This social project aims to strengthen entrepreneurial skills among elementary school students through the development of practical learning media and hands-on training in producing salted eggs using chicken eggs. A total of 19 students from SDN Gadingsari participated in a four-week program involving lectures, demonstrations, direct practice, and basic guidance in packaging and simple marketing. The evaluation involved pre-tests, post-tests, observations, and satisfaction questionnaires. Results indicated an 18.5% increase in students' knowledge, with average scores rising from 65 to 77. Additionally, 85% of students expressed increased confidence and motivation to apply the skills learned, while 70% successfully practiced salted egg production at home. These outcomes demonstrate that the program effectively enhanced students' understanding, practical abilities, and entrepreneurial mindset, supporting the development of independence and creativity at the elementary school level.

Learning batik motif design at Vocational High Schools requires learning media that can facilitate conceptual understanding visually and interactively in accordance with students’ characteristics. However, the use of interactive learning media that supports the​ improvement of students’cognitive abilities at SMKN 3 Pekalongan is still limited. This study aims to develop interactive learning media using Genially and to analyze its effectiveness in improving students’ cognitive abilities in traditional and contemporary batik elements at SMKN 3 Pekalongan. This study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 61 eleventh-grade KKBT students, who were divided into an experimental class and a control class to examine the effectiveness of the developed learning media. The efectiveness test showed an increase in the learning outcomes in the experimental class from 74.45 to 89.55, with N-gain value 0.657 (moderate category), while the control class obtained an N-gain of 0.21 (low category). The Independent Sample Test results indicated a significant difference in learning outcomes between the experimental class and the control class. Therefore, the Genially-based interactive learning media is declared feasible, practical, and effective for use in learning.

The use of interactive learning media in early childhood education (ECE) settings remains limited in many regions, including areas far from urban centers. This condition directly impacts children's learning activeness, which should receive optimal stimulation during the golden age period. This article aims to examine various literatures regarding the types of interactive learning media, the factors behind their minimal use, and the impacts on early childhood learning activeness. The method used is a systematic literature review analyzing 18 national journal articles published between 2020 and 2025. The results show that interactive learning media, including educational videos, educational games, augmented reality (AR) and virtual reality (VR)-based multimedia, artificial intelligence (AI)-based applications, and locally-cultured media, significantly improve the activeness, motivation, and learning outcomes of early childhood. Conversely, the minimal use of interactive media results in low child engagement in the learning process, decreased learning motivation, and inhibited language and cognitive development. Contributing factors include limited teacher pedagogical competence in utilizing technology, insufficient supporting facilities and infrastructure, and low awareness of the importance of technology-based media in early childhood education. This article recommends improving teacher competence, providing adequate infrastructure, and developing learning media integrated with local cultural values as concrete efforts to improve early childhood learning activeness.

This study examines the use of Canva-based picture word cards in improving early reading skills of elementary school students. The problem addressed in this research is the low level of students’ beginning reading ability, which is influenced by limited use of engaging learning media and teacher-centered instruction. The purpose of this study is to analyze early reading skills, identify learning problems, and evaluate the effectiveness of picture word cards designed using Canva. This research employs a Systematic Literature Review (SLR) method by collecting, selecting, and analyzing relevant studies published between 2020 and 2025. The data were analyzed using content analysis techniques to identify patterns, themes, and findings related to the use of visual learning media in early reading instruction. The results indicate that the use of picture word cards can significantly improve students’ ability to recognize letters, syllables, and simple words, as well as enhance reading fluency, motivation, and participation. Furthermore, integrating Canva in developing learning media contributes to more creative, interactive, and student-centered learning environments. Despite some challenges such as limited digital skills among teachers, this media proves to be an effective and innovative solution to enhance early reading skills in elementary education.

This study aims to develop learning media in the form of digital comics on the subject of the excretory system for 11th grade high school students. The study uses the Research and Development (R&D) method. The sampling technique used is Random Sampling. The research sample is class XI-MIA 1, consisting of 32 students. The instruments used in this study included interview guidelines, questionnaires, and multiple-choice tests in the form of pre-tests and post-tests, each consisting of 30 questions. The data were analyzed qualitatively to examine the feasibility of the media and user responses, as well as quantitatively using N-gain calculations to measure the effectiveness of the learning media. Based on the results of data analysis, digital comics were declared very feasible for use as learning media, with an average score of 4.40 from media experts, 4.82 from subject matter experts, 4.80 from learning experts, and a teacher assessment of 86.5%. Based on the N-gain test analysis, there was an increase in the average score from 56.88 on the pretest to 84.88 on the posttest, with an N-gain value of 0.6492 (64.92%). These results indicate that the learning media is effective.

This study aims to design learning media based on local wisdom used to increase reading interest of seventh grade students at SMPN 2 Bangorejo, Banyuwangi. As well as knowing the quality of learning media based on the assessment of three experts, namely material experts, media experts and learning experts. The development of this media uses the ADDIE method, namely analysis, design, development, implementation and evaluation (product assessment). This research is at the level of development level one in the research process, namely researchers conduct research to produce product design designs that are tested internally. The design of the learning media "E-Storybook Sayu Wiwit" begins with an analysis of student needs, which is continued with the design of learning media development planning, and product development through the heyzine platform. The results of the validation of the three experts, namely media experts, material experts and learning experts, show that the media "E-Storybook Sayu Wiwit" is in the very feasible category in all aspects, so that the media is suitable for use in Javanese language learning. These things make the "E-Storybook Sayu Wiwit" media not only a means of supporting learning activities, but also a means of preserving Banyuwangi's local wisdom through learning activities in schools in an effort to increase students' interest in literacy.

Although the use of digital learning media has received considerable attention in previous studies, research that specifically discusses the development of website-based learning media integrating various interactive features in Islamic Education learning, particularly on the topic of kalimah ṭayyibah in elementary schools, remains limited. This study aims to develop and evaluate the feasibility of the BUDIMAN educational website (Budaya Islami untuk Generasi Beriman) as an interactive learning medium for third-grade elementary school students. This study used a qualitative approach with the Design and Development (D&D) method through the ADDIE model, involving 37 students selected through purposive sampling. Data were collected through observation, interviews, questionnaires, and documentation, and then analyzed using descriptive qualitative analysis. The results showed that the BUDIMAN website was in the very feasible category based on expert validation, with a material expert validation percentage of 100% and a media expert validation percentage of 97.5%. In addition, students showed high enthusiasm and engagement during the learning process. These findings contribute to the development of interactive digital learning media and broaden understanding of technology integration in Islamic Education learning in elementary schools. This study concludes that interactive website-based learning media have an important role in increasing students’ engagement and understanding of kalimah ṭayyibah material, so the use of innovative digital media needs to be optimized to support more effective learning.

Children with intellectual disabilities experience limitations in intellectual functioning that may affect their cognitive, affective, and motor abilities. Therefore, they require appropriate learning approaches, particularly for abstract topics such as plant parts in biology. This study aimed to develop and implement a pop-up book as a learning medium to improve the understanding and engagement of students with intellectual disabilities at SLB-C Rindang Kasih Magelang, a special education school. A participatory approach was employed through several stages: problem identification through classroom observation and teacher interviews; development of a pop-up book on plant parts with three-dimensional elements; implementation of the medium in a two-hour learning session involving three students; and evaluation using a teacher satisfaction questionnaire based on a Likert scale. The medium was designed with colorful visuals, simple language, and interactive quizzes to support comprehension. The evaluation results indicated that the pop-up book was perceived as highly effective (78%), practical (69.3%), and highly engaging (80%). In addition, during the implementation, the students showed enthusiasm, active interaction, and improved understanding of the material. The medium also facilitated interactive learning that was appropriate to the cognitive needs of students with intellectual disabilities. This study contributes to the development of innovative learning media for children with intellectual disabilities and recommends broader development and implementation in special education settings.

This study aims to describe the concept of teaching aids and learning media from the perspective of the Qur’an and Hadith and their relevance to the development of ethical and spiritual-based Islamic educational media. The research method used is library research with a tafsir tarbawi approach, which interprets Qur’anic verses and Hadith by emphasizing the educational values contained within them. The findings show that the Qur’an provides a conceptual foundation for the use of learning media through symbols, sensory perception, and parables, while the Hadith illustrates the Prophet Muhammad’s practical application of various media such as drawings, fingers, and tangible objects to clarify teachings. The discussion reveals that learning media in Islam not only serve as technical tools but also as means to build students’ morals and spirituality. In conclusion, this research presents a novelty in integrating Qur’anic and Prophetic values into the development of modern learning media grounded in tarbawi principles to achieve pedagogical effectiveness and spiritual harmony.

ABSTRACT Learning the periodic table of elements is often perceived as difficult because it involves abstract concepts, symbolic representations, and multiple relationships among elements that students must understand. This study aimed to develop interactive web-based learning media for periodic table material by integrating the Carrd platform with Educandy and to examine its validity and feasibility at the development stage. The study employed a Research and Development approach using the ADDIE model up to the development phase. The product was validated by five expert validators consisting of lecturers and chemistry teachers, and its feasibility was tested with 15 tenth-grade students at SMAN 1 Banjaran. The validation results showed an average score of 0.85, which was categorized as very high. Across aspects, the scores included software engineering (0.864), visual communication (0.872), functionality (0.810), learning achievement (0.883), media quality and relevance (0.790), interactivity (1.000), ease of understanding (0.830), learning guidance (0.830), and concept and theory accuracy (0.776). The feasibility test produced an average percentage of 89.13%, indicating that the media was feasible for limited use. Qualitative feedback from validators suggested improving the interface, adding supporting images, and refining several presentation elements. These findings indicate that the developed Carrd–Educandy-based learning media is valid and feasible as a learning support medium for periodic table material at the development stage.

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.

The low interest of students in understanding mathematical concepts at SMPN 2 Batanghari is based on the results of interviews and observations. The use of technology in learning is not optimal, even though learning tools such as tablets and Wi-Fi networks are already available and accessible to students. The purpose of this research is to develop learning media in the form of a Mathematics E-Module based on Problem Based Learning with the help of Flipbook Maker on the material of number patterns that meet valid and practical criteria. The developed E-module contains a summary of the material, example questions, and QR codes connected to learning videos to support student understanding. The research method used is Research and Development with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The results of the study show that the developed Mathematics E-Module obtained an average value of material validation of 85% with a very valid category, and media validation of 91% which is also included in the very valid category. Thus, it can be concluded that the Mathematics E-Module based on Problem Based Learning with the help of Flipbook Maker on the material of number patterns is declared very valid and practical for use in learning.

This study aims to develop learning media in the form of a pocket book integrated with the local wisdom of Wayang Sukuraga, based on Deep Learning, to improve critical thinking in Pancasila education among elementary school students. The study employed the Research & Development (R&D) model SAM, conducted in three iterations, with each iteration including evaluation, design, and development stages. The participants consisted of 26 fourth-grade students from an elementary school in Sukabumi City. Data were collected using expert validation questionnaires, student response surveys, and performance assessments on a 4-point Likert scale. Data were analyzed using paired-sample t-tests within a one-group pretest–posttest experimental design. Validation results showed high feasibility, with scores of 97.9% from subject matter experts, 97.5% from media experts, 97.2% from practitioner experts, and 90.41% from student responses. The overall average feasibility score was 95.75%, categorized as very valid. The paired-sample t-test revealed a significant improvement in critical thinking (Sig. (2-tailed) < 0.001), indicating that the Wayang Sukuraga pocket book is effective in enhancing critical thinking in Pancasila education. This media also serves as a prototype for integrating other forms of local wisdom into elementary school learning.

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.

Concentration serves as a fundamental cognitive component for deaf children, who often face challenges due to high cognitive load and mental fatigue. This study aimed to develop and test the feasibility of a Batik Art Learning Media book to enhance the concentration of deaf children in early childhood. Guided by the Design-Based Research (DBR) method, this study's development process was structured around an iterative validation cycle with 14 experts (media experts, batik experts, deaf education experts, psychologists, and practitioners) and deaf students in early childhood at SLB-B YRTRW Surakarta as trial subjects. The media prototype, a graded activity book consisting of tracing, completing, and coloring tasks, was developed as a structured concentration intervention and has undergone expert validation and field testing. Expert validation results using Aiken's V indicated that all aspects of the media (16 items) were valid (V > 0.72) and that the concentration instrument (9 items) was valid (V > 0.80). The inter-rater reliability of the concentration instrument was considered satisfactory (ICC=0.850; p=0.001). Field trials employing a one-group pretest-posttest design revealed a statistically significant increase in concentration scores (p=0.000), with an average improvement of 59 points, meaning that children demonstrated noticeably better concentration. This study concludes that the developed batik art media book is feasible, practical, and potentially effective in enhancing the concentration of deaf children in early years setting. This medium effectively merges evidence-based cognitive training with structured local cultural wisdom that aligns with the visual learning characteristics of deaf children.

This study aimed to examine the effectiveness of Augmented Reality (AR) learning media developed using the Assemblr Edu application for teaching food chain concepts in Grade V elementary school IPAS learning. This research uses a development approach with the ADDIE model with qualitative and quantitative methods. Quantitative data were obtained through pretest and posttest scores, while qualitative Data collection was carried out by distributing questionnaires, interviews and observations. The effectiveness of the AR learning media was analyzed using a normality test, paired sample t-test, and N-Gain analysis. The results showed that the pretest and posttest data were normally distributed. The paired sample t-test revealed a significant difference between students’ learning outcomes before and after using the AR learning media. N-Gain analysis showed moderate to high level improvements in student learning outcomes. In addition, classical mastery learning increased substantially after the implementation of the media. The results of this study show that AR-based learning media using Assemblr Edu is effective in improving elementary school students' understanding of the concept of the food chain. Therefore, the AR learning media developed can be used as an alternative innovative learning method in science learning. particularly for abstract topics that require concrete and interactive visualization.

This study aims to develop Canva-based video learning media for procedural texts for elementary school students. The research method used in this study is Research and Development (R&D) with the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research subjects consisted of validators, material experts, and media experts, who assessed the feasibility of the developed learning media. Data collection techniques were conducted through interviews and validation sheets provided to the material and media experts to determine the level of feasibility of the learning media. The validation results showed that the developed learning media received 87.5% approval from the material experts and 88.39% approval from the media experts, categorized as very valid. These results indicate that the Canva-based video learning media is suitable for use as a learning medium in the learning process. This media is designed with an attractive appearance, systematic presentation of material, and easy-to-understand language, thus helping students understand procedural texts. Therefore, Canva-based video learning media can be used as an alternative learning medium to support the learning process in elementary schools.

This study aimed to develop PUGO learning media that is feasible and effective in improving early childhood cognitive abilities in understanding geometric concepts. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 57 children aged 4–6 years at TK Kemala Bhayangkari 11, Purwakarta Regency, divided into three groups: Group A with 17 children aged 4–5 years, Group B1 with 20 children aged 5–6 years, and Group B2 with 20 children aged 5–6 years. The research instruments included expert validation sheets and observation sheets measuring children's geometric cognitive abilities, covering four indicators: recognizing geometric shapes, naming geometric shapes, grouping geometric shapes, and arranging geometric shapes into patterns. The results showed that the PUGO media was highly feasible, with a validation score of 96.7% from three experts. Theoretical feasibility was supported by Piaget’s cognitive development theory, constructivist learning theory, play-based learning theory, multiple intelligences theory, and van Hiele’s geometric thinking theory. The media proved highly effective, increasing children's cognitive performance from 47.0% to 79.0%, representing a 68.1% improvement, with a gain score of 0.60 (moderate to high category). After implementation, 92% of children reached the “Developing as Expected” level or higher, indicating that PUGO media effectively supports early childhood understanding of geometric concepts through concrete and playful learning experiences.

The center of Islamic civilization in Jambi City is not merely a legacy of the past requiring preservation, but also a strategic educational asset for Islamic education. A historical analysis of these centers is essential to understanding the trajectory of Islamic educational development in the region. This study aims to identify the centers of Islamic civilization in Jambi City that can serve as learning resources and to determine their practical application within the framework of Islamic education. Employing a literature study method, this research analyzes historical records and academic works related to Jambi’s Islamic heritage. The findings indicate that these sites can be effectively integrated through curricular approaches, extracurricular activities, and the development of specialized learning media. Utilizing Islamic historical sites through a contextual approach makes the learning process more meaningful, interactive, and relevant to contemporary life. Ultimately, the utilization of these centers supports cultural preservation and strengthens the Islamic and national identity of the younger generation. Therefore, it is recommended that educators and policymakers optimize these historical assets to foster a deeper connection between students and their local Islamic heritage.

General Background: Writing is a fundamental language skill in elementary education that supports communication competence and literacy development. Specific Background: However, many elementary students experience difficulties in descriptive writing, particularly in generating ideas, organizing sentences, and using appropriate vocabulary, while learning materials remain dominated by conventional printed modules. Knowledge Gap: Previous studies on Google Sites learning media have rarely developed structured e-modules specifically designed to guide descriptive writing learning processes. Aims: This study aims to develop a Webgos (Web Google Sites)–based e-module and evaluate its validity, practicality, and effectiveness for fifth-grade elementary students. Results: Using the ADDIE research and development model, the developed e-module obtained high validity scores from media and material experts (87%–97%), demonstrated high practicality based on learning implementation observations (98%) and positive teacher and student responses, and showed improved learning outcomes with average scores increasing from 45 in the pretest to 88 in the posttest with an N-Gain value of 0.79 in the high category. Novelty: The study presents an integrated Webgos e-module combining Google Sites structure, Canva-based materials, and interactive evaluation in a single digital learning system. Implications: The findings indicate that Webgos-based e-modules provide a feasible digital learning medium to support descriptive writing instruction in elementary education. Highlights • Web-based digital module designed through systematic ADDIE development stages• Expert validation confirmed high feasibility of the developed learning media• Student achievement scores increased substantially after module implementation Keywords Webgos E-Module; Google Sites Learning Media; Descriptive Writing Skills; Elementary School Students; ADDIE Development Model