Sari, A. Cahyo, and U. B2, “Pengembangan Media Pembelajaran Puzzle Hak dan Kewajiban untuk Meningkatkan Kerja Sama Peserta Didik Kelas III Sekolah Dasar,” Jurnal Pemikiran dan Pengembangan Sekolah Dasar, vol. 12, no. 1, pp. 109–121, 2024.
[13] T. Sivasailam and M. I. S. Dorothy, Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Leadership Training Institute/Special Education, 1974.
[14] Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2022.
[15] A. H. A. Syadili and A. Muslihasari, “Pengembangan Media Pembelajaran Puzzle 3D untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas 5 Sekolah Dasar,” Jurnal Educatio FKIP UNMA, vol. 7, no. 4, pp. 2058–2066, 2021, doi: 10.31949/educatio.v7i4.1483.
[16] M. T. Tobing, E. Pasaribu, and N. Purba, “The Effect of Letter Card Media on Learning Outcomes in Elementary Learning,” Sensei International Journal of Education and Linguistic, vol. 3, no. 1, pp. 29–44, 2023, doi: 10.53768/sijel.v3i1.121.
[17] T. Sidauruk, F. Delita, N. Berutu, Elfayetti, and Rohani, “E-Modules to Improve Learning Independence, Motivation and Learning Outcomes,” Jurnal Penelitian dan Pengembangan Pendidikan, vol. 9, no. 1, pp. 171–180, 2025, doi: 10.23887/jppp.v9i1.74404.
[18] J. Alifa, I. Listyarini, and L. Putriyanti, “Pengembangan Media Smart Box untuk Meningkatkan Keterampilan Menulis Surat Pribadi pada Mata Pelajaran Bahasa Indonesia Kelas IV Sekolah Dasar,” Jurnal Ilmiah Pendidikan Dasar, vol. 9, no. 3, pp. 426–438, 2024.
[19] D. Amalia and S. Napitupulu, “Pengembangan Media Puzzle Gambar untuk Meningkatkan Keterampilan Menulis Karangan Narasi Siswa Kelas IV SD 101899 Lubuk Pakam,” EduGlobal: Jurnal Penelitian Pendidikan, vol. 1, no. 20, pp. 120–130, 2022.
[20] S. A. Prawismo, A. H. Sajida, P. J. M. Habibah, M. Zainuddin, and S. Mas’ula, “Pengembangan Media Puzzle dalam Pembelajaran Materi Pecahan bagi Siswa Kelas Rendah SD Negeri Jatinom 03,” Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar, vol. 5, no. 2, p. 102, 2022, doi: 10.33603/caruban.v5i2.6846.