Meirita Sari, Feny Martina, Wiji Aziz Hari Mukti, M. Noufal Syafiq Fauzan, Noni Mareta Anggi Putri, Suratul Aini, Andika Eko Prasetiyo

The Effect of Simple Teaching Aids on The Understanding of The Concept of The Human Circulatory System

Introduction

The effect of simple teaching aids on the understanding of the concept of the human circulatory system. Explore how simple teaching aids effectively improve fifth-grade students' understanding of the human circulatory system. Discover significant learning gains and increased engagement.

Abstract

The study was motivated by students’ difficulties in understanding the abstract and unobservable circulatory process, which may be addressed through concrete learning media. A descriptive quantitative method with a one-group pretest–posttest design was employed. The participants were 30 fifth-grade students of SDN 106 Bengkulu City in the odd semester of the 2025/2026 academic year, selected through purposive sampling. Data were collected using a 20-item multiple-choice test and student activity observation sheets, while the teaching aids were constructed from plastic bottles, Styrofoam, small hoses, and colored liquids to simulate blood flow. The data were analyzed by comparing pretest and posttest scores and conducting a paired-sample t-test. The results showed an average score increase of 12.16 points, with a significance value of 0.000 (<0.05), indicating a significant improvement in learning outcomes. The use of simple teaching aids also increased students’ motivation, active engagement, and cooperation during learning. Therefore, simple teaching aids are effective contextual learning media for transforming abstract science concepts into more concrete and understandable representations.

Review

The study addresses a highly relevant and persistent challenge in science education: making complex, abstract biological concepts, such as the human circulatory system, comprehensible for elementary school students. The motivation to use concrete, simple teaching aids as a solution is commendably practical and potentially highly impactful, particularly in resource-constrained educational environments. The reported significant improvement in student learning outcomes, evidenced by a substantial increase in posttest scores and a robust statistical significance (p < 0.05), strongly supports the efficacy of the intervention. Furthermore, the qualitative observations of enhanced student motivation, active engagement, and cooperation highlight the broader positive pedagogical impact of these aids beyond mere factual recall, fostering a more dynamic and interactive learning environment. While the findings are promising, the methodological design presents several limitations that temper the conclusiveness of the results. The adoption of a one-group pretest–posttest design, without a comparative control group, makes it difficult to unequivocally attribute the observed learning gains solely to the simple teaching aids. Maturation effects, historical events, or even the novelty of the intervention itself could have contributed to the improvement. Additionally, the use of purposive sampling for only 30 fifth-grade students restricts the generalizability of the findings to a broader student population. The abstract also lacks detail regarding the validity and reliability of the 20-item multiple-choice test used for assessment, and while student activity observation sheets are mentioned, the methodology for analyzing these observations to support claims of increased motivation and engagement is not sufficiently elaborated. Despite these methodological considerations, the study provides compelling preliminary evidence for the utility of simple, context-specific teaching aids in transforming abstract scientific concepts into concrete and understandable representations for young learners. The practical implications are significant, offering educators an accessible and effective strategy to enhance science comprehension and engagement. For future research, it would be highly beneficial to replicate this study using a more robust experimental design, incorporating a control group to isolate the effect of the teaching aids. Expanding the sample size and diverse student populations would also strengthen the generalizability of the findings. Further investigation could explore the long-term retention of understanding facilitated by these aids and delve deeper into the specific cognitive mechanisms through which they improve learning.

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