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The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This article discusses the implementation of policies to create a conducive school culture and climate as an important part of efforts to improve the quality of learning. A safe, comfortable, and orderly learning environment is essential for effective and enjoyable learning. This study aims to analyze the strategies and roles of the principal and all school members in shaping a positive school culture and climate. The main focus lies on four managerial aspects: program planning, organization, leadership implementation, and structured control. This study uses a qualitative method with a case study approach, applied in several elementary schools. Data were collected through field observation techniques, in-depth interviews with related parties (such as the principal, teachers, and students), and documentation studies of school policies and programs. The main findings indicate that a conducive school culture and climate are formed through a series of consistently implemented positive habits, strong collaboration among school members, and the visionary and communicative leadership of the principal. In addition, the active involvement of all school elements in creating an atmosphere of mutual respect and support is very influential in building a positive learning environment. Policy implementation is not merely administrative, but also emphasizes the development of character values, discipline, and a sense of shared responsibility. The end result is improved learning quality and improved student character, demonstrating that school climate and culture play a crucial role in the overall educational process.

This study aims to develop a model of passing practice that can improve volleyball game skills in elementary school students. This study uses a quantitative approach with an experimental method. The instrument used was a test of upper and lower passing skills within 60 seconds. Data analysis techniques include normality tests, homogeneity tests, and hypothesis tests. The sample in this study consisted of grade V students in one of the randomly selected elementary schools. The passing training model applied is a pair exercise with a distance of 10 meters, carried out routinely for three weeks with a frequency of three times a week. Each session lasts 40 minutes and is carried out under the supervision of a physical education teacher. The focus of the exercise is directed at improving the basic techniques of upper and lower passing which are gradually and pleasantly developed to suit the developmental characteristics of elementary school students. The results showed that the consistent application of the paired passing exercise model was able to improve the accuracy, coordination, and strength of students' arm muscles. In addition, it was found that there was an increase in student motivation and active participation in volleyball learning activities. This exercise model also creates a more interactive learning atmosphere and encourages students to work together, resulting in collaborative and meaningful learning. These findings prove that the use of a training model that is systematic, fun, and in accordance with the characteristics of learners can significantly improve the basic skills of the game of volleyball. This exercise has proven to be effective and can be used as an alternative learning method in physical education in elementary school. It is recommended that physical education teachers consider integrating this exercise model into the learning program so that student learning outcomes in volleyball can be more optimal and sustainable.

This study aims to improve student learning outcomes in Natural and Social Sciences (IPAS) through the application of the Discovery Learning model assisted by image media in grade V of Nurul Khoir Elementary School, Jambi City. This study is a classroom action research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects in this study were 26 fourth-grade students. Data collection techniques used included tests, observation, and documentation to obtain more comprehensive data on student learning outcomes. The results of the study showed an increase in student learning outcomes in each cycle. In cycle I, the percentage of student learning outcomes reached 73.92%, and increased in cycle II to 85.30%. This increase indicates that the application of the Discovery Learning model assisted by image media can improve student learning outcomes in the subject of IPAS. The Discovery Learning model provides opportunities for students to learn actively and independently, by utilizing attractive image media and making it easier for students to understand the concepts taught. Thus, this model can be used as an alternative in a more effective and interesting learning process. Furthermore, the implementation of this model also had a positive impact on student engagement in learning activities, making the teaching and learning process more interactive and enjoyable. This study recommends that the Discovery Learning model, assisted by image media, be applied more widely across various subjects to improve the quality of learning in elementary schools. In the future, this research can also be continued by examining the application of similar models in other subjects and measuring their impact on improving students' cognitive abilities and overall skills.

Character education in Indonesia is faced with various problems based on education only as a knowledge transfer activity, to overcome this, the Ministry of Education and Culture issued an independent curriculum to solve the problem. The purpose of this study is how the method applied by MI Sunan Kalijogo in habituating character education based on the Pancasila student profile. The method used in this research is descriptive qualitative, the data from this study were obtained from interviews, observation, documentation, and literature research which are then called primary and secondary data. Character education based on Pancasila learner profile applied by MI Sunan Kalijogo is congregational prayer activities, religious studies, and MTQ. The implication of this research is a form of strengthening P5 and reconstructing character education patterns for schools at the elementary school level that use an independent curriculum.

This study aims to improve the learning outcomes of underhand passing skills through the application of play-based methods to fifth and sixth grade students at SDN 1 Bumijawa. This study used a quantitative approach with a One Group Pretest and Posttest experimental design. The sample in this study was 15 students. Data were collected through underhand passing skills tests conducted before and after treatment. The results showed a significant increase in underhand passing skills after students participated in learning using the play-based method. This method has been proven to be able to increase students' interest, active participation, and understanding of basic volleyball techniques. In addition, the application of the play-based method also creates a more enjoyable learning atmosphere and reduces student boredom. This method directly involves students in practical activities, so that students not only understand the theory but also can apply it in real games. Play activities carried out in small groups allow students to learn from each other and increase self-confidence. Improvement in underhand passing skills also shows that the play-based method is effective in developing fine motor skills needed in volleyball. Therefore, the play-based method can be used as an alternative strategy in learning Physical Education, especially volleyball material in elementary schools. This study suggests that Physical Education teachers implement play-based methods more widely to maximize student learning and learning outcomes, as well as increase their motivation and enthusiasm for sports. Furthermore, implementing play-based methods can also improve teamwork among students, a crucial aspect of volleyball. With a more fun and interactive approach, students are more motivated to practice and master the skills taught.

To improve public health, especially for elementary school-aged children, one of the most important prevention methods is Clean and Healthy Living Behavior (PHBS). The purpose of this study was to improve the understanding and utilization of PHBS among students at Bayak Public Elementary School in Siremen Village, Tanara District through counseling and live demonstrations. This activity was carried out by the KKM Group 95 team from Bina Bangsa University for 83 second- and fourth-grade students at Bayak Public Elementary School. The method used was a participatory educational approach, namely by providing counseling related to PHBS and continued with live demonstrations of handwashing, tooth brushing, and maintaining personal hygiene. The material was delivered interactively to make it easier for children to understand, including the use of visual media such as posters and pictures. The students were also given direct practice tools such as soap, toothbrushes, and toothpaste so they could directly practice proper hygiene practices. The results of the activity showed that students had a better understanding of PHBS and made positive changes in their daily lives at school. It appeared that students were better trained in maintaining personal and environmental hygiene. They also began to get used to washing their hands before eating, maintaining dental hygiene, and disposing of trash properly. Teachers and homeroom teachers also actively supported this initiative by participating in outreach activities and monitoring changes in student behavior. This initiative not only raised students' awareness of the importance of health but also encouraged active school participation in creating a healthy learning environment. It is hoped that this initiative will serve as a reference for schools in teaching students how to live a healthy and clean lifestyle in a sustainable manner.

This research aims to develop a mathematics teaching module based on differentiated learning integrated with the Project-Based Learning (PjBL) method, specifically for the topic of spatial structures ("get up room") for students at Nanasi 1 Elementary School. The development process follows the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. In the Define stage, analysis revealed the absence of instructional modules that align with students' learning styles and needs. Consequently, learning objectives were formulated based on geometric elements and problem-solving criteria. During the Design stage, a prototype module and validation instruments were produced. Validation was conducted by two experts, yielding high scores for both content and visual presentation—each achieving 90% validity. Practicality assessments also showed strong results, with content rated at 90.8% and visual aspects at 90%, categorizing the module as “very valid” and “very practical.” The integration of the PjBL method was implemented to enhance active student participation, encouraging collaborative exploration and real-world application of mathematical concepts. The developed module is considered suitable for supporting differentiated mathematics instruction in elementary schools. It accommodates diverse learning styles and promotes student engagement through project-based tasks. The findings suggest that combining differentiated learning with PjBL fosters a more inclusive and effective learning environment, particularly in geometry-related topics. This module not only meets pedagogical standards but also contributes to the advancement of innovative teaching practices in primary education.

This community service activity aims to strengthen the character development of elementary school students through training in creating digital applications using the Thunkable platform. In the midst of the digital era and the challenges of the Industrial Revolution 4.0, character education is an essential aspect that must be instilled from an early age, alongside cognitive competence. Elementary schools, as the foundation of education, play a strategic role in shaping children’s personalities, including embedding positive character values. This activity was conducted at SD Moria in Sorong City and involved 24 students from grades 5 and 6, selected based on their interest and readiness. The training used a Project-Based Learning approach, where students were actively engaged in creating simple application projects. Throughout the process, students not only learned basic programming skills using Thunkable but also developed key values such as teamwork, responsibility, independence, creativity, and curiosity. Despite facing challenges such as limited devices and internet access, the students demonstrated remarkable enthusiasm. Thunkable proved to be an effective tool for interactive and enjoyable learning. Students were able to directly develop their creative ideas through designing user interfaces and application functions. This provided a meaningful learning experience that motivated students to continue exploring and trying new things. The activity showed that technology-based learning can serve as a strategic means to holistically shape students' character. Overall, this initiative demonstrated that digital application development training can serve as a character education model based on technology that is highly relevant for elementary education. This program is expected to serve as an educational innovation example that encourages the integration of digital literacy and character education in Indonesian elementary schools.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

This study aims to determine the influence of students' learning habits on learning outcomes in Mathematics subjects in grade IV students of SD Negeri 200307 Padang Sidempuan. The background of this research is the importance of the role of structured and consistent learning habits in supporting the achievement of optimal learning outcomes, especially in logical and analytical subjects such as Mathematics. This study uses a quantitative approach with a descriptive survey method to obtain an objective picture of the relationship between variables. The population in this study is all grade IV students, and the sampling technique was carried out by purposive sampling, with a sample of 26 students selected based on certain criteria. Data collection was carried out through an instrument in the form of a Likert scale questionnaire as many as 60 previously validated statements, in order to measure the level of students' learning habits. Meanwhile, student learning outcome data is obtained from their academic scores in Mathematics subjects. Data analysis was carried out using a parametric statistical test in the form of a t-test to test the proposed hypothesis. The test results showed that the tcount value of 1.909 was greater than the ttable of 1.695, which means that there was a significant influence between students' learning habits on Mathematics learning outcomes. Thus, it can be concluded that good study habits make a real contribution to improving student learning outcomes. These findings are an important basis for teachers and schools to continue to encourage and foster positive learning habits among students. The implications of this study also recommend the need to strengthen independent learning strategies and effective study time management as part of the learning program in elementary schools.  

Character education plays a crucial role in shaping students who excel not only academically but also possess strong moral and social values. In this regard, the government, through the Ministry of Education and Culture, has launched the Strengthening Character Education (PPK) policy as a strategic step to create a generation of character. This study aims to explore how the PPK policy is implemented in elementary schools and analyze the factors that support and hinder its implementation. The method used in this study is descriptive qualitative, with data collection techniques through observation, in-depth interviews with principals and teachers, and documentation studies. The results show that the PPK policy has been implemented through the integration of character values into the learning process, extracurricular activities, and school culture. Several factors supporting the success of this implementation include the principal's visionary leadership, active teacher involvement, and support from parents and the community. However, several challenges remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in consistently integrating character values across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is still needed in terms of training, evaluation, and collaboration between all stakeholders. Supporting factors for successful implementation include the visionary leadership of the principal, active teacher involvement, and support from parents and the community. However, several obstacles remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in integrating character values consistently across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is needed in terms of training, evaluation, and synergy between stakeholders.

This study aims to describe the role of school management in developing local culture-based education. Local culture-based education is a learning approach that integrates local cultural values as a contextual, relevant, and meaningful learning resource for students. This study used a qualitative approach with a case study method in an elementary school that has successfully implemented local culture comprehensively in various aspects of learning activities. Data were collected through in-depth interviews, observations, and documentation studies. The results show that school management plays a strategic role in formulating policies, supporting culture-based learning programs, and establishing partnerships with the community for cultural preservation. The principal, teachers, and education staff actively integrate local cultural elements into the curriculum, extracurricular activities, and the learning environment. Despite facing challenges such as limited resources and lack of training for educators, this school is able to demonstrate a strong and consistent commitment to making local culture the foundation for character and identity formation for students. This study confirms that collaboration between stakeholders is key to success in realizing education rooted in local wisdom. By involving parents and the community, schools can create a more inclusive and supportive learning environment. These findings demonstrate that community involvement in the educational process not only enriches students' learning experiences but also strengthens their sense of belonging to local culture. This research significantly contributes to the development of educational models that focus not only on academic aspects but also on the development of student character and identity rooted in local cultural values. Through this approach, it is hoped that students will grow into individuals who are not only academically intelligent but also have an awareness and appreciation for their own culture.

Inclusive education plays a crucial role in achieving equal access and improving the quality of education for all students, including students with special needs. In the context of Physical Education, Sports, and Health (PJOK) learning, the implementation of inclusive education still faces significant challenges, both in terms of teaching strategies, teacher skills, and available supporting facilities and infrastructure. This study aims to describe the perceptions of PJOK teachers and classroom teachers regarding the implementation of inclusive learning for students with special needs in PJOK activities at the elementary school level. The method used in this study is a descriptive qualitative approach, with data collection techniques including semi-structured interviews and documentation. The research subjects consisted of PJOK teachers and classroom teachers who teach at SDN 2 Gobras. The results show that the teachers have a good understanding of the importance of creating a friendly, adaptive, and enjoyable learning environment for students with special needs. The teachers make adjustments in learning activities through modifying tools, implementing small group strategies, providing appropriate motivation, and close collaboration with homeroom teachers and parents. However, limitations in the training received and the support of existing facilities remain significant obstacles. The findings of this study provide important implications regarding the need for ongoing training and strengthened collaboration between teachers to support the creation of more effective and sustainable inclusive education. Therefore, this research is expected to make a positive contribution to the development of inclusive education in elementary schools and raise awareness of the importance of supporting students with special needs in the learning process.

This study aims to understand, review, explore, and describe the implementation of policies regarding the enforcement of teacher and student discipline in elementary schools and is expected to find policies that support the success of enforcing teacher and student discipline. This study was conducted using a Systematic Literature Review (SLR) in journals that are appropriate for Elementary Schools, subjects consisting of principals, teachers, educational staff, and students. Data in this study were obtained through Identification of Literature Sources, Determination of Inclusion and Exclusion Criteria, Tools (Mendeley). The findings of the study conducted by the author indicate that the enforcement of teacher and student discipline is carried out through a number of policies, namely: 1) Policies related to the enforcement of teacher and student discipline, 2) Establishing rules at school and in the classroom, 3) Monitoring the disciplinary behavior of teachers and students by making a monitoring book of their daily activities, 4) Imposing sanctions for violations, 5) Involving the principal, teachers, and educational staff. Furthermore, parental involvement and collaboration with external parties are also supporting factors in creating an orderly, safe, and conducive learning environment. Regular evaluation of implemented policies is also crucial to ensure their relevance and effectiveness. Fair and transparent reward and punishment practices contribute to increased student awareness and motivation to comply with school regulations. A culture of discipline consistently cultivated from an early age significantly contributes to positive character development and the overall improvement of the quality of basic education. Implementation requires ongoing training and mentoring for teachers and other educational staff to equip them with the capacity to implement a humanistic yet firm approach.

Violence in the elementary school environment has a significant impact on the psychological, social, and academic development of students. This study aims to describe the perceptions of Physical Education, Sports and Health (PJOK) teachers and classroom teachers regarding the role of physical education in preventing violence in elementary schools. A combination of descriptive quantitative and qualitative methods was applied, with a sample of 6 teachers (3 physical education teachers and 3 class teachers) from SDN Liunggunung, Tasikmalaya. The participants were selected using proportional stratified random sampling to ensure representativeness. Data collection techniques included a 4-point Likert scale questionnaire, which was validated through expert judgment and tested for reliability using Cronbach’s Alpha (≥ 0.70), along with in-depth interviews to gain richer insights. The results revealed a consensus among both groups of teachers that physical education has a positive and strategic role in preventing violence. This is achieved through the internalization of core character values such as sportsmanship, cooperation, empathy, and discipline. Additionally, physical education serves as a medium to channel students’ physical energy into constructive activities and foster emotional regulation. Structured physical activities—such as team-based games, rhythmic gymnastics, and cooperative challenges—can reduce tendencies toward aggressive behavior and promote social interaction, inclusion, and mutual respect. However, the study also found significant challenges, including inadequate sports infrastructure, limited time allocation within the school curriculum, and the need for professional development among teachers. The conclusion emphasizes that physical education is a vital component in building a safe, inclusive, and character-driven school climate, but its success depends on consistent institutional support and ongoing teacher empowerment.

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.

This research aims to comprehensively explore the strategic role of educators in improving the quality of learning at the elementary school level. In the context of basic education, teachers play a central role as agents of change and the main drivers in the learning process. The main focus of this research includes three important aspects, namely the professionalism of teachers in carrying out their duties, the challenges faced in the implementation of teaching and learning activities, and optimization strategies carried out to improve the quality of learning. The research was conducted at SDN 2 Kerso, Jepara Regency, using a descriptive qualitative approach. Data collection techniques include in-depth interviews with educators and principals, direct observations in the classroom, and documentation of learning implementation plans and other supporting activities. The results of the study showed that the teachers in the school applied the practice of professionalism through work discipline, mastery of materials, pedagogical skills, and a humanist approach to students. In addition, they also use learning strategies that are adaptive, creative, and based on student needs. However, in practice, teachers face various challenges, including the diversity of student characters, low learning motivation, the influence of the family environment, limited learning facilities, and the lack of periodic training. To answer these challenges, teachers make various optimization efforts, such as participating in professional training, establishing collaboration between teachers, implementing reflective supervision, and building active communication with parents and the community. Support from school principals, committees, and social environments is also an important factor in supporting learning effectiveness. This study concludes that the improvement of the quality of learning in elementary schools is largely determined by the capacity, commitment, and ability of teachers to manage challenges creatively and professionally. With systemic support and sustainability of competency development, the role of teachers can be significantly optimized to create meaningful, effective, and sustainable learning.

This study aims to evaluate the effectiveness of the use of Canva and Nearpod digital platforms in supporting the strengthening of students' character at the elementary school level. Character education is a fundamental aspect in the formation of students' personalities who have integrity, toughness, and adaptability to the development of the times. In the digital era, interactive learning media is an important means to instill character values in a more interesting and contextual way. The method used is Classroom Action Research (PTK) which is carried out in two cycles, with the research subjects consisting of teachers, class V students, and students' parents. The learning process is designed to blend character education content with the use of Canva as a creative visual medium, as well as Nearpod as an interactive presentation tool that allows students to be active through online quizzes, assignments, and reflections. The results of the study showed a marked increase in students' learning motivation, attitude of responsibility, discipline, cooperation in groups, and the ability to make decisions independently. Parental involvement in digital learning also supports the consistency of character strengthening at home. However, the study also noted several challenges, such as the limitations of technological devices, unstable internet networks, and variations in students' and parents' digital literacy abilities. Recommended solutions include intensive training for teachers in the use of digital media, improved support facilities in schools, as well as a collaborative approach between teachers and parents. Thus, the integrated use of Canva and Nearpod not only supports mastery of academic materials, but also significantly strengthens students' character values holistically. This study is expected to be a reference in the development of digital learning innovations oriented towards character education at the elementary level.