Students’ Perceptions of Classroom Learning Environment in Elementary Schools

Alifia Dewi Hariyani, Susy Budi Astuti, Prasetyo Wahyudie, Anggri Indraprasti

Abstract


The classroom learning environment plays an important role in supporting elementary students' learning experiences. However, studies examining students' perceptions using Barrett et al.'s Naturalness–Individualization–Stimulation (NIS) framework remain limited. This study aimed to examine elementary school students' perceptions of the classroom learning environment based on the NIS framework. A descriptive quantitative design was employed involving 145 elementary school students in Pontianak, Indonesia. Data were collected using a 32-item questionnaire and analyzed using descriptive statistics. The findings indicate that students generally perceived their classroom environment positively. Individualization received the highest mean score (M = 3.54), followed by Naturalness (M = 3.44), while Stimulation received the lowest score (M = 3.32). Classroom ownership and natural elements were perceived positively, whereas classroom layout, sound, temperature, color, and spatial complexity received lower evaluations. These findings suggest that students value comfortable and flexible learning environments, while limited visual and spatial stimulation may reduce classroom engagement. This study highlights Stimulation as the main area for improvement and provides practical guidance for optimizing classroom layouts, environmental comfort, and visual elements to better support learning.


Keywords


Classroom design; Classroom learning environment; Elementary education; Learning environment; Student perception

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References


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DOI: https://doi.org/10.17509/eh.v18i2.98713

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