• Student motivation to learn with digital media is related to positive AI perception • Student self-efficacy is related to motivation to learn with digital media • Girls report lower self-efficacy to learn with digital media than boys • Teacher motivation is linked to higher student motivation at class level • Multilevel SEM reveals teacher and student factors linked to student AI perception Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student and teacher motivation and self-efficacy in relation to students’ perceptions of AI in learning. Data from 907 primary and lower secondary school students and 53 corresponding class teachers from German speaking Switzerland was collected through questionnaires. Analysis was conducted using doubly multilevel structural equation modeling (ML-SEM). Analysis revealed that students’ motivation to learn with digital media is significantly linked to their perception of AI at the individual level. Furthermore, students’ self-efficacy is positively associated with their motivation, with girls exhibiting lower self-efficacy to learn with digital media compared to boys. At the class level, teachers’ motivation to integrate digital media in teaching was significantly positively associated with student motivation. This study is among the first to investigate primary and lower secondary school students’ perceptions of AI. It distinguishes itself by considering both student and teacher variables in a ML-SEM. The research highlights the importance of fostering students’ self-efficacy and motivation to learn with digital media, particularly among female students. Additionally, it emphasizes the need for a supportive and motivating teacher-student dynamic to create a more positive perception of AI in learning. These findings provide valuable insights for integrating AI into primary and lower secondary school settings.

This study aimed to examine the effectiveness of floor tape as a visual learning aid in improving primary school students’ psychomotor abilities in performing the cartwheel movement in floor gymnastics. The research was conducted using a quantitative approach with a one-group pretest–posttest design. The participants consisted of 25 fifth-grade students from SD Negeri 1 Mojorembun, selected through purposive sampling due to their limited prior exposure to structured floor exercise learning. Data were collected using observation sheets, questionnaires, and cartwheel performance tests that assessed key psychomotor components, including movement accuracy, coordination, balance, and body orientation. The intervention involved the use of floor tape arranged as movement pathway guides to assist students in understanding the direction, rotation pattern, and spatial orientation of the cartwheel movement. Data analysis using a paired-sample t-test revealed a statistically significant improvement in students’ psychomotor performance between the pretest and posttest phases (p = 0.000 < 0.05). These findings indicate that the application of floor tape media effectively enhanced students’ ability to perform the cartwheel movement. The results suggest that floor tape serves as an effective non-digital visual cue that supports motor learning by clarifying movement trajectories, reducing cognitive load, and providing a safe and gradual learning progression. This media is particularly beneficial in elementary schools with limited infrastructure, as it is simple to implement, cost-effective, durable, and environmentally friendly. In conclusion, floor tape-based visual guidance represents an innovative and practical instructional solution for improving fundamental motor skills in floor gymnastics. The study contributes to the development of context-based physical education learning by offering an alternative teaching medium that is accessible, sustainable, and pedagogically effective for resource-constrained school settings.

In order to clarify the application effect of virtual reality technology in the youth science education classroom, this paper improves the Flanders Interaction Analysis System (iFIAS), and uses it as the main analytical tool, supplemented by the S-T analysis method, the time-series analysis method, and the analogical analysis method, to develop an experimental program from the five dimensions of the teaching concept, the form of the teaching structure, the teaching activities, the teaching media, and the interaction of the teaching behavior. Then based on the virtual reality education ecology, a multimedia interactive youth science education model based on VR is constructed to help workers in science education improve their ability to design and develop science education resources using virtual reality technology. The results show that the interaction between teachers and students in the virtual reality science education model classroom is diversified, its interaction frequency is frequent, and the interaction structure is complete. The degree of multimedia interactive technology's presentation of teaching content in the classroom is influenced by the teacher, and the overall performance is a teacher-led and student-led teaching structure. The learning effect of teenagers in science education classroom is affected by different multimedia interactive technology, such as science education classroom, students prefer to use the teaching video with dynamic background.

This article examines the transmission of life values through bekana, a traditional storytelling practice preserved by the Dayak Kebahan community in Sintang, West Kalimantan. The main issue underlying this study is the diminishing role of indigenous traditions in passing down moral and cultural values due to the pressures of modernization, which risks weakening the foundations of local identity and education. The purpose of the research is to investigate how bekana functions as a cultural medium of teaching, particularly in shaping ethical behavior, communal responsibility, and spiritual awareness among younger generations. Using a qualitative ethnographic method, data were gathered through direct observation, semi-structured interviews, and textual analysis to obtain a comprehensive picture of bekana’s educational dimensions. The results highlight nine categories of values that are consistently communicated: honesty, responsibility, solidarity, respect, wisdom, heroism, patience, spirituality, and environmental consciousness. These findings indicate that bekana is not solely a form of oral tradition but also an educational system that integrates cultural heritage with practical guidance for life. The synthesis of these insights demonstrates that bekana serves as an informal curriculum, reinforcing community worldviews while enabling adaptation to contemporary social change. The conclusion underscores that bekana is a crucial resource for sustaining cultural continuity and for enriching character education, thereby offering valuable perspectives for bridging indigenous traditions and modern educational frameworks.

Thematic Teaching Media Development for Counseling Guidance in Primary Schools: A Need Analysis

VARK questionnaire (Visual, Aural, Reading/ writing and Kinesthetic) is a simple tool to assess learning styles of individuals that may be a single modality or any combination of them. Knowing the learning preferences is important as it helps design useful teaching methods for changing mindset of students. The objectives of the study were to assess the learning preferences of MBBS students of all the four academic years i.e. Phase one to Phase three part 2 and to determine whether their preferences vary across genders, academic years, teaching medium or teaching board in their schools. In this cross-sectional study conducted at a Medical College in West Bengal, India, MBBS students were interviewed with a printed VARK questionnaire. Tabulated answers were sent to the VARK team (VARK-LEARN.COM) for analysis. On reception of the analyzed individual results, statistical analysis was done. Total 504 students from the four academic years comprising 307 boys (61%) and 197 girls (39%) were included in the study. VARK Type Two (28%) were most liked followed by K (17.5%), AK (14.3%), VAK (12.7%), A (9.5%), VARK transition (4.4%) etc. When grouped preference was assessed, students mostly liked Quadmodal style closely followed by Unimodal style. There was no significant difference of learning preferences across genders, academic years, teaching medium in school and board of education in school. The study reveals that most of the students use more than one modality for learning and a major share of them prefer to learn with hands on experience.

This study aims to describe the need for modified wayang beber teaching media in speaking and cross-cultural comprehension learning for beginner-level BIPA learners from China based on the perspectives of learners and teachers. The study uses a qualitative descriptive approach involving eight beginner-level learners from Xi'an International Studies University, China, and three teachers from Indonesia University of Education. Data collection was carried out through literature study, interviews, observation, and questionnaires. Data were analyzed using qualitative descriptive techniques by condensing, presenting data, and drawing conclusions. The study found four dimensions of needs: learners' needs regarding the characteristics of wayang beber media, the needs of wayang beber media in facilitating speaking skills, the needs of wayang beber media in cross-cultural understanding, and teachers' needs regarding the use of wayang beber and folk tales. Data triangulation from both perspectives produced a comprehensive profile of needs, including: presenting the story of Malin Kundang with clear and complex visual designs; integrating speaking and cross-cultural understanding learning through structured discussions on cultural values, comparisons between Indonesian and Chinese cultures, and reflective questions to develop learners' empathy; and comprehensive implementation covering print and digital media, guidelines for teachers and learners, assessment tools aligned with competency standards, and multimedia support materials.

Background: Research shows that mother-tongue instruction enhances reading comprehension, cognitive development, and self-concept. It also makes learning other languages easier by giving learners a solid foundation. These findings lend credence to the claim that mother-tongue instruction has a positive impact on learning outcomes. Aim: Thus, the goal of the current study was to compare the South African language-in-education policy requirements with the teachers’ experiences of teaching learners in their mother tongue. Setting: The study targeted two schools, with three groups per level (i.e. Grades 1, 2, and 3) in each school in the rural areas of the Eastern Cape province. Methods: A case-study research methodological design was used, and the study was qualitative in nature. Data were gathered through interviews with six foundation-phase teachers who were purposefully chosen. Cummins’ linguistic interdependence hypothesis was used as a framework for the study. Data analysis was done using content analysis. Results: The findings revealed that learners were unfamiliar with some isiXhosa home-language vocabulary, and other isiXhosa vocabulary challenges were associated with teaching numeracy. The results also demonstrated that learners had trouble pronouncing, reading, and spelling words in isiXhosa. The results also showed that teachers faced difficulties with translation because they were not trained to use their mother tongue as a teaching medium. Conclusion: As the learners at this level are not proficient in English, the study concluded that even though many foundation-phase teachers believe that learners comprehend English first additional language (EFAL) more than their mother tongue, this does not equate to using EFAL as a medium of instruction. Contribution: The study’s findings add to the body of knowledge showing that teaching in the mother tongue strengthens cultural identity and self-esteem and builds a strong cognitive and linguistic foundation.

The proliferation of social media has restructured communication and has provided new opportunities for teaching and learning at the college level. Teachers at the community campuses in Nepal started using social media based applications including Facebook, Messenger, YouTube and WhatsApp along with Google Class Room to carry out teaching and learning activities for delivering lectures online, for sharing reading materials among them, communicating among themselves as well as with students for pedagogical process. Community colleges in Chitwan accommodate students from various socio-economic and academic categories who have encountered both opportunities and challenges while using social media as an instructional tool. This paper aims to assess lecturers’ perspective on the use of social media for teaching and learning in community campuses in Chitwan. Through a qualitative content analysis, five emergent themes were accessibility and connectivity, pedagogical use of social media, socio-economic and digital divides, and future agenda of social media-supported learning. The results indicate that social media has improved the communication, flexibility, and informal learning possibilities while digital divide, distraction and pedagogical preparedness remain as challenges. The research present insights within context and makes recommendations for the relevant use and implementation of social media in higher education in resource poor environments.

The function of mobile technology in education provides significant potential for students to learn independently; however, it is often restricted by rigid interface designs and a lack of local cultural content. The purpose of this study is to design a UI/UX prototype for an English narrative text learning application that integrates South Sumatran folktales, addressing the need for interactive and contextual teaching media. This study employs a Research and Development (R&D) method using the Design Thinking approach, which consists of five interactive phases: Empathize, Define, Ideate, Prototype, and Test. Through this process, key features such as Cultural Path, Interactive Story, and Word Box were developed. The testing results showed a task success rate of 98.5% and a user satisfaction score of 4.78 out of 5. a relatively high mis click rate (40.8%) was identified on the Learning Page feature, indicating the need for improvements in the navigation layout. The findings show that the application works effectively and is well received by users, although improvements in the navigation layout are still needed. This study demonstrates that Design Thinking helps improve usability and contextual learning in a culturally based narrative learning application.

This research examines the incorporation of scientific process skills within science, technology, engineering, and mathematic (STEM) education, focusing particularly on sustainability and the insufficient alignment among teaching methodologies, skill enhancement, and eco-friendly educational resources. A mixed-methods approach was utilized, integrating bibliometric analysis with a systematic literature review to uncover publication trends, key themes, and research deficiencies in STEM education, scientific process skills, and sustainability. Data were collected from the Scopus database using the search terms "science process skills" and "STEM" for publications spanning from 2005 to 2025. Out of an initial pool of 1.250 documents, 101 articles fulfilled the inclusion criteria, with 13 highly pertinent studies analyzed in detail. The bibliometric results indicate that STEM research primarily focuses on instructional methods and pedagogical approaches, while relatively little emphasis is placed on the creation of practical, sustainability-focused educational media. Qualitative analysis further suggests that eco-friendly learning materials are still underused in STEM education, despite their capacity to improve project-based and authentic learning experiences. Consequently, this study advocates for the adoption of seed paper as a novel and sustainable teaching medium to enhance scientific process skills. The results underscore considerable prospects for promoting sustainable STEM education that aligns with 21st-century competencies and the fulfillment of SDG 4 and SDG 12

This study aims to explore the application value, implementation paths, and practical effects of digital storytelling as an innovative teaching medium in kindergarten bilingual (Chinese-English) arithmetic education. The research first reviews the theoretical foundations of digital storytelling, early childhood bilingual education, and early arithmetic ability development, establishing the necessity and feasibility of the study. Utilizing various research methods including literature review, case study, and action research, this paper analyzes current challenges in bilingual arithmetic education and constructs a design framework and implementation strategy centered on digital storytelling. A senior class in a specific kindergarten was selected for a one-semester teaching intervention. The results indicate that digital storytelling effectively stimulates children's interest and engagement in bilingual arithmetic activities. Within immersive bilingual contexts, children showed significant improvement in number concepts, operational abilities, and mastery of mathematical vocabulary in both Chinese and English. Furthermore, their cross-cultural awareness and comprehensive language skills developed accordingly. Finally, the study summarizes the advantages and challenges of applying digital storytelling in this field and proposes educational suggestions and future outlooks.

Purpose – This study aims to explore the use of short stories as a teaching and learning medium in an intensive reading class for eleventh-grade students at SMA Al Azhar 3, Bandar Lampung. The background of this study is the need for engaging reading materials that can improve students’ comprehension, analytical skills, and motivation in intensive reading activities. Methodology - The study employed a qualitative research design. The sample consisted of eleventh-grade students from SMA Al Azhar 3 in Bandar Lampung, selected through purposive sampling. Data were collected through classroom observations and questionnaires. The research procedure involved implementing short stories as instructional media in intensive reading lessons. The instruments used were observation sheets and student questionnaires, and the data were analyzed descriptively to identify patterns in students’ engagement, comprehension, and responses. Findings – The findings indicate a significant improvement in students’ ability to engage with and comprehend intensive reading activities through the use of short stories. Students showed better understanding of storylines, enhanced analytical skills, and increased participation during lessons. However, the study did not measure the long-term effectiveness of short stories as a teaching tool. Novelty – This research offers original insights into the use of short stories as an instructional medium for intensive reading at the senior high school level, highlighting students’ cognitive and affective responses in a real classroom context. Significance – The findings of this study are beneficial for English teachers, curriculum developers, and educational practitioners who seek effective and engaging strategies for teaching intensive reading.

This study developed a web based digital learning media COUNTZKEY for special journal material for class XII Economics at SMAN 2 Bangkalan, using a Research and Development (R&D) approach with the ADDIE model. Based on the phenomenon of minimal variation in conventional teaching media and the demands of digital learning for generation Z, this study aims to describe the development process, test the feasibility of material, media, and language aspects through expert validation, and analyze student responses. Subjects included two material experts, one media expert, one language expert, and 20 class XII IPS students. The instruments in the form of a Likert scale validation sheet and a Guttman scale response questionnaire were analyzed descriptively percentage. Expert validation produced an average of 88.7% or the "very feasible" category. The results of material expert validation were 88.8%, media 86.3%, and language 90.9%. Meanwhile, student responses produced 89% or the "very feasible" category, indicating ease of access and increased learning motivation, in line with constructivism theory which emphasizes active learning through meaningful interactions with the digital environment. It can be concluded that the COUNTZKEY web platform is highly suitable for use as a learning tool for specialized journals, supporting student independence, and has the potential to be developed for other economics topics

This study examines teachers' perspectives and evaluates the effectiveness of using CoComelon videos as instructional media to enhance students' English speaking skills. The research was conducted with English teachers and fifth-grade students at Anubanloei School, Thailand. The research adopted a mixed-methods approach utilizing a pre-experimental design. A combination of t-tests and thematic analysis was employed to analyze the data. The instruments used included pre-tests, post-tests, questionnaires, and in-depth interviews for data collection. The findings demonstrate a significant improvement in students' speaking skills, particularly pronunciation, vocabulary, fluency, and comprehension, following the integration of Cocomelon videos as a teaching medium. Teachers reported that students exhibit greater engagement, increased motivation, and improved comprehension when exposed to visually appealing and age-appropriate video content compared to traditional media. Despite occasional technical difficulties, the study highlights the effectiveness of integrating multimedia into language teaching and the positive role of technology in fostering active, engaging, and enjoyable learning environments.

This community service program aimed to strengthen waqf and Islamic financial literacy among teachers at ZAMMI School for Orphans and the Underprivileged in Medan through participatory and technology-based training. The program was implemented through socialization sessions, training on digital teaching media, mentoring, and the provision of basic educational technology tools. Eight teachers participated in the program. The implementation of this community service program (PKM) uses a participatory mixed-method approach, combining both qualitative and quantitative data to gain a comprehensive understanding of the improvement in waqf and Islamic financial literacy among teachers. Evaluation was conducted using observations, interviews, and pre- and post-training questionnaires. The results indicated a substantial improvement in teachers’ understanding of waqf and Islamic finance, as well as increased confidence in utilizing digital media for learning. Quantitatively, the average literacy score increased from 3.34 to 4.45, indicating a significant positive change after the intervention. More importantly, teachers began to integrate waqf values and Islamic financial concepts into learning activities and school-based philanthropic practices.

Introduction: Selection of teaching tools in medical education may depend upon subject-like anatomy that majorly depends upon diagrams, age factor, or training of faculty members in newer teaching tools.This study investigated the factors influencing the adoption of multimedia in medical education by medical teachers in two colleges in Western Uttar Pradesh.The aim was to identify factors affecting the selection of teaching-learning mediums and multimedia use among medical faculties. Research and methodology:A cross-sectional study was conducted using a 12-questionnaire administered to 140 faculty members (assistant professor and above).Data was analyzed using Excel, Chi-square tests, and presented in tables and diagrams.Results: Results revealed that 69% of faculty favored multimedia or a combination of conventional and multimedia methods, while 31% preferred conventional methods (chalk and board or walk and talk).While age-group (30-50 vs 51-70) showed no statistically significant difference in multimedia use (p > 0.05), trained faculty significantly preferred multimedia more than nontrained faculty (p < 0.0001).No significant difference was found between pre/paraclinical and clinical subjects regarding multimedia usage (p > 0.05).The most used teaching medium was PowerPoint (PPT), followed by chalk and board.

The aim of this research was to find out the The Effectiveness of Using Subtitle Animated Cartoon in Improving Students’ Vocabulary Mastery at Grade VIII of SMP N 3 Padangsidimpuan. This research conducted by using Quantitative method with a pre-experimental design with one group of pre-test and post-test. This research population consisted of eighth grade students at SMP N 3 Padangsidimpuan, with the research sample being Class VIII-3, which consisted of 32 Students, selected by purposive sampling technique. The Data from this research, collected from the results of pre-test and post-test materials and used as an assessment to determine how the assessment of students ' knowledge before and after using Subtitled animated cartoon as a medium of teaching and learning. The result of this research revealed that using English cartoon films as a media of teaching and learning is effective for students in eighth grade students of SMP N 3 Padangsidimpuan in improving their vocabulary mastery especially word meaning and word classes such as noun and verb. This is demonstrated by how much the student's grades have improved. where the pre-test mean score of students is 30.34 and the post-test mean score of students is 71.06, indicating a 134.21% increase in students in this research. Furthermore, data analysis results show that the value of t-test (15.55) is greater than the value of t-table (2.040). Based on these findings, it is possible to conclude that there is a significant difference in students' "vocabulary mastery before and after they use English cartoon film as a media of teaching and learning process," demonstrating that English cartoon film is effective for improving students' vocabulary mastery.

Community Service (PKM) activities in the form of socialization of the Use of Digital Teaching Media in Learning Activities at UPTD SDN 109 INPRES LEKOALA, is a relevant issue amidst current technological developments. This article aims to socialize the use of digital media based on Google Sites integrated with Canva and evaluation using Wayground to teachers at UPTD SDN 109 INPRES LEKOALA. This PKM activity was carried out collaboratively with lecturers from Muhammadiyah University of Makassar, students of the Elementary Education Masters Program at Muhammadiyah University of Makassar, and teachers of UPTD SDN 109 INPRES LEKOALA. This activity was carried out in three stages, namely the planning, implementation and reporting stages. The planning stage consists of determining the theme, conducting observations, formulating solutions and then compiling materials. The implementation stage consists of delivering material about Google Site-based digital media integrated with Canva and evaluation using Wayground. The reporting stage consists of compiling reports and publications. The results of this activity show that teachers are enthusiastic about participating in socialization activities so that teachers understand the use of digital media based on Google Sites integrated with Canva and evaluation using Wayground.

The main objective of the study was to examine the impact of digital visual aids on the vocabulary retention among the grade 7 students of Bonbonon High School for the school year 2025-2026. The study employed quantitative research method with a quasi-experimental design. It involved one group: experimental. It was composed of pre-test, experimentation and post – test. The subject of this study was twenty (20). The data gathered were treated using t-test and z-test. The result of the study revealed that there was a significant difference between the level of vocabulary retention before and after exposure to digital visual aids. The researchers found out that digital visual aids are effective as medium of learning. In connection, the researchers recommend the following: the school administration can integrate digital visual aids as a medium of teaching; the English teacher may use digital visual aids to make interactive presentation that can help students to increase their vocabulary retention; and the students can engage actively with digital visual aids it can help their participation to become more active.