Development of an Energy-Efficient Flipbook Based on Project-Based Learning (PjBL) to Strengthen the Profile of Pancasila Students and Preserve Local Wisdom in Elementary Schools

Project-based learning (PjBL) is a recommended learning model for the Independent Curriculum. PjBL prioritizes student activities aimed at generating products through the use of skills such as investigation, analysis, creation, and presentation. These products are based on real-life experiences. In order to enhance kids' excitement for literacy, it is imperative to make PjBL books captivating and groundbreaking. Developing digital-based learning tools, such as flipbooks, is of utmost importance. The research employs the ADDIE methodology, which encompasses analysis, design, development, implementation, and evaluation. The analyzed data include both quantitative and qualitative data. The flipbook based on PjBL to support Independent Curriculum in primary schools was deemed very valid, with a validity value of 93% as assessed by material experts, 95% by media experts, and 93% by teachers, all falling inside the extremely valid category. The individual test, small group test, and field test results demonstrate a high level of validity for the flipbook, with respective percentages of 87%, 95%, and 90%. According on the findings of this assessment, it may be inferred that the product possesses high validity, practicality, and effectiveness. It is appropriate for facilitating Project-based learning (PjBL) and Independent Curriculum in primary school.

The lack of Computational Thinking skills and low motivation to learn coding in elementary schools pose a challenge in 21st-century education. This situation is exacerbated by the limited availability of innovative and contextual learning media that can support the development of these skills. This study aims to develop and test the effectiveness of the CodeSTEM learning platform based on coding with a Future Thinking approach to improve the Computational Thinking skills of seventh-grade elementary school students. The study uses a Research and Development (R&D) method with the ADDIE development model, which includes the stages of needs analysis, design, development, implementation, and evaluation. The needs analysis was conducted through literature review, observation, and interviews with teachers and students. Then, the platform was designed with interactive content that integrates Future Thinking and project-based learning. Product validation involved experts in content, design, and digital media to ensure theoretical and technical feasibility. Trials were conducted in stages: individual testing, small group testing, and field testing involving 28 fifth-grade elementary school students. Data were collected through observation, questionnaires, interviews, and pre-test and post-test assessments of Computational Thinking skills. Validation results showed that the product had very good feasibility, and the field test demonstrated significant improvement in students’ Computational Thinking abilities as well as positive responses to the media. This study contributes to the development of innovative and applicable digital learning media and serves as an effective alternative for coding education in elementary schools. Recommendations for further research include testing in broader contexts and developing offline features to overcome infrastructure limitations.

Technology integration in education faces significant challenges, including the limited use of interactive learning media. This study addresses these challenges, so the purpose of this study is to develop a website-based e-module integrated with the Project-Based Learning (PjBL) approach to improve computational thinking skills in high school programming education. This type of research is developed with the Borg & Gall model, which is simplified into three stages (planning, development, and testing). This study involved media experts, content experts, practitioners, and students as research subjects. Data was collected through observation and questionnaires, while the product's effectiveness was analyzed using N-Gain score analysis. The research findings revealed that the limited variety of learning media used by IT teachers reduced students' enthusiasm and hindered their computational thinking development. In response, a website-based e-module was designed and validated during development. Feedback from media experts, content experts, teachers, and students during individual and small group testing indicated a "very good" qualification for product feasibility. The test results showed that the e-module significantly improved students' computational thinking skills, with an increase in scores from 73.6 (pre-test) to 97.3 (post-test), which is categorized as "high" in the N-Gain score analysis. These results confirm that the website-based e-module with the PjBL approach is very effective and suitable for addressing the challenges of programming education and fostering computational thinking skills in high school students. The study implies that the website-based module with the PjBL approach can be used in learning.

Students still need to learn independently; this is due to the unavailability of interactive learning media. This research aimed at creating contextual-based learning videos for grade VI elementary school Indonesian language content. This type of research was developed using the ADDIE model. The research subjects included content, design and learning media experts, and individual and small group tests. Data collection methods in this development research used questionnaire methods and test methods. Data analysis methods and techniques were quantitative descriptive analysis techniques and t-test inferential statistics. Based on the evaluation results from content experts, the percentage was 96.66% of design expert, 92.85% of media expert, 92% of individual trial, and 99.33% of Small Group Trials. The effectiveness of developing contextual-based learning videos obtained an average posttest result of 90.54, which was in a very good qualification, more significant than the average pretest result of 46.90, which was in the poor stuff. Based on the t-test results, it was obtained that the tcount was equal to 26.448, and the t table was similar to 2.018 for db equals 42 from a significance level of 5%. The results showed that there were significant results between before and after the use of contextual-based learning videos. The research concluded that learning videos effectively improves student learning outcomes in Indonesian language content for class VI elementary school.

Introduction: All this time conventional media in lecture proved less effective in improving learning outcomes Basic Nursing Science I. On the other hand, the presence of an innovative learning model of conceptual change-oriented and ICT are potentially improve learning outcomes IKD I. Development of interactive learning media-oriented conceptual change is predicted to have an impact on the achievement of learning outcomes IKD difference. This research aims to develop interactive learning media-laden conceptual change and test its effectiveness in scaling the learning outcomes of students STIKES Majapahit IKD Singaraja. Method: This was a development study (development research). The population in this study were all students of the first semester courses of S-1 Nursing, STIKES Majapahit Singaraja school year 2013/2014 (80 people) and a teacher of nursing staff (15 people). Sampling in each phase of the research done by simple random sampling technique, in order to obtain two lecturers (content and media experts), 3 students (individual test), 9 students (small group testing) and 30 students of the first semester (field test). The instrument used in this study is a questionnaire and achievement test I. Basic Nursing questionnaire used in the product development stage (testing expert, individual testing, small group testing), while the achievement test used during the field test. Criteria for success of media development is based on the evaluation of content expert, media experts, individual test, and test a small group. Also based on the analysis of the post-test scores of students, it can be seen the effective use of instructional media IKD I on student learning outcomes. Results: The results of the data analysis showed that the test class interactive learning media loaded developed conceptual change effective in optimizing learning outcomes IKD I (M = 80.08; SD = 5.93). Discussion: Through this research has successfully developed an interactive learning media charged to facilitate conceptual change classes first semester student IKD I STIKES Majapahit Singaraja. Besides, the validity of the analysis shows that interactive learning media charged velid developed conceptual change and unfit for use.Keywords: Conceptual change, interactive learning media charged conceptual change, and learning outcomes

Foreign languages are important communication tools in the era of globalization. One that gets special attention is English, especially for students in Elementary Schools so that they can start early. However, the reality in the field shows that second grade elementary school students tend to feel bored and confused due to the lack of use of interesting media in their learning process. This study aims to analyze the design of micro video development in English subjects. This research is a development research and uses the ADDIE development model. The subjects involved in this study were three experts and second grade students Elementary School. Data collection in the study was carried out using observation, interviews, document recording, and questionnaires. The data analysis used was quantitative descriptive and qualitative descriptive analysis techniques. The study showed that micro videos were consistently rated as very good by content experts (88.45%), media experts (94.54%), design experts (95.81%), individual tests (93.66%), small group tests (91.78%), and field tests (95.38%). Based on these results, it can be concluded that micro video innovation is effective to be developed and taught to grade II elementary school students, especially to improve students' communication skills and English learning outcomes. This study has implications in the field of education because it can improve students' understanding and involvement, as well as develop critical thinking skills from an early age.

The lack of teacher ability in designing thematic learning that can activate students so that it impacts students who tend to be passive in learning. One way to increase student activity in thematic learning was by the help of learning media in the form of media fun thinkers. This study aimed to produce media fun thinkers "Weather" and determine the validity of the media fun thinkers "Weather." This research used development research carried out using the ADDIE model. The subjects of this study were two lecturers as content experts, two lecturers as media experts, two teachers as practitioners, and 12 students consisting of 3 students as individual tests and nine students as small group tests. The instrument used in this research was a rating scale and a questionnaire. The data collection method used was observation, interviews, document studies, rating scales, and questionnaires. The data were analyzed descriptively by calculating the Aiken validation index to determine the validity of the fun thinkers' media and the percentage to determine the teacher and student responses. As a result, the ADDIE media developed was declared valid based on the results of the assessment by content experts, and media experts as a whole obtained the lowest Aiken validation index of 0.625 and the highest 1. The teacher and student responses obtained an overall percentage of 91.7% with very good qualifications. Based on these results, it can be concluded that the weather fun thinkers media was valid and feasible to use in lessons, especially the weather theme for grade III elementary school.

Elementary school students face emotional challenges that have not been optimally addressed through existing counseling media. This study aims to develop a digital counseling application called Cakra, based on the values of Catur Paramita, to build the resilience of elementary school students. The method used is Research and Development (R&D) with a limited development model from Borg & Gall up to the initial product design stage. The research subjects consisted of six experts (two media experts, two content experts, and two language experts) and ten trial subjects (one teacher, three individual test students, and six small group test students). Data collection techniques included observation, interviews, and questionnaires. The validation results showed that the CAKRA application received highly valid scores from the language experts (96%), content experts (95.5%), and media experts (96.5%). The practicality test also indicated a very practical level, with scores of 96% in individual tests, 95% in small group tests, and 90% from the teacher. These findings indicate that CAKRA is feasible to use as a supporting medium for counseling services to enhance students' mental resilience. The implications of this study highlight the potential of the CAKRA application as a culturally based innovation in character education and children's emotional well-being. Further research is recommended for long-term testing and the development of application features based on user needs.

The low interest in learning among students has resulted in poor learning outcomes, which is partly due to the lack of learning media that align with students' characteristics. This study aims to develop an educational game media based on self-regulated learning to improve the learning outcomes of Balinese language for fourth-grade elementary students. The development process follows the ADDIE model and focuses on Balinese script content. Three experts were involved in the study: one content expert, one learning design expert, and one media expert. The product was tested with 3 students in individual trials, 9 students in small groups, and 20 students in field trials. Data were collected through interviews, observations, questionnaires, and tests, and analyzed using both qualitative and quantitative methods. The results show that the expert evaluations rated the product very positively, with content expert evaluation at 92.85%, learning design expert at 98.75%, and media expert at 97.64%. The product trial results also demonstrated excellent quality, with individual testing at 90.33%, small group testing at 90%, and field testing at 91.5%. Effectiveness testing revealed a significant improvement in learning outcomes, with pretest scores averaging 47.5 and post test scores averaging 80.75. This study highlights the potential of educational game media, incorporating gamification elements, to enhance student learning outcomes, deepen the learning experience, and make learning more enjoyable.

The teaching of Pancasila and Civic Education (PPKn) in Vocational High Schools (SMK) still faces challenges in delivering material that is engaging and easy to understand. The abstract nature of Pancasila values often makes them difficult to grasp without supportive media. The lack of interactive and digital-based learning media becomes a barrier to meaningful learning. Therefore, this study aims to develop Canva-based interactive learning media within a Project-Based Learning (PjBL) model to improve students’ cognitive abilities in PPKn subjects at SMK. This research is a type of Research and Development (R&D) using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The developed product is a digital interactive media using Canva, presenting Pancasila content visually, communicatively, and contextually. Validation was conducted by two media experts and three content experts. Practicality was tested through questionnaires to teachers, while effectiveness was evaluated using pretests and posttests in experimental and control classes. The implementation was carried out using a project-based learning approach. The results show that: (1) the media visualizes Pancasila values effectively and attractively; (2) expert validation confirms its feasibility with media expert CVI at 0.88 (PoA 88%) and content expert CVI at 0.91 (PoA 91%); (3) practicality is in the “very practical” category (average score 93.3%); and (4) effectiveness testing indicates a significant difference (t = 4.727; sig. = 0.000) and higher N-Gain in the experimental class. Therefore, Canva-based interactive media is feasible, practical, and effective for project-based PPKn learning in SMK.

Students' interest in participating in online learning was still low, so learning media is important to increase student interest in online learning. This study aimed to produce audio-visual learning media using the principle of dynamic drawing on 9 sub-theme one science content with the topic of energy and energy sources in grade IV elementary school was valid. This study was development research that was guided by the 4D model procedure. The subjects of this research trial consisted of one material expert, one design expert, and one media expert, three students for individual trials, and nine students for small group trials—the data collected in this study, namely qualitative data and quantitative data. Data were collected using a questionnaire method with the distribution of rating scale instruments. The data analysis method used in this research was to determine the percentage of each respondent. The validity of the science learning videos was determined from expert tests and product trials through learning material expert tests, learning design expert tests, teaching media experts, individual tests, and small group tests. The percentage was 93.6%, with a very good category. So the results showed that learning videos can be declared suitable for science learning for grade IV elementary schools and can explain concrete material.

This study aims to develop Islamic Religious Education (PAI) teaching materials based on Project-Based Learning (PBL) to foster the values of trustworthiness and collaboration among fourth-grade students at Cidadap Elementary School, West Pagaden District, Subang Regency. Employing a Research and Development (R&D) approach, the study adopts the ADDIE development model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted to identify students' learning needs and existing conditions. The design and development phases produced project-based thematic modules, which were validated by experts in content, media, and instructional design. The implementation results demonstrate that the developed materials effectively enhance students’ active participation in learning and promote a sense of responsibility (trustworthiness) and teamwork (collaboration). Evaluation was conducted using observations, questionnaires, and pre- and post-tests, all of which indicated a significant improvement in students’ comprehension and character development. The study recommends the integration of PjBL-based PAI teaching materials as an innovative approach to support contextual and applicable character education in elementary schools.

This research departs from the fact that the lack of use of digital media in the learning process. Research with this development model aims to provide alternative learning media in the form of contextual-based digital comics on grade V angle measurement material to improve student learning outcomes. This research was conducted using the ADDIE model which consists of the stages of analysis, planning, development, implementation, and evaluation. The subjects selected in this study consisted of one content expert, design expert, media expert, fifth grade teacher, three individual test students, and nine students for the small group test. The data in this study were collected through interviews, questionnaires, and tests. The instruments used in this study were questionnaires and multiple choices tests. The data that has been collected is then analysed using analysis techniques with quantitative descriptive approaches, qualitative descriptive, inferential statistical analysis. The findings in this digital comic product development research are as follows: (a) The results of product validity test through experts show that digital comic media have very valid qualifications; (b) the results of practicality test through teacher responses, individual tests, and small group tests obtained very practical qualifications; (c) the results of media effectiveness test through pre-test and post-test obtained effective qualifications. It can be concluded that the contextual-based digital comic media for mathematics content on angle measurement material is effective in improving learning outcomes, especially for grade V students.

Many lower-grade students have difficulty understanding lessons due to their limited proficiency in Indonesian, while they are more fluent and confident in communicating in their native language. This study aims to produce mother tongue animated videos for communication skills for second grade elementary school students. This research is a development study utilizing the ADDIE model. The research subjects include one content expert, instructional media expert, instructional design expert, one language expert, three individual test students, and 15 small group test students. Product development data were collected through questionnaires, and communication skill data were obtained through observations during product implementation. The collected data were analyzed descriptively and qualitatively. The development results of mother tongue animated videos from experts showed that the material testing result was 90% in the very good category, media expert 89% in the good category, design expert 92% in the very good category, and language expert 90% in the very good category. Meanwhile, the individual test result was 92% in the very good category, the small group test 83% in the good category, and the significant group test 80% in the good category. Observation of student communication skills during mother tongue animated video media implementation yielded 83% in the good category, 12% in the fair category, and 5% in the poor category. These results impact students' ability to express opinions, ideas, and thoughts using the language they currently master. This study recommends that mother tongue-based animated video media can shape communication skills in elementary school students.

The teaching materials in the current Merdeka Curriculum have not yet fully met students' needs. Based on a needs analysis, it was found that there is a demand for teaching materials that can integrate the Pancasila Student Profile Strengthening Project (P5) with the learning process. Initial observations also showed that students’ creativity and science process skills were at a low level. Therefore, this study developed an interactive e-module based on Project Based Learning (PjBL) integrated with P5 on the topic of plant growth and development. The purpose of this research was to examine the validity, readability, effectiveness, practicality, and describe the characteristics of the developed e-module. This research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The e-module was proven to be highly valid based on evaluations by content experts and media experts. The e-module demonstrates a high level of readability. The e-module was shown to be effective in enhancing students’ creativity and science process skills, as evidenced by cognitive and performance test results. Feedback from both teachers and students indicated that the e-module is highly practical for classroom use. Overall, the developed e-module has shown characteristics that integrate P5 activities on the topic of plant growth and development through project based learning.