The object of this study is a transformer-based ASR architecture trained using an Indonesian speech dataset consisting of audio recordings and corresponding transcripts. This study examines the development of an Automatic Speech Recognition (ASR) system for Indonesian, which is still classified as a low-resource language, particularly in terms of dataset availability and model performance. The problem addressed in this study is the limited performance of the standard transformer model in accurately recognizing Indonesian speech. To overcome this limitation, an encoder modification integrating convolutional and vision transformer (ViT) blocks was proposed and compared with the baseline model. The data were preprocessed through 16 kHz mono audio conversion, silence segmentation, pre-emphasis filtering, log-Mel spectrogram extraction, normalization, and subword tokenization using SentencePiece with byte pair encoding (BPE). The dataset was divided into training, validation, and testing sets with a ratio of 80:10:10, comprising 63,952, 7,994, and 7,994 samples, respectively. Model generalization was improved using the SpecAugment data augmentation technique. The experimental results show that the standard model achieves a word error rate (WER) of 0.162 and a character error rate (CER) of 0.121, while the modified model reduces the WER to 0.158 and the CER to 0.118. The significance of this finding lies in the improved feature representation produced by the modified encoder, where the convolutional block captures local acoustic patterns and the ViT block enhances global context modeling on the spectrogram. This complementary mechanism explains the reduction in errors at the word level, which is crucial for a reliable speech-to-text system. Therefore, the proposed model can be applied to real-time two-way communication in service robot applications

The interaction of teachers and students in the classroom in the Indonesian Senior High School 2 Baubau Is a research in the study of discourse studies, namely spoken discourse. This study aims to: 1. Describe and explain the structure of the teacher's oral and students in the class in the teaching and learning process, 2. Describe and explain the functions of language in teacher and student acts, 3. Mendeskripikan and explained that spoken discourse particles in teacher and student interactions in the classroom during the teaching and learning process. The research of oral discourse analysis between teachers and students is qualitative research, namely conducting research on the background natural or context from a integrity, the researcher himself or with the help of others to collect the main data. This research is descriptive, because the data collected is in the form of oral speech that occurs when the interaction of the teacher and students in the classroom. This research is also an analysis of the contents which are a research technique to describe the contents of communication that are clearly objective, systematic and qualitative. Data in this study is the verbal speech of teaching and learning interaction in the classroom between teachers and students observed, recorded and recorded and described in the form of text. The data source is three Indonesian teachers and students in class. The analysis of the spoken discourse of teacher interactions and students in the class, regarding what will be analyzed is: 1. The discourse structure in the class to be analyzed using Sinclair and Coultrad theory, there are 21 speech acts according to the structure, 2. The analysis of language functions in spoken discourse interactions using the MAK Haliday and 3 theory. Regarding oral discourse particles using the theory stated by Stubs via Linke, Nussbaumer, Portmann. Data collection techniques using read and proficient techniques. Based on the results of the analysis and discussion, it can be concluded that the interactions of teachers and students in the refer class of the compressive exchange pattern, although the results for oral discourse structure can be seen that teachers still dominate in interacting in the class, students can speak if there is an opportunity given by the teacher or want to convey something. In addition, communicative languages make it easier to deliver information both teachers and students. The characteristics of spoken discourse in class are marked by a context outside the speech of teachers who quite influence their speech meaning such as: place, time, atmosphere, subject, topic, purpose and tone of speech. The form of teacher tongue discourse and students in class is also determined by the language functions used by both teachers and students in general, language functions are used as a communication tool. The results show language function as: 1. Instrumental function, 2. Regulatory function, 3. Representation function, 4. The interaction function, 5. Individual functions, 6. Heuristic and 7 functions. Imaginative functions. Imaginative functions are not discovered during research, because these functions are often used in literary works. Particles are essential in oral interaction, especially during conversation change, in the analysis of teacher and student interactions in the classroom, several particles used by both teachers and students when communicating, these particles are as follows: 1. Tegun form, 2. Forms of reduction in exchange rate, 3. Opening talks, 4. Speaker's cues, 5. Partner cues spoke, 6. Greeting, 7. Greeting, 8. Call, 9. Acceptance and 10. Rejection

This study aims to describe the forms and functions of directive speech acts used by female teachers in Bahasa Indonesia teaching and learning interactions at SMAN Nino Conis Santana Gleno, Ermera. This research employs a qualitative approach with a descriptive method. The research data consisted of directive speech acts by female teachers, obtained through recording and observation techniques. The sources of data were three female Bahasa Indonesia teachers teaching class XII. The findings revealed 76 instances of directive speech acts used by female teachers in various forms and functions. The identified forms of directive speech include commanding, requesting, advising, inviting, and prohibiting. The functions of directive speech acts include directing students during the learning process, motivating students, managing the classroom, and evaluating students’ understanding. The most dominant types of directive speech acts are those of commanding and requesting, which primarily function to guide student learning activities.

The Sustainable Development Goals (SDGs) have emerged as a global agenda to address challenges such as social inequality, environmental degradation, and the quality of education. Higher education plays a strategic role in achieving these goals by fostering students’ critical thinking, academic literacy, and social responsibility. This study employs a Systematic Literature Review (SLR) of scholarly publications from 2025 to examine the integration of SDG values into Indonesian Language courses in higher education. The review identifies key themes, including the role of higher education in SDG implementation, academic literacy development, character formation, social awareness, and strategies for integrating the SDGs into language learning. The findings indicate that Indonesian Language courses possess significant potential as a medium for SDG integration because of their emphasis on academic literacy, critical thinking, and scientific communication. However, the review also reveals that SDG integration remains partial and unsystematic, highlighting the need for a structured conceptual framework. This study recommends the planned incorporation of SDG values into learning objectives, instructional materials, teaching strategies, and assessments, as well as the development of SDG-based learning guides for lecturers. The results provide theoretical and practical implications for enhancing Indonesian Language instruction in alignment with sustainable development.

In Indonesian language learning in elementary schools, there is a tendency to use limited teaching materials, especially those focused on textbooks. This can cause students to feel less interested and potentially reduce their enthusiasm in following the learning materials. The purpose of this study was to determine the validity, practicality, and effectiveness of the development of Flip PDF Corporate Edition-based E-Books for fictional and non-fiction story materials for fifth-grade elementary school students. This development research uses the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data analysis in this study uses qualitative and quantitative methods. Based on the results of the assessment of media experts, the percentage was 91.66%, material experts 93.18%, language experts 100%, from the three experts, an average of 94.95% was obtained with the category "very valid". The results of the teacher's practicality test obtained 93.75% with the category "very practical", while limited trials by students obtained 88.88% with the category "very practical", and extensive trials obtained 90.65% with the category "very practical". Meanwhile, the effectiveness test using the N-Gain score obtained 0.8 with the "moderate" category and in percentage terms obtained 82.1 with the "Very Effective" category. So it can be concluded that the use of the Flip PDF Corporate Edition-based E-Book is valid, practical, and effective for use as Indonesian language teaching materials in Elementary Schools.

This study aims to describe students' understanding in appreciating literary works in the form of films, particularly the film Budi Pekerti by Wregas Bhanuteja. The study uses a qualitative descriptive method with a structural approach. The research subjects are students in class VIII.1 at SMP Negeri 1 Parindu. Data collection techniques include observation, documentation study, and written tests in the form of essays. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing, and was supported by content analysis of the students' answers based on the intrinsic elements and moral values of the film. The results of the study show that students are generally able to understand the plot and content of the film well and identify moral values such as honesty, responsibility, empathy, and wisdom in social media. Students also demonstrated an ability to appreciate the literary elements in the film, although some were still at the descriptive stage and had not yet reached the stage of interpreting implied meanings. The obstacles encountered included technical aspects of film presentation and difficulty in understanding symbols and implicit messages. Thus, the film Budi Pekerti is considered relevant and effective for use as a medium for teaching literature and as a means of character building in Indonesian language learning at the junior high school level.

This study aims to describe the implementation of the Toulmin argument pattern in teaching argumentative writing to eleventh-grade students at SMK Negeri 9 Muaro Jambi. This research employed a qualitative approach with an intrinsic case study design. The data were collected through observation, interviews, and documentation. The sources of data included one Indonesian language teacher and 27 students of class XI in the Light Vehicle Engineering program. The data were analyzed descriptively through the stages of data organization, reduction, categorization, interpretation, and narrative presentation. The results showed that the implementation of the Toulmin argument pattern had a positive impact on students’ ability to write argumentative texts. The learning process became more structured and systematic as students were guided to construct the elements of argument, namely claim, data, warrant, backing, qualifier, and rebuttal. Based on the analysis of students’ argumentative texts, 80% of the students were categorized as very good and 20% as good. These findings indicate that the Toulmin argument pattern is effective in improving the structure of arguments as well as students’ logical and critical thinking skills in argumentative writing.

The rapid growth of online news content poses challenges for readers to capture the core information quickly and accurately. This research proposes and implements an automated end-to-end pipeline that integrates three main stages: data acquisition, abstractive text summarization, and Named Entity Recognition  (NER). The mT5 model is employed to generate coherent and concise summaries, while the BERT model is applied to extract key entities, including persons, organizations, and locations. The pipeline was evaluated using 100 news articles from the Egindo portal. Experimental results show that the system achieves an average text reduction of 62.47%, with a ROUGE-1 F1 score of 0.473. For NER tasks, the pipeline reached a Micro-F1 score close to 0.70, outperforming traditional approaches such as TextRank and CRF. These results demonstrate that the integration of Transformer-based models within a structured pipeline significantly improves summarization quality and entity extraction accuracy. The study contributes a practical NLP solution for the Indonesian language, providing a functional prototype that can be applied to online media analysis and media intelligence applications.

Abstract ditulis dalam bahasa Inggris dan bahasa Indonesia (kecuali artikel yang ditulis dalam bahasa Inggris) yang This study aims to determine and analyze the influence of work discipline and rewards on employee productivity, both directly and indirectly through work performance as an intervening variable at PT Wilmar Nabati Teluk Bayur Padang. Productivity is a vital element for the sustainability of the vegetable oil processing industry amidst global competition. This research employs a quantitative method with a causal design. The population of the study comprises all 80 employees of PT Wilmar Nabati Teluk Bayur Padang. The sampling technique used is saturated sampling (census), where the entire population serves as respondents. Data collection was conducted through questionnaires using a Likert scale. Data analysis was performed using Structural Equation Modelling (SEM) based on Partial Least Square (PLS) with SmartPLS 3.0 software. The results reveal dynamic findings: (1) Work discipline has a negative and insignificant effect on work performance; (2) Rewards have a positive and significant effect on work performance; (3) Work discipline has a positive and significant direct effect on employee productivity; (4) Rewards have a negative and insignificant direct effect on employee productivity; (5) Work performance has a positive and significant effect on employee productivity; (6) Work discipline does not have a significant effect on productivity through work performance; and (7) Rewards have a significant effect on productivity through work performance. These findings indicate that to improve productivity, discipline impacts the work process directly, whereas rewards must first be converted into performance to impact productivity .

This study aims to describe the implementation of the Picture and Picture learning model assisted by Wordwall media in learning to write exposition texts for Phase E students of SMK Negeri 9 Muaro Jambi. The study used a descriptive qualitative approach. The subjects were 30 students of class X TKR Phase E, while the Indonesian language teacher served as a supporting data source. Data collection techniques included observation, interviews, and documentation. The research instruments consisted of teacher and student observation sheets, teaching module observation sheets, teacher and student interview guidelines, exposition text assessment indicators and their detailed indicators covering aspects of content/topic suitability, structure, integration and clarity of flow, linguistic rules, and spelling and grammar. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that learning to write exposition texts with the Picture and Picture model assisted by Wordwall was carried out in two meetings and ran interactively. Visual media in the form of images helped students understand the process flow concretely, while Wordwall increased engagement and learning motivation. Based on the assessment results, the average writing ability score was 86 (very good category), with 18 students in the very good category, 9 students in the good category, and 3 students in the fair category. This finding is in line with several previous studies that demonstrated the effectiveness of the Picture and Picture and Wordwall models in writing learning. Overall, the Picture and Picture model assisted by Wordwall has proven effective in increasing student engagement and the quality of expository text writing.

The reading comprehension ability of third-grade elementary school students is still low despite the implementation of various conventional teaching strategies. This gap hinders the achievement of the Pancasila Student Profile in the Merdeka Curriculum. This study analyzes the effect of the Cooperative Script learning model assisted by Canva animation media on the reading comprehension ability of lower-grade elementary school students. A quasi-experimental study with a Non-Equivalent Post-Test Only Control Group Design was used in this study. The research subjects consisted of 47 third-grade elementary school students, with 29 students in the experimental group and 18 students in the control group. Data were collected through a 20-item multiple-choice test measuring Bloom's taxonomy levels C1-C6 in narrative texts, validated for content by two experts, and tested for reliability using KR-20. Data analysis included descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, and independent t-test with pooled variance. The research results analyzed a significant increase in reading comprehension skills in the experimental group that received the Cooperative Script model assisted by Canva animation compared to the control group. The visual collaborative model proved to optimize comprehension from literal to critical levels through alternating oral summaries and dynamic text visualizations. This study concludes that integrating the Cooperative Script with digital animation media is effective in closing the elementary literacy gap, supporting essential learning in the Independent Curriculum. Its implications include producing ready-to-use teaching modules for Indonesian language teachers and recommendations for digital literacy policies in elementary school clusters.

General Background: Critical thinking is an essential competency for elementary students in responding to real-life situations through reflective and analytical processes. Specific Background: In Indonesian elementary schools, learning practices often remain teacher-centered, limiting students’ opportunities to actively construct knowledge and develop higher-order thinking skills. Knowledge Gap: Previous studies on Project Based Learning have largely focused on subjects such as science and mathematics, while limited research examines its implementation in Indonesian language learning, particularly in poetry writing activities at the elementary level. Aims: This study aims to describe the implementation of Project Based Learning and to explain the role of teachers in developing sixth-grade students’ critical thinking skills in Indonesian language learning at SD Negeri 2 Sukobendu Lamongan. Results: Using a qualitative approach through observation, interviews, and documentation analyzed with data triangulation, the findings reveal that structured project phases—from formulating essential questions to reflection—encourage active participation, analytical thinking, evaluation, creativity, and communication skills. Poetry writing projects guided by teachers as facilitators and mentors support students in expressing experiences systematically and critically. Novelty: The study highlights the integration of Project Based Learning syntax with teacher multifaceted roles in Indonesian language instruction at the elementary level. Implications: The findings provide practical guidance for teachers in designing meaningful project-based activities to support sustainable development of critical thinking skills in primary education contexts. Keywords: Project Based Learning, Critical Thinking Skills, Teacher Role, Indonesian Language Learning, Elementary Education Key Findings Highlights: Structured project phases guide students from idea exploration to reflective evaluation in poetry writing activities. Teacher facilitation, mentoring, and feedback shape analytical reasoning and classroom participation. Learning contracts and presentation sessions support responsibility, collaboration, and self-assessment practices.

General Background: Early reading skills constitute a fundamental component of language development in elementary education. Specific Background: Many first-grade students still experience difficulties in recognizing letters, forming syllables, and reading simple words fluently in Indonesian language classes. Knowledge Gap: Although various visual learning media have been introduced, the structured use of picture word card media in supporting beginning reading skills requires further empirical description at the elementary level. Aims: This study aims to examine the implementation of picture word card media and to analyze its role in improving first-grade students’ beginning reading skills. Results: Using a quantitative approach with reading tests as the primary instrument, the findings indicate measurable improvement in students’ abilities to recognize letters, read syllables, and construct simple words after the application of picture word cards in classroom learning. The visual association between images and words facilitates students’ comprehension and participation during learning activities. Novelty: The study provides contextual empirical evidence on the application of picture word card media in first-grade Indonesian language instruction. Implications: The findings offer practical guidance for elementary teachers in designing visually supported literacy instruction to strengthen foundational reading competence. Keywords: Picture Word Cards, Beginning Reading, Early Literacy, Indonesian Language Learning, Elementary School Key Findings Highlights: Visual-word association supports letter and syllable recognition in first-grade learners. Structured classroom implementation increases student participation during literacy activities. Measurable score progression appears after systematic media application.

General Background: Speaking skill constitutes a central component of Indonesian language learning in elementary education as it supports students’ confidence, interaction, and meaningful communication. Specific Background: Classroom observations revealed that many students remained passive and hesitant to express ideas orally despite existing instructional strategies. Knowledge Gap: Prior studies mostly emphasized isolated techniques or regional language contexts, with limited examination of communicative approaches in Indonesian language classrooms at the elementary level. Aims: This study analyzes supporting and inhibiting factors in implementing Communicative Language Teaching and evaluates its role in developing students’ speaking abilities. Results: Using a descriptive qualitative design with observation, interviews, and documentation, findings show increased student participation, courage, fluency, and appropriate intonation. Teacher creativity, varied learning media, contextual materials, and positive feedback acted as key supports, while limited time, low confidence, and uneven participation emerged as barriers. Novelty: The study provides a contextual analysis of classroom-based communicative practices combined with identification of practical enablers and constraints. Implications: The findings recommend interactive tasks, group discussions, and contextual media integration to foster communicative competence and active engagement in elementary language instruction. Keywords: Communicative Language Teaching, Speaking Skills, Elementary Education, Indonesian Language Learning, Classroom Interaction Key Findings Highlights: Learners displayed greater oral participation and confidence during tasks Contextual materials and varied media supported active engagement Psychological barriers and time constraints limited equal involvement

General Background Digital technology integration has become an essential component of contemporary elementary education to support student-centered and interactive learning environments. Specific Background Indonesian language drama instruction at the elementary level commonly relies on conventional text-based methods, resulting in low student engagement and limited comprehension of dramatic elements. Knowledge Gap Previous instructional media generally utilize audio or visual components separately, with limited integration of gamification and multimodal approaches in drama learning contexts. Aims This study aims to develop a multimodal-based gamification learning medium named Drakocan for Indonesian drama instruction in Grade VI elementary schools. Results The development employed the ADDIE model and involved expert validation and staged field trials, producing high validation scores from language, material, and media experts, as well as positive feasibility evaluations from students in one-to-one, small group, and field group trials, accompanied by higher posttest scores compared to pretest results. Novelty The study introduces a single integrated learning medium combining gamification elements with audio, visual, and textual modes for elementary drama learning. Implications The findings indicate that multimodal gamification media can serve as an alternative instructional approach aligned with curriculum demands and active learning practices in elementary Indonesian language education. Highlights • Multistage validation confirmed strong suitability across expert and learner evaluations• Learning activities integrated gameplay progression with narrative-based instructional content• Assessment results demonstrated consistent score gains following media use Keywords Multimodal Learning; Gamification Media; Drama Learning; Indonesian Language Education; Elementary School

Atopic dermatitis (AD) is a prevalent, chronic inflammatory skin disease with diverse clinical presentations, often overlapping with other dermatoses. Its diagnosis remains largely dependent on clinical expertise, leading to variability and limited diagnostic accuracy, particularly among general practitioners. This study aimed to develop and evaluate a multimodal artificial intelligence (AI) model that integrates lesion image analysis and structured anamnesis to improve AD diagnosis. This diagnostic study was conducted in two phases: Phase 1 used retrospective data from 2021-2024, and Phase 2 involved prospective external validation from multiple hospitals in 2025. Patients with AD or related skin conditions were included, with diagnoses based on AAD 2014 criteria. Multimodal fusion combined ResNet50-extracted image features and MPNet-based anamnesis text features using a late fusion model. This approach mimics clinical reasoning by integrating visual and contextual clinical information to classify cases as AD or non-AD. The multimodal AI model integrating ResNet50 (image) and MPNet (anamnesis) achieved 98.28% accuracy in classifying AD vs non-AD, outperforming image-or text-only models. It offers clinical advantages by mimicking physician reasoning, improving diagnostic consistency, reducing subjectivity, and enabling mass triage. However, real-world generalizability remains a challenge due to limited training diversity, potential language constraints (Bahasa Indonesia), and narrow differential diagnoses. External validation and explainable AI (XAI) are critical for broader application. Despite limitations, the model aligns with emerging literature, showing multimodal AI can approach or surpass expert-level performance in dermatological diagnosis when rigorously validated. The multimodal ResNet50-MPNet model shows near-perfect accuracy in diagnosing AD by mimicking clinician reasoning. It offers consistent, holistic assessment but requires external validation and improved interpretability for clinical adoption. Continued AI-clinician collaboration is vital to translating this promising technology into real-world dermatological care.

This study aimed to develop and examine the feasibility of augmented reality (AR)–based picture cards for descriptive text learning in Indonesian language instruction at the elementary school level. The study employed a Research and Development (R&D) approach using the Alessi and Trollip model, which consists of planning, design, and development stages. Feasibility evaluation was conducted through alpha testing involving two media experts and two material experts, as well as beta testing through a limited trial with Grade III elementary school students. Data were collected using expert validation questionnaires and student response questionnaires based on a four-point Likert scale, and analyzed descriptively by converting scores into feasibility percentages. The results of media expert validation showed feasibility scores of 66.6% (feasible) and 100% (very feasible), while material expert validation yielded scores of 95.4% (very feasible) and 75% (feasible). Student responses in the beta test reached an overall score of 90.0%, categorized as very feasible, indicating positive perceptions in terms of content clarity, visual display, language, and attractiveness. These findings indicate that the developed AR-based picture cards are feasible and appropriate for use as a learning medium to support the delivery of descriptive text instruction in elementary schools. Although this study did not measure learning effectiveness, the results suggest that AR-based picture cards offer a promising alternative learning resource by providing concrete visual representations that align with descriptive text learning objectives. Future research is recommended to examine the effectiveness of this media through experimental designs and broader implementation contexts.

Understanding emotions in text is an important part of sentiment analysis, especially in areas like mental health monitoring, customer feedback analysis, hate speech and disaster management. Unlike basic sentiment analysis that classifies text as positive or negative, real human emotions are complex and often overlapping, requiring multi-label classification to accurately capture multiple emotional states within a single input. While transformer-based models have improved performance, challenges persist particularly in low-resource languages and culturally diverse contexts due to the scarcity of annotated data and the difficulty in generalizing in different languages. This study proposes Hyb-Stack, a hybrid stacked ensemble framework that integrates simple stacking and cross-validation stacking, combining predictions from four transformer-base models (BERT, DistilBERT, RoBERTa, and mBERT) using a Random Forest meta-classifier to enhance classification accuracy, adaptability, and cross-lingual generalisation. Hyb-Stack was evaluated on three datasets: a high-resource English corpus (SemEval-2018 Task 1 E-c) and two low-resource corpora, the Bahasa Indonesia hate speech and HaEmoC_V1, a newly constructed Hausa-language emotion corpus developed to address the lack of annotated data for this language. Experimental results demonstrate that mBERT outperforms individual base models, achieving F1-scores of 82.28 (HaEmoC_V1), 85.33 (Bahasa Indonesia), and 88.90 (SemEval-2018 English). Also, the EM-9 ensemble set (BERT + DistilBERT + mBERT) improves performance, yielding F1-scores of 89.48, 88.19, and 90.67 on the respective datasets, which surpasses both individual models and conventional ensemble strategies such as averaging and weighted averaging. These findings highlight the effectiveness of combining multiple transformers with an optimized decision layer to advance multi-label emotion classification on diverse linguistic contexts.

The main issue in this study is how to improve the reading skills of second-grade students at UPT SD Negeri 107 Inpres Kunjung, Takalar Regency, through the use of alphabet flashcards. This study aims to improve the reading skills of second-grade students at UPT SD Negeri 107 Inpres Kunjung, Takalar Regency, through the use of alphabet flashcards. This study is a classroom action research consisting of two cycles, with each cycle conducted over four meetings. The research procedure included planning, implementation of actions, observation, and reflection. The subjects in this study were 26 second grade students at UPT SD Negeri 107 Inpres Kunjung, Takalar Regency. The results showed that in cycle I, only 7 or 27% of the 26 students individually met the learning achievement criteria (KKTP) or were in the low category. Classically, the criteria were not met because the average score was 57.6%. Meanwhile, in cycle II, 23 out of 26 students, or 88%, met the KKTP, and classically, the average score obtained was 82.3%, which was in the very high category. Based on the above research results, it can be concluded that the Indonesian language learning outcomes of second-grade students at UPT SD Negeri 107 Inpres Kunjung, Takalar Regency, through the use of alphabet flashcards have improved. Keywords: Reading Skills, Alphabet Flashcards

The development of digital technology has encouraged the use of more innovative learning media in Indonesian language learning at the Junior High School (SMP) level, especially in learning folklore that requires an understanding of the storyline, characters, and cultural values. This study aims to compare student learning outcomes between the use of E-Book media and digital Pop-Up Book media in learning the folklore "Legend of Lake Kerinci: Calungga and Calupat". This study uses a quantitative approach with a comparative study design. The subjects of the study were 28 students of class VII C of SMP Negeri 7 Muaro Jambi. The same students participated in two learning sessions with different treatments, namely learning using E-Book media and learning using digital Pop-Up Book media. Data collection was carried out through learning outcome tests (posttests) given after each treatment, then analyzed using descriptive and comparative statistical analysis. The results of the study showed that there were significant differences in learning outcomes between the two media, where the posttest results of students after using digital Pop-Up Book media were higher than those using E-Book media. This indicates that digital Pop-Up Book media is more effective in increasing students' attention, engagement, and understanding of the content of folktales and their cultural values.