Purpose: This study aimed to develop the Magic Disk learning medium for the topic of Indonesian ethnic and cultural diversity, evaluate its feasibility through expert validation, and examine its effectiveness in improving fifth-grade social studies learning outcomes.
Methodology: The study employed a Research and Development approach using the 4D model (Define, Design, Develop, Disseminate). The product consisted of a laminated doublespinner disk. Effectiveness was evaluated using a one group pretest–posttest design involving 30 fifth-grade students at MI Persis 72 Gunung Buntung, Serang Regency, Indonesia. Data were collected through observation, interviews, questionnaires, documentation, and achievement tests, and analyzed using descriptive statistics, a paired-sample t-test, and normalized gain.
Results: Expert validation reached 83.90% (very feasible), while teacher and student responses were 91.07% and 93.83%, respectively (very good). The mean score increased from 61.64 to 84.70, with a significant improvement (t = 6.359, p < .001, d = 1.16). The normalized gain was 0.60 (moderate), and the standard deviation decreased from 19.11 to 6.59.
Conclusions: The Magic Disk proved feasible, practical, and associated with significant improvements in students' social studies achievement while reducing score variability. Owing to the absence of a control group, these improvements should be interpreted as associated with, rather than caused by, the intervention.
Limitations: The study involved a single school, one group pretest–posttest design, a short implementation period, and one instructional topic.
Contributions: The study provides an inexpensive, non-digital gamified learning medium for elementary social studies and contributes evidence supporting manipulative media to enhance classroom engagement and learning outcomes.