The Use of Light Labyrinth Media to Support Students’ Conceptual Understanding of Light Reflection and Refraction

Abstract

This study aimed to describe changes in students’ conceptual-understanding scores on light reflection and refraction after learning with Light Labyrinth media. The study used a quantitative one-group pretest–posttest design involving 20 seventh-grade students at MTs Nur-Rahma, Bengkulu City, Indonesia. Data were collected through tests administered before and after the learning activity and were summarized descriptively using N-Gain and the statistical tests reported in the manuscript. The mean score increased from 55 on the pretest to 80 on the posttest, with an N-Gain of 0.56, categorized as moderate. The manuscript reports a paired-samples t-test result of t = 8.25, df = 19, p < .001; however, this result must be verified against the raw data and a normality check of the paired score differences. Descriptively, the findings indicate higher scores after learning with Light Labyrinth. Because the study did not include a control group, the increase cannot be attributed solely to the media