Using Anime as A Teaching Media to Improve Understanding of Sentence Patterns in Japanese

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 and test the effectiveness of GeoGebra-based mathematics learning media on the critical thinking skills of 11th-grade high school students in the topic of geometric transformations. The research employed the ADDIE development model, consisting of five stages: analysis, design, development, implementation, and evaluation. During the analysis stage, interviews and pre-tests were conducted to identify students' needs and assess their initial abilities. The design stage involved creating GeoGebra-based learning media, developing assessment instruments, and designing lesson plans (RPP) using the PMRI model. In the development stage, the learning media were validated by media and content experts and tested on students of class XI MIPA 3 at SMA Negeri 1 Bangorejo. The implementation stage consisted of two sessions for teaching and testing. The evaluation stage included analyzing pre-test and post-test results using N-gain tests, normality tests, homogeneity tests, and paired sample t-tests. The results showed that the GeoGebra-based learning media achieved an excellent level of validity, with media validity at 95% and content validity at 85%. Furthermore, the media were rated as highly practical by students, with an average questionnaire score of 85%. The N-gain test indicated a "moderately effective" category with an average score of 56%. The paired sample t-test yielded a significance value of 0.000, demonstrating a significant improvement in students' critical thinking skills after using the media. Thus, it can be concluded that GeoGebra-based mathematics learning media are valid, practical, effective, and positively impact students' critical thinking skills in geometric transformations.

This study examines the effect of the Project-Based Learning (PJBL) model using fraction biscuit media on the mathematics learning outcomes of fourth-grade students in the topic of fractions. The research employed a one-group pretest-posttest design, involving 29 students as the experimental group. Date were collected through learning outcome tests and analyzed using normality test, homogeneity test, paired sample t-test, and N-Gain analysis. The results showed a significant improvement in students' learning outcomes after the treatment was given (p = 0.000 < 0.05), with an average N-Gain score of 0.4878, which falls into the medium category. It is concluded that the PJBL model using fraction biscuit media is effective in improving students' learning outcomes in the topic of fractions.

The development of digital technology necessitates innovation in learning media, particularly to enhance students’ motivation and learning outcomes in science education. One proposed solution is the use of augmented reality (AR)-based learning media through the Assemblr Edu platform. This study aims to develop and evaluate the feasibility of Assemblr Edu as a learning medium to improve the motivation and science learning outcomes of 30 sixth-grade students at SDN 218/IV Kota Jambi. This research is a development study (R&D) utilizing the ADDIE model, which includes five stages: Analyze, Design, Develop, Implement, and Evaluate. Data collection techniques included observation, interviews, questionnaires, and learning outcome tests. The validation results indicated that the media was highly feasible, with validation scores of 95% from material experts and 93.89% from media experts. The practicality test yielded scores of 96% from teachers and 97% from students. The effectiveness test results showed a significant improvement in students’ motivation and learning outcomes (Sig. 0.000 < 0.05). Therefore, the Assemblr Edu learning media is proven to be feasible, practical, and effective for use in science instruction to enhance students’ motivation and learning outcomes.

The limited availability of innovative learning media in elementary schools often results in low student engagement and suboptimal learning outcomes, particularly in abstract science-related subjects. This study aims to develop and evaluate the effectiveness of Pixton-based digital comic media on plant structure and photosynthesis in Grade 4 Integrated Science and Social Studies (IPAS) learning. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study was conducted at SDI Al-Amanah, South Tangerang, involving 30 fourth-grade students as research participants. Data were collected through expert validation sheets, student response questionnaires, and pretest–posttest instruments. The data analysis utilized descriptive statistics and inferential analysis using a paired sample t-test with SPSS. The results showed that the developed digital comic media achieved high feasibility levels, with validation scores of 96% from media experts, 88% from language experts, and 86% from material experts. Effectiveness testing revealed a significant improvement in students’ learning outcomes, indicated by a Sig. (2-tailed) value of 0.000 < 0.05 and an N-Gain score of 0.61 in the moderate category. These findings indicate that Pixton-based digital comic media are effective in improving learning outcomes and can be utilized as an alternative instructional medium in elementary science learning.

This study aims to implement and examine the effectiveness of an Augmented Reality (AR) based Pop-Up Book in enhancing elementary students’ understanding of ecosystem concepts. The research employed a One Group Pretest-Posttest Design, involving 139 fifth-grade students from five elementary schools in Surabaya City, Indonesia. The research instruments consisted of a concept comprehension test, observation sheets, and a student response questionnaire. Data were analyzed using a paired-sample t-test and the Normalized Gain (N-Gain) calculation. The findings revealed a significant improvement in students’ learning outcomes, with an average pretest score of 62 and posttest score of 89, resulting in an N-Gain of 0.70, which falls within the high category. Moreover, the classical mastery level reached 100%, and the student response rate toward the media was 98%, categorized as very positive. The AR-based Pop-Up Book proved to be effective in helping students comprehend ecosystem concepts, as it enables them to visualize interrelationships among organisms, energy flow, and biotic–abiotic components in a concrete, engaging, and interactive manner. Furthermore, this medium enhanced students’ motivation, participation, and engagement throughout the learning process. Hence, the AR-based Pop-Up Book can serve as an innovative, contextual, and effective science learning medium aligned with the characteristics of 21st century learners.

This study aims to examine the implementation of the scaffolding learning strategy on students’ learning outcomes and to determine the effect of the scaffolding learning strategy on the learning outcomes of Grade VII students at SMP Negeri 1 Darul Kamal. This research employed a quantitative approach using a pre-experimental research design in the form of a one-group pretest–posttest design, in which only one group was involved. The population of this study consisted of all Grade VII students, while the sample was Grade VII-1, comprising 15 students. The sampling technique used was purposive sampling. Data were collected through observation, tests, and documentation. The data analysis techniques included the normality test, homogeneity test, and a t-test for the difference between two means. The results showed that the mean score before the implementation of the scaffolding learning strategy was 70.2, with a passing rate of 47%, categorized as sufficient. After the treatment, the mean score increased to 78.3, with a passing rate of 73%, categorized as good. These results indicate a significant improvement in students’ learning outcomes. Based on the t-test results, where t_calculated > t_table (3.849 > 2.160) at a significance level of α = 5% (0.05), H₀ was rejected and Hₐ was accepted, indicating a significant effect on students’ learning outcomes before and after the implementation of the scaffolding learning strategy in history learning. Therefore, it can be concluded that the use of the scaffolding learning strategy has a significant effect on the history learning outcomes of Grade VII students at SMP Negeri 1 Darul Kamal.

The rapid development of digital technology has transformed learning practices, including the integration of game-based learning media in mathematics instruction. Mathematics is often perceived as an abstract and challenging subject for elementary school students, resulting in low engagement and suboptimal learning outcomes. This study aimed to examine the effect of Math Playground media on the mathematics learning outcomes of fifth-grade students at SDN 12 Nusa Pandau. This research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The sample consisted of 17 fifth-grade students selected through saturated sampling. Data were collected through multiple-choice pretest and posttest instruments that had been validated and tested for reliability. Data analysis included the Shapiro–Wilk normality test and paired sample t-test. The results showed a significant improvement in students’ learning outcomes after the implementation of Math Playground. The mean pretest score increased from 65 to 85 in the posttest. The Shapiro–Wilk test indicated normal data distribution (Sig. 0.549 and 0.239 > 0.05). The paired sample t-test revealed a significance value of 0.001 (< 0.05), indicating a statistically significant difference between pretest and posttest scores. These findings suggest that the use of interactive game-based learning media can enhance students’ understanding and engagement in mathematics learning.

This study employed the ADDIE development model to develop an Augmented Reality-based Interactive Map learning media on the topic of biodiversity of flora and fauna in Indonesia for Grade V students at SD Negeri 104204 Sambirejo Timur in the second semester of the 2025/2026 academic year. The research subjects consisted of 20 fifth-grade students, 2 expert validators to assess the validity of the media, and 1 classroom teacher to evaluate its practicality in IPAS learning within the Merdeka Curriculum. The validation results from material and media experts indicated that the Augmented Reality-based Interactive Map learning media was categorized as highly feasible, with high percentages based on content, design, and language aspects. The practicality test conducted by the teacher and students also showed that the media was highly practical for use in learning, as reflected in students’ positive responses with assessment percentages above 90%. The evaluation results revealed a significant improvement in students’ learning outcomes, as evidenced by the comparison between pre-test and post-test scores. The average pre-test scores were in the low category, while the post-test scores increased to the very good category after the implementation of the learning media. Therefore, it can be concluded that the Augmented Reality-based Interactive Map learning media is highly feasible and practical to be used in IPAS learning and is effective in improving students’ understanding of biodiversity of flora and fauna in Indonesia.

Western pedagogical practices have become increasingly common in Qatar with the emergence of numerous international institutions. Educational researchers continue to identify adaptive strategies for successful implementation of these pedagogical practices in high context cultures to maximise students’ learning outcomes in preparation for future challenges they may face in a knowledge-based society (Prowse & Goddard, 2010). However, for the pedagogical approaches to be suitable, they need to be both culturally attuned and culturally accepted (Ellis, 1996). The present study describes the development and use of a widely practiced student-centred approach for the first time in Qatar's secondary classrooms. The study is contextualised in Year 10 chemistry classrooms at four Arabic independent schools for boys and girls in the state of Qatar where student-centred inquiry-based instruction known as Process-Oriented Guided Inquiry Learning (POGIL) has been implemented. In a POGIL classroom, learners as self-managed teams utilising group-roles work on highly structured inquiry activities designed to help them construct their own knowledge (Moog & Spencer, 2008). The teacher acts as a facilitator encouraging students to take ownership of their learning. Several studies have examined the effectiveness of POGIL and reported significant improvement in students’ learning outcomes and their perceptions of learning (Brown, 2010; Geiger, 2010; De Gale & Boisselle, 2015). Contrary to this, there has been little or no evidence in support of making POGIL a culturally relevant pedagogy. A curriculum framework: intended, implemented, perceived, and achieved curriculum adapted by Treagust (1986) from previous research was used to examine the organisation and implementation of POGIL intervention over two semesters. Subsequently, as shown in Fig. 1, the cultural relevance of POGIL implementation was evaluated in terms of: (i) the intended curriculum – the way year 10 chemistry was presented based on the curriculum outlined by Supreme Education Council's (SEC) (ii) the implemented curriculum – the manner in which POGIL philosophy is infused into classroom instruction, and aligned with the recommended curriculum standards (iii) the perceived curriculum – teachers’ perceptions of using POGIL materials and approach (iv) the achieved curriculum – the resulting learning outcomes of the students FIGURE (See supplementary file) This presentation shares the results of the intended, implemented and perceived curriculum and discusses the strategies followed toward shaping a culturally relevant POGIL. In this paper we focus on the intended and the implemented curriculum. First, the researchers had analysed Year 10 chemistry content as described in the curriculum documents of SEC and identified suitable topics for POGIL implementation following the recommendation of SEC. A total of twenty POGIL lessons (ten lessons per semester) encompassing respective SEC's curriculum standards were prepared by the research team which were further reviewed and moderated by experienced chemistry faculty who had successfully implemented POGIL at various tertiary institutions in Australia and Qatar. The authors have taken great care to incorporate examples relevant to the local context. The moderated POGIL materials were then translated into Arabic. The teachers (n?4) from four participating schools were invited to review the translations for consistency in the use of language. Secondly, half-day workshop on introduction to POGIL was organised prior to the commencement of every semester, to familiarise teachers with the intervention. The researchers, with the assistance of Arabic speaking research assistants, visited the schools and observed teachers’ implementation of POGIL. At the end of every POGIL lesson, the researchers shared their observation notes with the teachers and offered feedback on their implementation of POGIL. Teachers’ perceptions of teaching and learning in POGIL classes were obtained through semi-structured interviews. Sharing her observation of students’ involvement in POGIL classes, a female teacher said: “I think the first and last barrier we faced is the psychological one that the [students] weren't able to believe that we finished the lesson; they want me to stand next to the board and talk ……” Students’ collectivist (Hofstede, 1980) culture (a dimension in high context cultures) is evident from the following observation notes: “In one of the groups, one student is working ahead and her group tells her to slow down and work with them. Some groups that are confused just stop and wait for the teacher and they are not really trying to figure it out on their own” The above examples support the view that pedagogical practices need to be filtered (Prowse & Goddard, 2010) to suit the local cultural contexts and the study followed a systematic approach in the planning, development and use of POGIL materials to enhance science teaching and learning at secondary levels. The curriculum evaluation framework utilised in this study had served as a vehicle for the congruence of POGIL into Qatar's secondary science classrooms which was effectively mediated by a network of POGIL practitioners, education researchers, and local teachers. Further, the scope of the project could be extended to include achieved curriculum in order to explore students’ conceptual understanding and their perception of learning in POGIL classes. References Brown, S. D. (2010). A process-oriented guided inquiry approach to teaching medicinal chemistry. American Journal of Pharmaceutical Education, 74(7), 121. De Gale, S., & Boisselle, L. (2015). The effect of POGIL on academic performance and academic confidence. Science Education International, 26(1), 56–61. Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT Journal, 50(3), doi:10.1093/elt/50.3.213 Geiger, M. (2010). Implementing POGIL in allied health chemistry courses: Insights from process education. International Journal of Process Education, 2(1), 19–34. Hofstede, G. (1980). Motivation, leadership, and organization: Do American theories apply abroad? Organizational Dynamics, 9(1), 42–63. Moog, R. S., & Spencer, J. N. (2008). POGIL: An overview. In R. S. Moog & J. N. Spencer (Eds.), ACS Symposium Series 994: Process Oriented Guided Inquiry Learning (pp. 1–13). Washington, DC: American Chemical Society. Prowse, J., & Goddard, J. T. (2010). Teaching across cultures: Canada and Qatar. The Canadian Journal of Higher Education, 40(1), 31–52. Treagust, D. F. (1986). Exemplary practice in high school biology classes. In K. Tobin & B. J. Fraser (Eds.), Exemplary Practice in Science and Mathematics Education (pp. 29–44). Perth, Australia: Key Centre for School Science and Mathematics, Curtin University of Technology.

This study was motivated by the low ability of students at MA Muhammadiyah 01 Medan to write anecdotal texts, which requires innovative learning media to make the learning process more engaging and effective. The primary objective of this research was to develop a character video learning media that is valid, practical, and effective in improving the anecdotal text writing skills of tenth-grade students. The study employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The research subjects consisted of tenth-grade students and experts who validated the content, media, and language aspects. Data collection techniques included observation, expert validation questionnaires, practicality questionnaires for teachers and students, and post-tests to measure students’ learning outcomes. Expert validation results indicated that the character video media is highly feasible for use, with high validity scores. Practicality tests from teacher questionnaires scored 97%, student questionnaires scored 89%, and learning implementation scored 91, all categorized as very good, indicating that the media is highly suitable and easy to apply in the learning process. Moreover, post-test results showed a significant improvement in students’ ability to write anecdotal texts after using the character video media. These findings confirm that the use of character video media provides a more interactive and contextual learning experience compared to conventional methods such as lectures. This study contributes significantly to the development of digital learning media, particularly for Indonesian language subjects, and can serve as a reference for educators in creating learning materials that align with students’ needs and interests.

Indonesia is currently experiencing a critical literacy crisis, particularly in frontier, outermost, and disadvantaged regions. Contributing factors include limited access to reading materials, ineffective library management, and declining student engagement in literacy activities. This study aimed to develop Indonesian language teaching materials incorporating local wisdom stories to enhance the reading skills of fifth-grade elementary students. A Research and Development (RD) approach was adopted, utilizing the ADDIE model encompassing five phases: analysis, design, development, implementation, and evaluation. The study was conducted at SD Negeri 15 Melayang, involving 21 students and 3 teachers. Data were collected using observations, interviews, questionnaires, and standardized reading tests. Analytical techniques included descriptive statistics, normality and homogeneity tests, paired sample t-tests, and independent sample t-tests. The developed teaching materials received favorable evaluations, with content experts rating them at 83.32% and media experts at 80.31%. Practical implementation scores were also high, with students giving 83.55% and teachers 90.97%. Statistical analysis revealed a significant improvement in students’ reading skills following the intervention, with a p-value of 0.001. These results demonstrate that Indonesian language teaching materials infused with local wisdom effectively enhance reading proficiency among fifth-grade students. The integration of culturally relevant narratives supports improved engagement and learning outcomes, offering a promising solution to Indonesia’s literacy challenges.

Technological advances have had a significant impact on education, including the use of technology-based learning media. One of the media that can be utilized is folklore videos, which are believed to be able to improve the listening skills of elementary school students. This study aims to analyze the effectiveness of using folklore videos in improving listening skills of grade V elementary school students. The method used in this research is quantitative pre-experimental with a one-group Pre-Test-Post-Test design. The research sample consisted of 24 fifth grade students, who were given a listening test before and after treatment. The data were analyzed using descriptive test to see the increase in the average score, Shapiro-Wilk normality test to test the distribution of data, and Paired Sample T-Test test to see the significance of differences before and after treatment. The results showed that there was a significant improvement in students' listening skills after using folklore videos as learning media. The average Post-Test score is higher than the Pre-Test, and the Paired Sample T-Test results show a significant difference (p < 0.05). This finding indicates that the use of folklore videos is effective in improving students' listening skills. Therefore, it is recommended for educators to utilize video media in learning, in order to increase student engagement and understanding of the material being taught.

General background: Writing skill is a fundamental literacy competence that supports students’ ability to communicate effectively and develop critical thinking. Specific background: However, elementary school students often face challenges in organizing ideas, using proper grammar, and maintaining consistency in writing, which hinders their overall performance. Knowledge gap: Previous studies have highlighted the role of media in learning, yet there is limited evidence on the use of digital flipbook media to improve writing skills at the primary level. Aims: This study aims to examine the role of digital flipbook media in improving the writing skills of fourth-grade students at SD Negeri Wunut 1. Results: Using a pre-experimental one-group pretest-posttest design with 35 participants, the findings showed a significant improvement in students’ writing skills, indicated by the paired sample t-test (Sig. = 0.000 < 0.05). Novelty: The integration of interactive flipbook media provided not only engaging visuals but also strengthened students’ motivation and creativity in writing. Implications: These results suggest that digital flipbook media can serve as an effective alternative in elementary education, fostering both literacy development and digital literacy in the classroom. Highlights Digital flipbook significantly improves elementary students’ writing skills. Interactive media fosters motivation and creativity in literacy learning. Study supports digital-based innovation in primary school education. Keywords: Writing Skills; Digital Flipbook; Elementary Education; Literacy; Innovation

One of the main challenges students face in learning English is limited vocabulary understanding, often due to insufficient learning materials and outdated instructional approaches. Flashcards are a visual tool that can support vocabulary learning through image–word associations. This study aimed to investigate the effect of flashcard-based vocabulary games on fourth-grade students’ vocabulary understanding at a public elementary school in West Nusa Tenggara. Using a pre-experimental one-group pretest–posttest design, the study involved 20 students selected through purposive sampling. Data were collected through vocabulary tests, observation sheets, and student questionnaires. The vocabulary test assessed two components: spelling and meaning comprehension. Data analysis included normality and homogeneity tests, and a paired-samples t-test, using IBM SPSS Statistics 24. The results showed a significant improvement in students’ vocabulary understanding after the implementation of flashcards. The mean pretest score increased from 59.25 to 82.00 in the posttest, and the number of students achieving mastery rose from 5 to 19. The paired-samples t-test yielded a p-value of 0.000 (< 0.05), indicating a statistically significant difference between pretest and posttest scores. These findings demonstrate that flashcard-based vocabulary games effectively enhance students’ vocabulary understanding and can be used to support English learning in elementary school settings.