The purpose of this study was to compare the learning motivation of students who used graphic learning media and those who used word walls. In addition, the purpose of this study was to determine whether or not there were significant differences between the two types of educational media. A quantitative experiment was conducted for the purpose of this study on students from Pajawankidul Elementary School enrolled in grade III A. The experimental class consisted of students from grade III A, while the second experimental class consisted of students from grade III B. When conducting the sampling method, a number of different types of media, such as word walls and photos, were used. The sample included a total of twenty male students and twenty-eight female students. The total number of students participating in the sample was twenty. Students in grades III A and III B who were studying science showed various learning interests when they were exposed to word walls and image learning media on their computers, according to the conclusions of the study presented. Third-grade students of Pajawankidul Elementary School had better learning motivation when they utilized word walls as one type of media compared to visual media.

This study aims to analyze the effect of Canva media on students' learning interest in Natural and Social Sciences (IPAS) in fifth grade elementary schools. Initial observations showed low student interest due to monotonous media use, with only 16 out of 40 students achieving the Minimum Completion Criteria (KKM). This methodology involved two meetings: one meeting without Canva media and one meeting with Canva media. Data were collected using a valid questionnaire, measuring indicators such as student attention and engagement. The results showed an increase in student learning interest from 72% to 84% after the use of Canva media. These findings indicate that Canva helps create an engaging learning environment with presentation designs, infographics, and interactive quizzes, effectively enhancing student creativity and learning outcomes.

Reading comprehension skills are the foundation of learning, yet they remain a major challenge in Indonesian education, as evidenced by the 2021 PIRLS results, which ranked Indonesia at the bottom. The digital age demands a transformation in learning that integrates multimedia technology to meet the needs of Generation Z. This study uses the Systematic Literature Review method with the PRISMA guidelines to analyse the characteristics and effectiveness of interactive flipbooks in reading comprehension learning. The literature analysis indicates that interactive flipbooks have a pedagogical design that aligns with modern learning needs by coherently integrating text, audio, visuals, and interactive elements. This medium has been proven to enhance text comprehension and student motivation and provide ease of access for flexible learning. Interactive flipbooks serve as a practical solution supporting the development of 21st-century skills and student-centred learning in the digital age.

This study aims to determine the effect of the PAIKEM strategy with the 'Papikdig' teaching aid and to determine whether or not there is an effect of the PAIKEM strategy with the 'Papikdig' teaching aid on students' interest and mathematics learning outcomes. The research method is Quasi Experiment with Posttest-Only Control Group Design. The research sample uses non-probability sampling techniques. The results of the study: the Ho hypothesis is rejected and the Ha hypothesis is accepted at a significance level of 0.05. The prerequisite tests carried out are normality, homogeneity, and linearity tests using SPSS version 27. The hypothesis was tested using an independent sample t-test. The study shows that there is an effect of the PAIKEM strategy with the 'Papikdig' teaching aid on students' interest and mathematics learning outcomes. This is indicated by an independent t-test of 0.001 which is smaller than 0.05. The positive impact of the PAIKEM strategy with the 'Papikdig' teaching aid on students' interest and mathematics learning outcomes. This is indicated by the average student interest in learning at a score of 83.02 for the very high category. And the average student learning outcomes are at a score of 66.5 with a sufficient category.

Many students tend to give up easily when faced with Mathematics lessons. This has an impact on less than optimal learning outcomes. One of the main causes is the low self-confidence of students in understanding and solving mathematics problems, so they are afraid of failing and reluctant to try. Lack of self-confidence in their own abilities makes students unmotivated to learn optimally. Therefore, this study aims to determine whether there is an influence and difference in learning outcomes and emotional intelligence of students taught with the PBL model and the contextual model and how it is implemented at SDIT Nurul Islam Singkawang. This study uses a quantitative approach involving grade V students. Data collection was carried out through pretest, posttest and questionnaire questions. The results of this study indicate that differences in student learning outcomes are caused by PBL steps that have a positive influence by placing students as active subjects of learning, while differences in students' emotional intelligence are caused by the PBL model which provides space for students to express themselves and provide influence because the characteristics of PBL are in line with indicators of emotional intelligence.

This research aimed to determine the effect of crossword puzzle-based flash card learning media on the learning outcomes of fifth-grade students in IPAS subject. The study was conducted at UPT. SDN 060938 Medan using a quantitative approach with a one-group pretest-posttest design. The subject consisted of 27 fifth-grade students. Data collection involved learning outcomes tests and questionnaires. Data analysis included correlation tests and t-tests. The results showed that the flash card media significantly improved learning outcomes, with a posttest average of 89.07 and a correlation coefficient of 0.938. The t-test yielded tcount = 13.576 > ttable = 3.707, indicating a significant and positive influence of the media on students' IPAS learning outcomes.

This study aims to determines: 1) theim provement of students' understanding of mathematical concepts through the coope rativelearning model of the make a match type using props Panjurang aids on addition and subtraction materials; 2) students' responses during learning with the cooperative learning model of the make a match type using Panjurang teaching aids on addition and subtraction. There search design used in this study is one group pre -test post-test design. The sampling technique used in this study was nonprobability sampling with the purposive sampling type . The data collection instruments used were students' mathematical concept understanding question sheets and student response questionnaire sheets. There sults of the study showed that 1) there was anincrea sein understanding of mathematical concepts through the use of the make a match type cooperative model accompanied by the use of props Panjurang aids in grade II students at SDN Negeri 8 Singkawang, namely with an N-Gain valueof 0.90. 2) student responses through the make a match type cooperative learning model using props Panjurang aids on addition material were classified as very good, this was indicate d by the overall results of thepercentage of student respondent questionnaires of 93.

This research method is qualitative to identify students' abilities in learning mathematical story problems on plane figures through role-playing method in fifth grade of SD Negeri Karangasem 1 Surakarta. Data were collected through observation, interviews, and documentation. The results showed a significant improvement in students' ability to solve mathematical story problems on plane figures after the application of the role-playing method. The average student score increased from 70 to 90, reflecting substantial understanding. Observations showed that students who participated in role-playing were more active, asked more questions, and were more enthusiastic. Students' responses to this method were very positive, with many feeling interested in learning mathematics. Students considered the role-playing stories relevant to everyday life, helping them understand mathematical concepts in real situations. Despite challenges in conveying complex stories and variations in students' abilities, the results showed that the role-playing method was effective for mathematics learning in SD Negeri Karangasem 1 Surakarta. This study recommends the continuous application of the role-playing method and the adjustment of stories according to students' needs and backgrounds to improve learning effectiveness.

This research was conducted to analyze: 1) Implementation of the School Literacy Movement (GLS), and 2) Use of reading wheel learning media for early reading in Class II of SDN Geneng 02 Gatak Sukoharjo in the 2024/2025 Academic Year. This research is a qualitative descriptive study. This research uses primary data sources and secondary data sources. The subjects of this research were the Principal, Class II Teacher, and 3 students in Class II with the object of analyzing the GLS Program on Early Reading Skills Using Reading Wheel Media. The data collection techniques used by the researcher were observation, interviews, and documentation. The validity of the data used was source triangulation and technical triangulation. The data analysis used was data collection, data reduction, data presentation, and conclusion drawing. Analysis of the research data obtained by the researcher can conclude that: 1) the implementation of the school literacy movement consists of 3 main stages, namely habituation, development, and learning, with a focus on reading activities for 15 minutes before learning activities begin which are carried out on Mondays and Wednesdays, 2) the use of reading wheel learning media for initial reading in class II has a positive impact on improving students' basic literacy skills, especially in terms of recognizing letters, syllables, and arranging words into simple sentences.