The Effectiveness of Local Plant-Based Ecoprint Learning in Enhancing Students’ Creativity

Abstract

Creativity is an important competency to develop in primary school, yet learning often makes little use of the plants that surround students. This study analysed changes in learning outcomes, product creativity, and engagement among fourth-grade students of SD Negeri 2 Benjor, Tumpang, Malang Regency, after a local plant-based ecoprint lesson using the pounding technique (cassava, sugarcane, and marenggo leaves). A quantitative pre-experimental one-group pretest–posttest design was applied to 14 students on 10 August 2026. Learning outcomes were measured with a 10-item multiple-choice test (pretest and posttest), creativity with a product creativity assessment rubric applied to the tote-bag products and scored by two raters (fluency, flexibility, originality, and elaboration–neatness), and engagement with a seven-aspect observation sheet. Data were analysed using descriptive statistics, the Shapiro–Wilk test, paired t-test, Wilcoxon test, normalised gain (N-gain), and Cohen's dz. Mean learning outcome scores rose from 32.86 to 80.00 (t(13) = 11.10, p < .001, dz = 2.97) with a mean N-gain of 0.73 (high category). The mean product creativity score was 12.93 out of 16 (80.80%), and 10 of 14 students were categorised as very active. Because there was no control group, the pretest and posttest were not parallel forms, and creativity had no baseline measure, the findings are indicative and do not establish causality. Overall, the study offers preliminary evidence and a low-cost, replicable lesson model that links local plant observation with creative product making, and it provides a basis for more rigorous follow-up research on learning outcomes and creativity in primary school.