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Abstract. This research aims to improve the reading skills of second-grade students at SDN Baturetno 1 through the use of picture word cards. The methodology applied is known as Classroom Action Research (PTK), which is carried out over two cycles. The participants in this study consisted of seven second-grade students from SDN Baturetno 1. The date of the research is November 5, 2024. Data collection methods include pre-survey, reading ability assessment, pre-test, and post-test. The research findings show that the integration of picture word cards significantly improves students' reading skills. In the first cycle, the learning completeness rate was 60.14%, which increased to 80.43% in the second cycle, which showed an increase of 20.29%. In short, the use of picture word cards has been proven to be effective in improving the reading proficiency of second-grade students at SDN Baturetno 1.

This study aims to describe the use of learning media in the form of digital comics based on fable stories as a means to improve the speaking skills of elementary school students. The background of this study is the low interest of students in speaking and the limited learning media that are interesting and in accordance with their age characteristics. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, questionnaires, and speaking skills tests. The subjects in this research are fourth grade students of SDN Margasari 01 Balikpapan City. The results show that the use of digital comic media based on fable stories can increase students' courage in speaking, expand their vocabularies, and help students construct sentences more coherently and communicatively. Teachers and students also give positive responses to the media used because it is considered interesting, contextual, and in accordance with the learning needs. Thus, digital comic media based on fable stories can be an innovative alternative in learning Indonesian in elementary schools to improve the speaking skills of elementary school students.

This study aims to describe the use of learning media in the form of digital comics based on fable stories as a means to improve the speaking skills of elementary school students. The background of this study is the low interest of students in speaking and the limited learning media that are interesting and in accordance with their age characteristics. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, questionnaires, and speaking skills tests. The subjects in this research are fourth grade students of SDN Margasari 01 Balikpapan City. The results show that the use of digital comic media based on fable stories can increase students' courage in speaking, expand their vocabularies, and help students construct sentences more coherently and communicatively. Teachers and students also give positive responses to the media used because it is considered interesting, contextual, and in accordance with the learning needs. Thus, digital comic media based on fable stories can be an innovative alternative in learning Indonesian in elementary schools to improve the speaking skills of elementary school students.

Education at the elementary school level plays a fundamental role in shaping students’ character and literacy skills during their golden age of growth. However, strengthening noble character and improving literacy, especially reading interest and comprehension of stories, still face challenges so that students do not feel bored. Facing this phenomenon, the synergy between Indonesia’s as a source of moral values and local wisdom, and digital comics as a visual medium that is popular and effective in attracting reading interest, offers great potential. The folktale “Mouse Deer, the Bear, and the Secret Forest” contains relevant moral messages, while digital comics can presnt it in an interactive and easily understandable format for students. This research aims to deeply examine the potential synergy between folktales (case study “Mouse Deer, Bear, and the Secret Forest” and digital comic learning as an effective stimulus in strengthening character education and improving literacy among elementary school students. Using a qualitative approach, this research will explore how the integration of these two media can be implemented and its impact on instilling character values through the moral messages in the story, as well as developing literacy skills through an engaging visual-verbal format for students. It is hoped that this learning model can be an innovative alternative solution in achieving the goals of character edutation and literacy in elementary schools.

Developing students' creativity at the elementary school level is an important part of shaping 21st century character and skills. One approach that can be taken is through hand training with cardboard and printed images. This student service activity aims to train the creativity of fourth grade students at SDN 3 Palangka through cardboard weaving training as an innovative learning medium. This activity is motivated by the need for more interesting, active, and enjoyable learning for students. The training is carried out through several stages, namely the compaction of basic weaving techniques, independent practice by students, and evaluation of the work produced. Students are given the freedom to be creative using pieces of used cardboard, with direct guidance from the implementation team and accompanying teachers. The results of the activity show that students are very enthusiastic about participating in this activity. They are able to produce various simple new forms with creative displays that can be used as visual aids in the learning process. In addition to producing work, this activity also forms positive student character such as cooperation, responsibility, perseverance, and courage in displaying work. This activity proves that skills-based training can be a solution to present more lively and meaningful learning. Therefore, this kind of activity is very relevant to be continued and developed as part of a sustainable school program.

The industrial revolution 4.0 requires elementary and secondary education institutions to improve, even evaluate the learning system of each field of study taught. Around 30% of the world's population has used social media in order to connect, seek information and learn. The same is true for the development of social studies education which continues to experience changes in materials or learning activities that are in accordance with the conditions of students and their environment. The focus of the research in this thesis is: (1) How is the formation of social behavioral character of students in social studies learning of class VIII MTs Al Ma'arif Tulungagung in the era of the Industrial Revolution 4.0 in Generation Z?, (2) What are the supporting and inhibiting factors in the formation of social behavioral character of class VIII MTs Al Ma'Arif Tulungagung students in social studies learning in the era of the Industrial Revolution 4.0 in Generation Z, (3) What are the positive and negative impacts of the Industrial Revolution 4.0 era on the formation of social behavioral character of class VIII MTs Al Ma'arif Tulungagung students in social studies learning in Generation Z?. This study aims to examine the formation of students' social behavior through social studies learning, as well as the factors that influence and the impact of the Industrial Revolution 4.0 era on class VIII students of MTs Al Ma'arif Tulungagung. This research approach uses a qualitative method known as an artistic method because the data produced is in the form of interpretations of data findings in the field. Furthermore, the type of research used is descriptive qualitative research by collecting accurate data by going directly to the field by utilizing the method of answering and describing a phenomenon that is the focus of the research. The results of the study concluded that: (1) Social studies learning at MTs Al Ma'arif Tulungagung forms students' social behavior through the values ​​of empathy, responsibility, and communication, (2) This character formation is supported by technology, the role of the family, and the school environment, but is hampered by the negative influence of social media and the tendency of Generation Z to seek instant solutions. (3) The Industrial Revolution 4.0 has a positive impact on access to information and critical thinking, but also has negative impacts such as gadget dependence and cyberbullying.

The development of information technology encourages innovation in learning methods, one of which is through digital educational games. This study aims to assess the effectiveness of Wordwall educational game-based learning media in improving elementary school students' 21st century skills, such as critical thinking, creativity, collaboration, and communication. The method used is a literature study by analyzing various scientific sources and relevant research. The results showed that Wordwall is able to increase students' motivation and interest in learning through interactive features and a variety of games that are easily adapted to the subject matter. Obstacles faced include limited access to technology and teacher readiness, which can be overcome with intensive training and provision of adequate facilities. Therefore, Wordwall is proven to be effective and relevant as a learning media that supports the 21st century learning process in elementary schools. It is recommended that the utilization of Wordwall be optimized through continuous training for teachers and provision of adequate technological facilities to improve the quality of learning.

Dance is an effective medium for children, providing an alternative channel for expressing complex emotions and feelings. The body movements, rhythms and music of dance allow children to convey their experiences in a creative and non-verbal way. There is a positive correlation between participation in dance activities and participation in dance activities with increased social emotional development of children. By learning movement and improvisation, children can express a range of calming emotions from joy to sadness and from anger. Dance also helps children develop motor skills, coordination and creativity. Therefore, the integration of early childhood education and dance into elementary schools is highly recommended as a holistic approach to the development of children's potential and as a way to support child emotional well-being.

This study aims to determine the effect of using the "Let's Get to Know Capital Letters" Board media on the learning outcomes of grade V MINU Waru I students in the Indonesian Language subject. This study uses a quantitative approach with a one-group pretest-posttest design on 28 students. The instrument used was a written test given before and after the treatment. The pretest results showed an average value of 64.5, while the posttest increased to 83.2. Statistical tests showed significant results with a p value = 0.000 (<0.05), which indicates that there is a meaningful difference between before and after using the media. This board media is designed to facilitate students' visual and interactive understanding of capital letter material. The results of the study indicate that this media is effective in improving student learning outcomes. The use of concrete and fun media has been proven to increase student involvement and motivation in the Indonesian Language learning process. Thus, the application of innovative media like this can be an effective strategy to improve the quality of education in elementary schools.  

Social media has become an integral part of Generation Z's life, including elementary school students, who are known as the tech-savvy generation. This study aims to examine Generation Z students' perceptions of the influence of social media on their academic behavior and learning concentration through a literature study approach. Data were collected from various current literature sources and analyzed using thematic analysis methods. The results of the study indicate that social media has a dual impact: platforms such as YouTube and educational applications such as Kahoot increase motivation and access to learning resources, but uncontrolled use causes distraction, procrastination, and decreased learning concentration. The characteristics of Generation Z, such as dependence on technology and the need for digital existence, strengthen the influence of social media on their academic behavior. Therefore, a balanced educational approach is needed to maximize the benefits of social media while minimizing its negative impacts. This study provides insight for educators and parents in managing the use of social media wisely.

This study examines the implementation of Pancasila values-based Civic Education (PKn) learning in enhancing tolerance attitudes among fifth-grade students at UPT SD Negeri 064016. Using a descriptive qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews, document analysis, and tolerance attitude questionnaires involving 28 students. Results indicate that contextual strategies—such as classroom deliberation simulations and collaborative projects based on local wisdom—significantly improved students' tolerance attitudes. Conceptual understanding of diversity increased by 34.5%, empathetic attitudes rose by 29.5%, and inclusive practices grew by 23.7% (composite score +29%, Cohen’s d = 1.45). Key supporting factors included the school’s commitment to integrating Pancasila values into the curriculum and innovative media (e.g., multicultural congklak, AR cultural maps). Primary constraints were limited instructional time and student ability heterogeneity. The study concludes that Pancasila values-based learning models, supported by teacher consistency and active student participation, effectively foster inclusive school environments.  

This study seeks to explore how the surrounding environment is utilized as a learning resource in science education at elementary schools and madrasah ibtidaiyah (SD/MI). A descriptive qualitative approach is applied, with data gathered through methods such as observation, interviews, and documentation. The data analysis process involves stages of data reduction, data display, and conclusion drawing. The findings show that utilizing the surrounding environment enhances students' understanding of science concepts, improves learning motivation, and encourages scientific inquiry. Teachers use various natural objects such as plants, water sources, and weather phenomena as learning media. However, the research also identifies several challenges, including limited time allocation and lack of teacher creativity in optimizing environmental resources. Overall, the study concludes that integrating local environmental elements into science learning makes learning experiences more contextual, meaningful, and effective for elementary students.

This study aims to develop interactive learning media based on PowerPoint in Indonesian language learning at MI Salafiyah 1 Kauman. The background of this study is the lack of interactive and interesting learning media in elementary schools, especially in Indonesian language subjects. This study uses the Research and Development (R&D) method with the development of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The media developed contains learning materials, animations, practice questions, and automatic feedback to increase student participation and understanding. The results of the validation test by media experts and material experts show that this media is very suitable for use in learning. Limited trials conducted on students showed an increase in interest, active involvement, and student learning outcomes after using the media. In addition, students feel more motivated and find it easier to understand the material because of the attractive and interactive visual display. Thus, this interactive learning media based on PowerPoint can be an alternative to support a more interesting, enjoyable, and effective learning process in the classroom, especially for elementary school level.

Inclusive education at the elementary school level requires an appropriate approach to support the learning success of students with special needs, including children with Attention Deficit Hyperactivity Disorder (ADHD). This study aims to analyze the effectiveness of the individual guidance approach in helping children with ADHD overcome learning challenges, as well as identifying obstacles and supporting factors in its implementation in elementary school environments. This study uses a qualitative descriptive approach with a case study method at SDIT Al-Ghazali Pamekasan, through data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study were grade 4 teachers and one of the students with ADHD as the main subject. Data were analyzed using data reduction, data presentation, and conclusion drawing methods. The results of the study showed that individual guidance was significantly able to improve learning focus, as well as the social and emotional skills of students with ADHD. This success was greatly influenced by teacher involvement, parental support, and adaptive learning strategies. However, challenges such as limited teacher time, lack of varied learning media, and lack of special training are still obstacles that need to be addressed systematically. These findings contribute to the development of more effective inclusive education strategies, especially in supporting students with attention and behavioral disorders in elementary school environments.

Inclusive education is an education system that is friendly to all individuals without distinguishing the diversity of their characteristics. This system provides educational services that allow children with special needs to learn with their peers in the public school closest to where they live. This study aims to examine the "Implementation of Inclusive Learning for Children with Attention Deficit Hyperactivity Disorder (ADHD) at SDN Kemuning Tarik Sidoarjo", especially in inclusive classes. This study applies a qualitative approach with data collection methods through observation, in-depth interviews, and documentation. The research findings reveal that the implementation of inclusive learning has attempted to answer the needs of children with ADHD, although there are still a number of obstacles such as minimal training for teachers and limited supporting facilities. Strategies that have been successfully implemented include the use of an individual approach, positive reinforcement, and curriculum adaptation. Increased collaboration between parties and policy support from schools are needed for the sustainability of inclusive and effective learning.

This conceptual study examines the implementation of the Project-Based Learning (PBL) model, supported by digital media tools such as Simplebooklet and Canva, in Social Studies learning for sixth-grade students at SDN 1 Bangoan. The study arises from the need for contextual, engaging, and student-centred learning as a response to the typically theoretical and less interactive nature of Social Studies instruction. Through the integration of digital media, students can engage in meaningful projects that foster critical thinking, collaboration, creativity, and digital literacy. The learning process includes stages such as problem formulation, project planning, product development, and reflection. This study presents a conceptual overview showing that implementing the PjBL model with the support of Simplebooklet and Canva can enhance student engagement and strengthen understanding of the subject matter.

Educational transformation through the use of interactive technology is an integral part of the implementation of the Merdeka Curriculum, especially in Mathematics learning in Elementary Schools (SD). This curriculum emphasizes a contextual, student-centered, and adaptive learning approach to the challenges of the digital era. This study aims to analyze the role of interactive technology in improving the effectiveness of Mathematics learning and developing 21st-century skills in elementary school students. Various digital media such as GeoGebra, gamification applications, and visual simulations are used to help students understand abstract concepts in a concrete and enjoyable way. The results show that technology integration supports the achievement of the Pancasila Student Profile by increasing creativity, independence, and critical thinking skills. Challenges such as limited infrastructure and teacher competency can be overcome through continuous training and development of relevant local content.

The purpose of this study is to evaluate how well interactive learning materials can raise elementary school pupils' motivation and interest in learning. Animation films, instructional games, and simulations are examples of interactive learning materials that offer students a familiar, dynamic, and developmentally appropriate learning experience. Using a qualitative approach and a literature review strategy, the study examined material from a range of pertinent sources, including books, journals, and research reports. According to the study's findings, students who actively interact with interactive media can become more involved in the learning process. Additionally, it offers instant feedback, which increases self-confidence, helps pupils understand their progress, and fortifies their enthusiasm to learn.

This research is specifically designed to explore how the use of digital cartography is applied in Social Sciences learning at the Elementary School level. Digital cartography is a technology that visualizes spatial data, making it easier for teachers and students to understand the concept of location, area, and relationships between spaces more realistically. This study uses a qualitative descriptive approach with subjects of one fifth grade teacher and 25 students in an elementary school. Data were collected through observation, interviews, and documentation. The findings of the study indicate that the use of digital map media such as Google Earth, online thematic maps, and MAPENA (Children's Map Media) can improve students' understanding of spatial material, while motivating them to play an active role in learning. Teachers also consider digital cartography to be very helpful in delivering social studies material, especially related to geography. This study suggests the integration of digital map technology into lesson plans and project-based thematic learning.

The purpose of this study was to examine how elementary school teachers perceive the use of digital learning resources in their lesson plans. Digital technology has many potentials to enhance students’ learning ability and engagement. This study combined case study methodology with qualitative approach. Interviews with several elementary school teachers were used to collect data. The results of the study showed that teachers have different opinions about digital learning resources. To deliver materials, increase students’ enthusiasm for learning, and provide a variety of learning materials, some educators viewed digital media as an interesting and successful medium. They also understood how important it is to incorporate technology into the current curriculum. However, other teachers expressed concerns about inadequate infrastructure as well. This study underlines the need for ongoing assistance in the form of instruction, provision of sufficient resources, and creation of a successful plan to integrate digital learning materials in elementary schools.