Development of Programming-Based Learning Media on Geometry Material for Grade IV Elementary School Assisted by Scratch Application

Mathematics is a fundamental discipline that plays a crucial role in everyday life and education, fostering essential cognitive skills such as logical reasoning, critical thinking, and problem-solving. Despite its importance, many students perceive mathematics as challenging, abstract, and disengaging, often leading to diminished motivation and suboptimal learning outcomes. This study addresses these challenges by developing and evaluating a programming-based learning media focused on Geometry material for Grade IV elementary students, utilizing the Scratch application to create an interactive and gamified learning environment. The primary objective is to assess the validity and effectiveness of this Scratch-assisted learning media in enhancing students’ understanding of Geometry concepts while simultaneously supporting character education through the integration of Pancasila values. Employing a Research and Development (R&D) methodology grounded in the ADDIE model—comprising Analysis, Design, Development, Implementation, and Evaluation phases—this study systematically designs and tests the learning media. Data collection involved needs assessments through surveys and interviews, media trials with students, and pre-test and post-test evaluations to measure learning gains. Statistical analysis using paired sample t-tests demonstrated a significant improvement in students’ comprehension of Geometry material after using the Scratch-based media. Furthermore, the media’s gamification elements, case study-based questions, and automated assessment features effectively increased student motivation and engagement, fostering a positive learning atmosphere. The findings underscore the potential of Scratch as a versatile educational tool that not only enhances cognitive learning outcomes but also promotes character development aligned with Pancasila values. This research contributes to the growing body of evidence supporting technology-enhanced learning in elementary education and offers practical implications for educators seeking innovative methods to improve mathematics instruction. The study also highlights opportunities for expanding the application of programming-based learning media to other subjects and age groups, encouraging further exploration into the integration of technology, gamification, and character education in diverse educational contexts.