SAC interactive e-modules: A step toward green economy for elementary students

This study aims to develop a mission-based puzzle learning media to enhance elementary school students' problem-solving skills, specifically in understanding the concept of fractions. Mathematics instruction often faces challenges in helping students grasp abstract concepts like fractions, which are considered more difficult than whole numbers. Mission-based puzzles are expected to offer an innovative solution to make learning more engaging and to improve students' critical thinking skills. The development model used in this research is ADDIE (Analysis, Design, Development, Implementation, Evaluation), supplemented by the simplified research and development stages of Borg and Gall as modified by Sukmadinata. The study began with a preliminary investigation, including classroom observations and interviews with teachers to identify the learning needs at SD Negeri Butuh 01. Based on this, a prototype of the mission-based puzzle media was designed with a Problem-Based Learning (PBL) approach. The prototype was validated by subject matter experts, media experts, and instructional design experts, and was tested with fifth-grade students. The results showed that the media effectively enhanced students' problem-solving skills in mathematics, with positive responses to its use. The "Mizzle Math" learning media was validated with excellent results (98%, 96%, and 98% for content, media, and design experts, respectively) and demonstrated a significant improvement in students' pretest and posttest scores, with the average posttest score reaching 80. The evaluation indicated that the mission-based puzzle media effectively teach fractions at SD Negeri Butuh 01 and offer an innovative alternative to enhance student engagement and understanding of mathematics.

Many middle school students face challenges in developing algebraic thinking skills, which hinders their understanding and application of algebraic concepts. This study aims to develop an E-Pocket Book as a learning medium to optimize middle school students’ algebraic thinking skills. The research employs a development method using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The subjects of this study are eighth-grade students from SMPN 14 in Serang City. The research instruments include both tests (cognitive tests) and non-tests (questionnaires). The cognitive test was administered to 59 students during the field trial and 8 students during the limited trial, with the results showing significant improvement in students’ algebraic thinking skills, with increases of 71% and 79%, respectively. The non-test instruments consist of two types of questionnaires: assessment questionnaires and response questionnaires. The assessment questionnaire was given to two subject matter experts, who rated the e-pocket book as feasible (85.2%), and one media expert, who rated it highly feasible (93%). The response questionnaire was distributed to both mathematics teachers and students, with an overall feasibility rating of 80% from teachers and 87% from students. The findings indicate that the e-pocket book is a viable learning medium and effectively enhances students’ algebraic thinking abilities.

The limited number of studies on the development of innovative learning media to enhance students’ speaking skills remains a challenge in Arabic language education, despite the significant impact of this skill on the overall quality of the teaching and learning process. This study aims to develop and evaluate the effectiveness of a game-based interactive e-book using the Canva application as a learning medium to improve the speaking skills of Grade XI students at MA Tarbiyatut Tholibin Bumijawa, Tegal. The research employed a Research and Development (R&D) method using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were Grade XI students, with data collected through interviews, questionnaires, observations, and pre-test and post-test assessments. The test instruments were analyzed for item difficulty and deemed appropriate. Validation results indicate that the learning media is highly valid, with scores of 92.5% from content experts and 87.5% from media experts, and highly feasible according to student evaluations (90.1%). Effectiveness testing using the Paired Sample t-Test (p < 0.05) and an N-Gain score of 76.6% demonstrated a significant improvement in students' speaking skills. These results support the effectiveness of Canva-based interactive e-books in Arabic language learning. The findings contribute theoretically to the literature on educational technology development and offer practical recommendations for teachers to adopt similar media to enhance learning quality. This study also opens opportunities for further exploration across different subjects and educational levels.

<p>This study aims to develop a Montessori-based learning tool to help first-grade students better understand the concepts of addition and subtraction. The research employs a Research and Development (R&D) method with the Borg and Gall model, adapted to six stages: research and data collection, planning, initial product development, preliminary field testing, product revision, and main field testing. Product validation was conducted by experts in content, media, and pedagogy, showing that the tool is highly valid for classroom use. Field trials at MI Al-Maarif 02 Singosari, using a pre-test and post-test design, demonstrated a significant improvement in students' arithmetic skills, with average scores increasing from 70.34 to 94.83. The N-gain analysis showed a score of 0.78, indicating high effectiveness of the learning tool in enhancing students' abilities. This study suggests that the Montessori-based learning tool significantly improves students' understanding of basic mathematical concepts in a fun and comprehensible way.</p>

Social studies learning in primary schools still faces obstacles in delivering material on ethnic diversity, which tends to be abstract. The lack of interactive learning media results in low student comprehension. This study aims to develop, test the validity, and analyse the effectiveness of an interactive learning medium based on the global diversity of Bhineka Tunggal Ika. The research method used is Research and Development (R&D) with the ADDIE model. The research subjects consisted of 3 experts (content expert, design expert, and media expert) and 30 fifth-grade elementary school students. Data collection was conducted through questionnaires and tests. Questionnaires were used to assess the validity of the product by experts and student responses, while tests were used to measure the effectiveness of the media through pre-test and post-test designs. The validation results showed scores of 95.45% (content expert), 91.66% (design expert), and 95% (media expert) in the ‘very good’ category. The effectiveness test using a t-test showed tcalculated = -4.35 > ttable = 1.655, indicating a significant improvement in students' understanding. In conclusion, the Bhinneka Tunggal Ika global diversity-based ethnic group map learning media proved to be feasible and effective in improving students' understanding of social studies in primary schools. The implication of this study is that the use of visual-based media can strengthen the quality of learning and serve as a reference in the development of digital media in primary education.

Balinese language instruction in elementary schools continues to face challenges related to low student learning outcomes, particularly in learning Balinese script, due to the limited use of innovative and interactive learning media. This condition often results in monotonous learning experiences that reduce students’ interest and engagement. This study aims to develop and evaluate the validity and effectiveness of Paralia (Paplajahan Aksara Bali Asyik), an interactive multimedia learning resource grounded in local wisdom, to improve fifth-grade students’ learning outcomes. The study employed a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research participants included two content experts, two media experts, three students for individual trials, nine students for small-group trials, and 30 students for effectiveness testing. Data were collected through questionnaires and essay-based tests and analyzed using descriptive quantitative techniques and paired-sample t-tests. The results indicate that the Paralia interactive multimedia achieved very high validity scores from content experts (0.983) and media experts (0.980), as well as very positive responses in individual (95%) and small-group (93.05%) trials. The effectiveness test revealed a statistically significant improvement in students’ learning outcomes after using the interactive multimedia. This study concludes that Paralia interactive multimedia based on local wisdom is valid, feasible, and effective for enhancing elementary students’ learning outcomes in Balinese language instruction, particularly in Balinese script learning.

This study aims to develop scrapbook-based learning media grounded in the Picture and Picture model and to determine its feasibility and effectiveness in improving fourth-grade students’ poetry writing skills. The study employed a Research and Development (R&D) approach based on Sugiyono’s model, which includes stages such as problem identification, product design, expert validation, field testing, revision, and implementation. Data were collected through test instruments (pretest and posttest) and non-test techniques, including observations, interviews, and questionnaires. Data analysis involved normality testing, paired-samples t-tests, and normalized gain (N-gain) analysis. The feasibility results indicate that the product was rated highly feasible, with scores of 95% from media experts and 88% from material experts, yielding an average of 91.5%. The t-test results (p < 0.05) demonstrate a statistically significant improvement in students’ poetry writing skills following the intervention. Furthermore, the N-gain scores were 0.5617 (small-scale trial) and 0.720 (large-scale trial), both categorized as moderate. These findings suggest that scrapbook-based media integrated with the Picture and Picture model is both feasible and effective in enhancing students’ poetry writing skills. The integration of visual instructional models with tactile, multimodal media such as scrapbooks helps bridge the gap between abstract ideas and written expression. This study offers practical implications for educators in fostering creative literacy through structured visual stimuli.

Reading comprehension is a fundamental skill in elementary education; however, many students experience difficulties due to limited engagement and the continued use of conventional teaching methods. This study aims to develop interactive learning media to enhance fourth-grade students’ reading comprehension in Indonesian language learning. This study employed a Research and Development (RD) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sample consisted of 68 elementary school students. Data were collected through learning outcome tests, questionnaires, interviews, and observations. Instruments included validation sheets for material and media experts, as well as student and teacher response questionnaires. Data were analyzed to assess feasibility, practicality, and effectiveness, including a paired sample t-test to measure learning improvement. The developed interactive media was rated highly feasible by material experts (87%) and media experts (95%). Practicality evaluations showed very positive responses from students (91%) and teachers (93%). Effectiveness testing revealed a significant improvement in students’ reading comprehension, with paired sample t-test results indicating p = 0.000 (p 0.05), confirming a statistically significant difference between pre-test and post-test scores. The findings indicate that interactive learning media are feasible, practical, and effective in improving reading comprehension. The integration of multimedia elements enhances student engagement and supports active learning. Therefore, interactive media can serve as an effective instructional tool to improve literacy outcomes in elementary education, although further studies with broader samples are recommended.

This study addresses the challenge of enhancing statistical thinking among prospective mathematics students’ through the development of interactive digital modules delivered via Android applications. Traditional learning resources in descriptive statistics often emphasize computational procedures at the expense of conceptual understanding and reasoning. Guided by the ADDIE (Analysis, Design, Develop, Implement, Evaluate) model within a research and development framework, this study designed and evaluated a digital module integrating learning activities, multimedia explanations, practice videos, exercises, and formative assessments. Validation by subject matter, media, and pedagogical experts indicated high levels of validity (0.90–0.91). Pilot and field trials demonstrated strong practicality (74.73% and 82.67%), while a paired sample t-test and N-Gain analysis confirmed significant improvements in students’ statistical thinking skills, with effectiveness reaching 80.36%. These findings suggest that Android-based modules not only provide valid and practical learning resources but also deliver measurable learning gains. The study contributes to the growing body of research on mobile and technology-enhanced learning by highlighting the pedagogical potential of interactive digital modules in higher education, particularly in bridging the gap between procedural knowledge and conceptual reasoning in statistics education.

This article was migrated. The article was not marked as recommended. Purpose Theoretical concepts are taught to the students in classroom teaching but diagnosing and managing patients in clinical practice requires application of that knowledge as well as critical thinking ability. Final year dental students are often confused by the variation in the clinical presentation and co-relation of theoretical descriptions of white lesions of oral mucosa. Additionally some white lesions described in the text book may not be seen in short clinical postings. Considering the need, case based Computer Assisted Learning Program (CALP) was developed for better Knowledge, diagnosis and treatment planning of White Keratotic Lesions (WKL). Materials and method Fifty final year dental students were introduced to CALP. The evaluation of CALP was planned after completion of tutorial on WKL of oral mucosa. Tutorials were followed by two days of self reading of the topic covered in class. Students had to appear for multiple choice questions test (recall and application type) with fourty five items, based on WKL before CALP session. The CALP session was immediately conducted and fifty students included in the study were allowed to operate CALP separately in Digital library. CALP was designed to show a clinical picture of WKL which is supplemented with all details required of case to arrive at a diagnosis. Post test incorporated into CALP had the same MCQs that were asked in the pre test. Score of post test were displayed on the screen only after attempting all questions. CALP was designed to give correct answers with explanations along with appropriate treatment plan of given case, after the MCQ test. Feedback of students was noted through discussion which was a combination of their reflection about self reading and experience of CALP. The questionnaire about CALP experience was a combination of open and closed ended questions about CALP. The scores of pre and post CALP tests were compared. Result Computerized case based diagnosis and management program was well perceived by the students. There was significant improvement in student's knowledge in decision making skills after using the program. Program was experienced as, informative, innovative, enjoyable, and useful. Students also shared that they valued the opportunity to interact with the teachers and realized the importance of self directed learning. They felt benefitted in terms of better memory, recall, more efficient studying practice and better organization of thoughts due to case based learning. However, the students expressed that few more topics should have been taught through CALP. During this project we learn that students do accept innovative ideas by teachers. Adjunct teaching tools so can be used to enhance student's interest in the learning. Conclusion Computerized case based diagnosis and management program was well perceived by the students. There was significant improvement in student's knowledge in decision making skills after using the program. It can thus be envisaged as an adjunct to conventional teaching methods to improve students' confidence and performance in clinical practice.

Bullying remains a persistent problem in schools, negatively impacting students' psychological and social well-being. While physical education has the potential to foster positive character traits, the use of traditional games to promote anti-bullying attitudes is still underexplored, and physical education teachers do not yet have a structured model for implementing such approaches effectively. This research utilized a Research and Development (R&D) approach conducted in Lombok, Indonesia. The development procedure included needs analysis, model design, expert validation, limited field trial, extensive field trial, and iterative revisions. A limited trial was carried out with 30 elementary school students, while the extensive trial involved 120 students. Data were collected through observations, interviews, and questionnaires. The developed model, based on traditional games such as gobak sodor, fort and engklek, was validated by experts and successfully implemented in selected schools. Results indicated significant improvements in students’ empathy and mutual respect, accompanied by a noticeable reduction in aggressive behavior. Teachers reported high acceptance and ease of application. The study concludes that integrating traditional games into physical education lessons can foster anti-bullying attitudes in students. This culturally grounded, character-focused model enhances social-emotional learning and provides practical tools for educators to address bullying through inclusive and meaningful physical activity.

This study aims to develop a project-based STEM (Science, Technology, Engineering, and Mathematics) learning tool for the "Meliuk Menerjang" material in the Emancipated Curriculum for grade IV students in Indonesian elementary schools. The objective is to create a tool that is feasible, practical, and effective in improving student learning outcomes. The research employs a Research and Development (R&D) approach, specifically following the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data was collected through validation from material and design experts, questionnaires, and student performance assessments. The study included 25 students and 20 teachers from various elementary schools in Malang City to identify the needs and effectiveness of the project-based STEM learning model. Data analysis was performed using SPSS for effectiveness analysis and qualitative analysis for feedback and validation results. Findings: The project-based STEM learning model demonstrated high feasibility with significant improvements in students' understanding and skills. Validation results showed that the content was relevant and supportive of STEM skill development. Both teachers and students positively accepted the learning model, indicating increased confidence and motivation. Conclusion: Integrating project-based STEM learning in the Emancipated Curriculum positively impacts student engagement, motivation, and learning outcomes. This approach fosters critical thinking, creativity, and teamwork among elementary students, preparing them for future technological challenges.

This study aimed to implement the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model to enhance the effectiveness of teaching colour painting in the training of future professionals. The methodology involved analysing the current teaching state in this course at Henan Technical College of Construction, combining traditional education with applying the ADDIE model. A comparative analysis was conducted between the learning outcomes of students using the ADDIE model and those taught using traditional methods. The ADDIE model facilitated the improvement of course structure, established clear learning objectives, and developed assessment mechanisms that took into account both theoretical knowledge and practical skills. The integration of blended design led to increased student engagement and interest in the subject. The results showed significant improvement in students’ abilities, knowledge, and practical skills. Furthermore, the new approach to assessment provided more accurate information on students’ knowledge levels and progress. The findings of the research indicate the effectiveness of the proposed model for teaching similar subjects in vocational institutions. A key aspect is the adaptation of educational methods to meet the modern requirements of professional training. The study examined the impact of technological innovations on the learning process and their role in shaping students’ competencies. The use of blended teaching methods not only increased student engagement but also fostered the development of creative thinking and visual perception. An important component of the research was the design of effective educational activities that promote the development of critical thinking and student autonomy. Various methods, such as group projects and creative tasks, enabled participants to present their ideas and receive feedback. This also boosted their motivation to learn, as students were able to apply their acquired knowledge in practice. Overall, the integration of the ADDIE model not only improved the quality of instruction but also created conditions for a deeper understanding of colour painting as an artistic discipline, which is essential in the training of professionals.

This research to develop, assess the feasibility, and evaluate the effectiveness of the MEOM digital learning media based on Game-Based Learning (GBL) to improve the mathematical problem-solving skills of Grade 5 primary school students. The development process used the Research and Development (RnD) method with the Four-D (4D) model, consisting of the Define, Design, Develop, and Disseminate stages. Expert validation indicated that the media is highly feasible based on evaluations from media experts (91%), content experts (87.5%), and language experts (80%). Both limited and expanded feasibility tests showed highly feasible results, with average percentages above 88%. A preliminary practicality test conducted in three schools (SDS Taruna Mandiri, SDIT Al-Lauzah, and SDI Kaffah) revealed a feasibility rate above 94%. The effectiveness test showed a significant improvement in students’ mathematical problem-solving skills, with higher post-test scores compared to pre-test scores in the experimental class. The Mann-Whitney statistical test yielded a significance value of 0.000 (<0.05), indicating a significant difference between the control and experimental groups. Thus, the MEOM digital learning media based on GBL is effective and feasible to be used as a learning tool for mathematics in primary schools.

Development of Fable Picture Storybooks as a Learning Medium to Promote Anti-Bullying in Early Elementary Education Objectives: This study aims to develop a picture storybook that is valid, practical, and effective as an anti-bullying learning medium for elementary school students. Methods: The research employed a development approach (Research and Development) using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants in this study were first-grade students from SD N Giwangan and SD Muhammadiyah Sambisari. Data were collected through questionnaires, interviews, and observations. Findings: The developed anti-bullying fable picture storybook was evaluated by experts and received high feasibility ratings: 92.5% from media experts (very feasible), 96% from content experts (very feasible), and 83% from instructional experts (feasible). Additionally, teacher assessments yielded an average score of 49 out of a possible 50, with a feasibility percentage of 98% (very feasible). A significant improvement in students' understanding of bullying including its definition, forms, and consequences was observed after using the storybook. This is supported by an increase in the average pre-test score (M = 65.20) to the post-test score (M = 82.75). Conclusion: The anti-bullying picture storybook developed in this study is an effective educational tool and holds strong potential for integration into bullying prevention efforts in elementary schools. It offers an engaging and interactive alternative learning resource that supports schools in fostering a safer and more supportive learning environment for all students. Keywords: picture strorybook, learning media, anti-bullying, elementary school.