This study investigates the effect of implementing Kahoot digital technology on the cognitive learning outcomes of students at SDN 49/III Koto Baru S. Agung. As technology rapidly advances, game-based platforms such as Kahoot are increasingly recognized for enhancing material comprehension through more interactive pedagogical approaches. This research employs a quantitative approach with a quasi-experimental design, comparing an experimental group that utilizes Kahoot as a learning medium with a control group that uses traditional instructional methods. Results demonstrated that Kahoot yielded statistically significant improvements (p < 0.01) with a substantial practical impact. Effect size analysis (Cohen's d) reached 2.89, indicating a considerable effect, while the Normalized Gain (N-Gain) achieved 0.57, categorized as moderate effectiveness. Kahoot's effectiveness stems from its capacity to trigger intrinsic motivation and foster active engagement, thereby confirming gamification as a superior and adaptive strategy for enhancing cognitive achievement among digital native students at the elementary school level.

This study examined the effectiveness of TED Talks as a learning tool to enhance listening comprehension among senior English Education majors in Indonesia. The objective was to identify whether TED Talks videos helped enhance the listening proficiency of this particular student group. A mixed-methods research study was employed in order to accomplish the aforementioned objective. Students of the English Education departments in semesters six and eight constituted the target population. A voluntary sample of 30 students was selected for participation. Data were gathered through interviews and questionnaires. Quantitative data from the questionnaire were calculated using IBM SPSS 25, and interview data were examined using thematic analysis. Quantitative data showed mean scores ranging from 2.34 to 3.67, categorized as ‘moderate.’ This indicated the general agreement among respondents that TED Talks videos contributed towards an improvement in listening skills. This represented a favorable perspective on the usefulness of the application; however, the ‘moderate’ categorization signaled a need for a deeper investigation into the practical application and optimization of TED Talks. Further, qualitative interview data provided a richer context, complementing the quantitative findings.

Penelitian ini berfokus pada masalah rendahnya motivasi dan hasil belajar peserta didik kelas V dalam mata pelajaran Sejarah Kebudayaan Islam di MIN 15 Pidie Jaya. Oleh karena itu, penelitian ini bertujuan untuk memberikan bukti empiris mengenai efektivitas media audio visual dalam meningkatkan motivasi dan hasil belajar, sehingga dapat menjadi referensi bagi guru dalam merancang strategi pembelajaran yang lebih efektif. Penelitian ini menggunakan desain penelitian eksperimen (kuantitatif). Sumber data yang digunakan dalam penelitian ini adalah siswa kelas V di MIN 15 Pidie Jaya. Metode pengumpulan data dilakukan melalui angket, tes, dan dokumentasi. Instrumen penelitian yang digunakan adalah tes dan angket yang telah diuji validitas dan reliabilitasnya. Teknik analisis data yang digunakan adalah Uji Validitas, Uji Reliabilitas, Uji Normalitas, Uji Homogenitas, Uji T, dan Uji Manova. Hasil penelitian menunjukkan bahwa penggunaan media audio visual secara signifikan meningkatkan motivasi dan hasil belajar siswa. Rata-rata nilai post-test untuk kelompok eksperimen mencapai 86,71, sedangkan kelompok kontrol hanya 80,00. Oleh karena itu, disarankan agar guru lebih sering mengintegrasikan media audio visual dalam proses pembelajaran dan melakukan pelatihan untuk memaksimalkan penggunaannya dalam pengajaran. Kata Kunci : Media audio visual, motivasi belajar, hasil belajar.

Many lower-grade students, particularly in grade 3 of SD/MI, face difficulties in understanding and applying the Subject, Predicate, Object, and Adverbial (S-P-O-K) structure accurately. This study explores the use of the Adventure Quest strategy, adapted from online role-playing games, as an innovative learning model to enhance students’ comprehension of SPOK through engaging, story-based missions. Using a descriptive qualitative design, the research analyzes classroom interactions and students’ responses during implementation. The findings reveal that the Adventure Quest approach increases students’ motivation, participation, and confidence in constructing structured sentences. Students reported high satisfaction and improved understanding of SPOK concepts. This study contributes a novel pedagogical adaptation by integrating game-based adventure elements into Indonesian language learning, demonstrating its potential to create an active and contextual learning environment.

Understanding fractions remains challenging for many junior high school students, especially in distinguishing numerators and denominators, identifying equivalent fractions, and converting contextual problems into mathematical models. Conventional learning media often lack interactive and engaging features, causing students to struggle with conceptual understanding. This study introduces a digital comic as an innovative and interactive learning medium designed to make fraction learning more contextual and appealing. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The product, a digital comic in PDF format accessible online, was tested on seventh-grade students at SMP Negeri 9 Banda Aceh. Validation results showed high validity from media (85.90%), content (84.97%), and language experts (100%). Practicality assessments from teachers (93.75%) and students (93.43%) also indicated that the comic is highly practical. These findings highlight the novelty and effectiveness of integrating digital comics into mathematics learning, demonstrating that such media can enhance students’ motivation and conceptual understanding of fractions.

This study evaluates the effectiveness of integrating gamification into CNC programming instruction using the CAMotics simulator. Twenty-eight Mechanical Engineering students participated in a four-week gamified intervention combining leveling, points, badges, instant feedback, and leaderboards. Data were collected through pre/post-tests, motivation questionnaires, and simulator log metrics (time-on-task, error rate, and revisions). Results show significant improvements in post-test scores (p < 0.001) and substantial reductions in completion time and syntax errors (Cohen’s d > 2.8). Motivation scores also increased, with intrinsic motivation positively correlating with technical performance. Theoretically, this study extends technology-enhanced learning by positioning simulator log data as a performance-based evaluation framework for vocational gamification design. Although the study was conducted without a control group, the findings provide preliminary evidence of the effectiveness of gamified simulator learning in vocational engineering contexts. Practically, it offers an evidence-driven model for integrating digital gamified learning into mechanical engineering education.

Digital technology is rapidly advancing, making communication and information access more convenient. This progress is also impacting teaching and learning, making education more efficient and accessible from anywhere. Learning becomes more effective with the appropriate use of learning media. Digital technology helps make learning media more accessible. This study aims to create an interactive digital flipbook titled "KIBAFLO" (Badar Story Flipbook Online). "KIBAFLO" is applied to grade 3 elementary school students. It is created using Canva and Book Creator applications. The flipbook presents Badar War material from the Islamic Religious Education subject effectively and enjoyably. The research method used is descriptive qualitative with a case study approach. The study uses the Design and Development (D&D) approach with the ADDIE model stages. Which includes needs analysis, design, development, implementation, and evaluation. These stages are developed into one integrated whole to produce structured research results.Validation by material and media experts rated the flipbook as 'Very Good'. It is declared feasible and appropriate as a learning medium. The flipbook is expected to increase students' interest, motivation, and understanding. This media also supports better integration of digital technology in education.

The implementation of Project-Based Learning (PjBL) in physics instruction is aligned with topics that have direct applications in daily life, such as electricity. One of the projects that students can undertake is constructing a simple household electrical installation. However, PjBL has a limitation in which students only focus on the final product of the project rather than the underlying concepts required to complete it. This condition leads to decreased student engagement during the learning process, which in turn may increase the probability of a decline in learning outcomes. This weakness can be addressed by integrating the Rally Table learning strategy. Therefore, this study aims to measure the effectiveness of PjBL combined with Rally Table in improving the learning outcomes of 12th-grade students on the topic of electricity. The study employed a one-group pretest–posttest design with a sample of 72 students. The findings indicate an improvement in learning outcomes by 37%. In addition, classroom observations revealed that proper time allocation between regular learning activities and project work is essential to foster active student engagement throughout the learning process.

The background of this study stems from the observation that teaching methods, such as problem-based learning using PowerPoint, tend to be less engaging and fail to optimally develop students’ critical thinking abilities. This study aims to analyze the effectiveness of applying the Project Based Learning model supported by Powtoon interactive video media on students' critical thinking skills on water cycle material in elementary schools. The method used was a quasi-experiment with a Non Equivalent Control Group design, involving two classes of 25 students each. The research instrument consisted of pre-test and post-test questions that had been tested for validity and reliability. The results showed that the application of the Project Based Learning model supported by Powtoon significantly improved students' critical thinking, especially in interpretation, analysis, evaluation, inference, explanation, information relate to the water cycle. In the results of Cosen's D analysis, the project-based learning model with powtoon video media has a very significant increase compared to the problem-based model with PPT media on students' critical thinking skills, this shows an effect size of 1.182 which means a very large influence.