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In the world of education, students' English language skills cannot be separated from the learning process provided by lecturers. Lecturers as facilitators try to provide the best teaching and learning process for their students. English is a course that develops communication skills both orally and in writing, understanding and expressing information. This course is no longer just a course that is limited to grammar, but can also develop students' skills in communicating English orally and in writing. For this reason, a creative approach is needed that can make students more active and interesting in learning English. One of the approaches provided by lecturers is learning English by utilizing audio-visual media, namely using videos, films, and music. In teaching English material, the use of this learning media is one of the right learning media to use. The purpose of this journal is to provide strategies in utilizing audio-visual media to improve students' English learning outcomes. Technically, the strategy for utilizing audio-visual media in the process of teaching and learning English is divided into three stages, namely preparation, use and the last is follow-up after use. This media utilization strategy will make English learning more effective, interactive and interesting. Lecturers will be more optimal in delivering materials and students will find it easier to understand.

The increasing use of social media has significantly impacted wireless network performance, particularly in data transmission efficiency. This study aims to analyze the impact of social media usage on network congestion and wireless data transmission efficiency. Experimental and quantitative methods were employed, utilizing direct network traffic measurement and simulation techniques. The study assessed key parameters, including throughput, latency, packet loss, and jitter, to evaluate network congestion levels caused by social media activities such as video streaming, image uploads, and real-time communication. The results indicate a 15–30% decrease in throughput, an increase in latency from 30 ms to 120 ms, a packet loss surge from 0.5% to 4–7%, and a jitter increase from 10 ms to 50 ms during peak hours of social media usage. The study also found that channel bonding techniques can improve throughput by up to 63.6% under controlled interference conditions. These findings highlight the necessity of effective traffic management strategies, including 5G network deployment, machine learning-based traffic optimization, and Quality of Service (QoS) implementation, to mitigate network congestion issues caused by the exponential growth of social media users.

This article discusses the use of technology and learning models on student learning outcomes and interests in elementary schools. In elementary schools, learning innovation is very important to improve education and student learning outcomes. Using technology and implementing innovative learning models as a strategy to make learning more effective, interesting, and meaningful. Interactive applications, digital devices, and online platforms are some of the technologies that help students be more actively involved in class, such as quizz application training, digital dictionaries, educational games, learning videos, and so on that make learning more fun and interactive. In addition, learning models such as project-based learning (also known as Project-Based Learning), cooperative learning Think Pair Share, and problem-based learning are used to improve student learning outcomes and increase their interest in learning in elementary schools. An effective combination of appropriate teaching techniques and technological support has been shown to improve student understanding, enthusiasm, and learning outcomes at the elementary school level. Thus, educators must continue to innovate and keep up with technological advances in order to provide optimal learning experiences for their students.

This study explores how a digital-based listen–response method—combining vibrant video stimuli with instant, game-like feedback on the Quizizz platform—can transform listening comprehension from a passive task into an energizing adventure. Involving 39 junior high students, the research gathered performance data from structured listening quizzes and direct teacher observations. With an impressive average score of 87.17—most students achieving “Good” to “Excellent” levels—and vivid improvements in focus and enthusiasm, the findings reveal that turning listening exercises into interactive challenges boosts both comprehension and motivation. Yet, to master higher-order inferential skills, follow-up discussions and reflection activities are essential. By harnessing this method, educators can reimagine listening lessons as interactive journeys that captivate learners and deepen their language skills.

This study explores various factors relating to the implementation of digital learning tools intended to inspire excitement among fourth-grade students. The motivation for this research stems from the noticeable lack of student participation, which is associated with the limited availability of diverse and stimulating educational resources. It is proposed that the adoption of digital educational tools can create a more engaging and relevant learning environment, subsequently boosting students' drive to learn. The investigation follows a qualitative framework, utilizing a case study method where data is gathered through the observation and documentation of fourth-grade students in elementary education. Findings from this research indicate that the incorporation of digital educational materials, including teaching videos, interactive assessments, and online learning platforms, markedly enhances students’ engagement and participation in their educational experience. The utilization of digital content fosters a more vibrant classroom atmosphere, aiding students in grasping the material more effectively. In summary, digital educational resources have the potential to significantly improve student motivation, especially within primary schooling.

This study aims to enhance students' learning activities and outcomes through the implementation of the Wordwall assisted Problem Based Learning (PBL) model in the Ecosystem topic for Phase E at SMA N 1 Nan Sabaris. The research was conducted at SMAN 1 Nan Sabaris in class X.E.5 during the even semester of the 2024/2025 academic year, with 36 students as subjects. This study is a classroom action research consisting of two cycles, each comprising two sessions. Each cycle follows four stages: planning, implementation, observation, and reflection, using the Wordwall-assisted Problem-Based Learning model. Data on students' learning activities and outcomes were collected based on observation sheets of learning activities and student learning outcome tests. The application of the Wordwall-assisted Problem-Based Learning (PBL) model proved effective in improving students' learning activities and outcomes in the Ecosystem topic. This success was demonstrated by increased participation and enthusiasm among students during the learning process. Learning outcomes improved by 45%. This increase indicates that the corrective measures taken, such as adding instructional videos and modifying Wordwall games, successfully enhanced students' understanding and mastery of the material.

This study aims to improve students' Malay language learning outcomes at An Nikmah Al Islamiyah PhnomPenh Institute, Cambodia, through the application of interactive learning media. The method used is Classroom Action Research (PTK), which consists of four cycles: planning, implementation, observation, and reflection. The study was participated by 30 students who had difficulties in learning Malay Language. In each cycle, interactive media such as educational apps, learning videos, and language games were applied to increase student engagement and understanding of the material. Data collection was conducted through observation, interviews with students and teachers, and document analysis of learning outcomes. The results showed a significant increase in student engagement, where students' active participation increased from 31% in the first cycle to 51% in the second cycle and increased again to 83% in the third cycle. In addition, students' average test scores increased by 20% and 32% after the implementation of interactive media. The application of interesting and diverse learning media is proven to increase students' learning motivation and facilitate understanding of the material. The conclusion of this study confirms that the use of interactive learning media can effectively improve the quality of Malay language learning.

In the learning process, students often encounter various obstacles. One common challenge is their difficulty in understanding the material presented by teachers, especially when the explanations are too abstract. To address this issue, appropriate instructional media are needed to help achieve learning objectives. The use of such media can support teachers in delivering content more effectively. As science and technology continue to evolve, instructional media must also adapt to create a learning environment that aligns with current developments. One form of media that can be utilized is educational video. This study aims to explore the use of video media in delivering instructional content. The method used is a literature review of previous research findings. The results indicate that video-based learning media can serve as an effective tool for teachers to present learning materials in a more engaging and comprehensible way.

Improving the quality of education in Indonesia requires continuous efforts to develop teachers' competencies, especially in soft skills related to pedagogical abilities and the use of technology in learning. This community service aims to enhance the soft skills of teachers in the Majelis Dikdasmen PNF PDM of Sorong City through the application of the microteaching method with simple interactive visual media. The microteaching method provides teachers with the opportunity to practice teaching in short sessions, which are then evaluated by peers and facilitators. Additionally, simple visual media such as PowerPoint, learning videos, and infographics are used to enrich the teaching and learning experience. This community service is conducted in the form of theory and practice sessions, followed by group discussions and reflections to strengthen participants' understanding. The results of the service show an improvement in teachers' ability to effectively use visual media, as well as an enhancement in their skills in managing classrooms interactively. This service is expected to significantly contribute to the professionalism of teachers in Sorong City, particularly in improving the quality of the teaching-learning process in non-formal education levels.

This study aims to identify the teaching approach and methods used by teachers at TK Pembina 1 Medan in developing the social skills of children with Autistic Spectrum Disorder (ASD), specifically in the B Inovatif class. This research employed a qualitative approach with data collection techniques including interviews, observations, and documentation. The subjects of the study consisted of two teachers and one child with ASD, identified as Z. The results show that the teacher applies a student-centered learning approach, allowing children the freedom to choose activities that align with their interests and comfort. This approach is intended to facilitate the social development of the child by providing a more enjoyable and meaningful learning experience. Additionally, six teaching methods were employed, namely role-playing, cooperative learning, singing with movement, social activities based on real-life experiences, the use of media such as videos, and storytelling. Although some methods, such as role-playing, are still difficult for children with ASD to follow, the teacher adapts these methods to suit the child's needs and abilities. This study reveals that structured and flexible teaching approaches and methods are crucial in helping children with ASD gradually develop their social skills.

This research discusses the impact of using 3D animation, especially using the Plotagon Studio application, on material on organizational movement towards independence at Cendana DDI Samarinda Middle School, which has several objectives: 1) To find out the procedures for implementing learning with 3D animation using the Plotagon Studio application. 2) to find out how teachers and students respond to learning using 3D animation, especially with the Plotagon Studio application at SMP Cendana DDI Samarinda. The type of research used is qualitative descriptive research which includes data collection, data reduction, data presentation, and drawing conclusions. The results of this research reveal that when using the Plotagon Studio application there are several procedures that need to be carried out. Apart from that, there were responses obtained from teachers and students regarding the use of 3D animation videos and the use of the Plotagon Studio application at SMP Cendana DDI Samarinda.

This study aims to evaluate the effect of using Canva media on students' motivation and learning outcomes, especially in soccer material. The method used is a quantitative approach with a One Group Pretest-Posttest experimental design. The subjects of the study consisted of 59 ninth grade students of SMP Labschool Unesa 3 Surabaya, with a sample of 20 students from class IX-A. Data were collected through a questionnaire and pretest and posttest were conducted. Data analysis included normality, homogeneity, and hypothesis testing. The results showed an average pretest score of 84.68 and a posttest of 63.10, with an increase in learning motivation of 92.41. The average learning outcome before the intervention was 4.1765, while after it became 6.0588. The T-test showed a significance value (2-tailed) of 0.000 ≤ 0.005, so the alternative hypothesis was accepted and the null hypothesis was rejected. This indicates that Canva media contributes positively to increasing student motivation and learning outcomes in soccer learning, as seen from the increasing enthusiasm of students during the learning process.

The world of education has undergone a major shift as a result of advances in information and communication technology. This study compares conventional and digital learning methods for distance learning (PJJ) across the board, with the aim of finding out what is effective, what is not effective, and how the two methods affect student learning outcomes and experiences. Conventional learning, which relies on direct interaction between teachers and students, emphasizes elements such as giving feedback, easy to do, structured, and routine. It has the advantage of being able to facilitate direct interpersonal communication, provide intensive supervision and guidance, and create a competitive learning environment. However, this method has some limitations, especially in terms of time and space flexibility. It is also not able to meet the learning needs of individuals in large groups. On the other hand, digital learning offers greater flexibility, access to a wide range of educational resources, and increased interactivity through the use of online collaboration tools, e-learning platforms, and video conferencing. The use of technology allows learning content to be presented in a systematic, structured and engaging manner, increasing student motivation and participation. In addition, it allows materials to be tailored to each student's learning style and conditions, and supports collaborative and independent learning. Challenges include the possibility of misuse of technology, limited access in some areas, lack of direct social interaction, and reliance on digital infrastructure and capabilities. The research results indicate that digital learning generally enhances student learning outcomes more significantly compared to conventional learning, especially in terms of distance learning (PJJ). Digital strategies such as structured instructional design, integration of practical experiences, motivational support, and time management have been shown to improve student interaction, understanding, and independence. However, digital and conventional learning methods can complement each other to achieve optimal effectiveness. The application of these strategies not only boosts students' academic performance but also equips them with the essential skills to tackle future challenges. 

This study aims to examine the problem of the lack of implementation of experiment-based learning in Biology subjects at SMA Nahdlatul Ulama Padangsidimpuan. The method used is descriptive qualitative with a case study approach, with data collection through interviews with Biology teachers and literature studies. The results showed that limited laboratory facilities, lack of practicum tools and materials, and limited learning time allocation were the main obstacles in the implementation of practicum. Although teachers realize the importance of experimental activities in improving students' understanding and science process skills, structural support from schools is still very limited. In response to these obstacles, several alternatives such as the utilization of virtual laboratories, the use of experimental videos, and simple experiments based on local resources have been attempted. This research recommends strengthening educational policies that support practicum-based learning through the provision of adequate infrastructure, continuous training for teachers, and development of alternative learning media. Thus, Biology learning can be more effective in fostering students' scientific skills and critical thinking according to the demands of the 21st century.

This study aims to see to what extent the use of the Ruangguru platform affects students' learning motivation in offline Indonesian language learning at the Indonesian Education University. Amid the rapid development of educational technology, it is important to understand the role of digital tools such as Ruangguru in the context of face-to-face learning. This study uses a quantitative approach by distributing questionnaires to 102 students who have used Ruangguru and are at least 15 years old. The results show that most aspects of platform use are classified as low, but elements such as attractiveness of appearance, presentation of materials, and quality of learning videos are quite appreciated by users. Students' learning motivation is in the fairly high category, especially in terms of enthusiasm for learning and self-confidence in understanding the material. The habit of using the platform routinely is still relatively low. These findings indicate that Ruangguru has the potential to support offline learning motivation, but its effectiveness will be more pronounced if accompanied by direct direction from lecturers and more structured learning strategies.

Technological advances have encouraged innovation in education, including the use of interactive learning media in primary schools aims to enhance student engagement and improve learning outcomes. This study analyzes the impact, challenges, and effectiveness of interactive media through a literature review of relevant scientific journals. The findings reveal that tools such as PowerPoint, educational videos, and Kahoot significantly boost student motivation, facilitate better understanding of concepts, and promote active participation. However, challenges like limited access to technology, teacher preparedness, and varying student competencies must be addressed to maximize the potential of these media in education, among other things, increase interest in learning, facilitate understanding of the material, and encourage active participation of students. They also support independent learning, help students and teachers develop technology skills, and improve information retention, thus creating a more effective, efficient and enjoyable learning experience. However, challenges such as limited access to technology and teachers' lack of skills in operating interactive media are still an obstacle. With good planning and training for educators, interactive learning media can be an innovative solution in creating a more effective, fun and meaningful learning process for students in the digital era

Understanding geometric concepts is an essential part of the mathematics learning process in elementary school. However, many fifth-grade students face challenges in grasping these concepts due to monotonous and less interactive learning media. These difficulties contribute to students' low comprehension of geometric concepts. The purpose of this study is to analyze the contribution of interactive media in strengthening students' understanding of geometric concepts in elementary school. The research employs a qualitative approach, with data collected through observations, interviews with teachers and students, and documentation. The findings reveal that less interactive teaching methods, the lack of concrete learning media, and an unconducive learning environment are the main factors hindering students' understanding. Increasing student participation and facilitating their comprehension of geometric concepts can be achieved by implementing interactive media such as digital simulations, animated videos, and educational games. Thus, interactive media can enhance students' learning motivation and create a more enjoyable learning atmosphere. By integrating interactive media into the mathematics learning process, students are expected to become more actively engaged, focused, and able to understand geometric concepts more effectively.

The use of video media in clinical skills education has been implemented at the Faculty of Medicine, Universitas Muhammadiyah Semarang (UNIMUS) since 2019, particularly to enhance students’ understanding and skills in neuromotor physical examination. This study aimed to evaluate the effectiveness of video-based teaching compared to conventional methods in clinical skills learning. A quantitative descriptive method with univariate analysis was used on 138 students who met the inclusion and exclusion criteria. Data were collected from Objective Structured Clinical Examination (OSCE) scores and analyzed using a total sampling technique. The results showed that students who received video-based learning had significantly higher average OSCE scores (93.33 ± 8.918 SD in Block 1) than those who were taught without video media (68.12 ± 15.58 SD in Block 3). In Block 1, 98.6% of the students achieved the “excellent” score category, while only 26.1% of students in Block 3 reached the same level. These findings indicate that the use of teaching videos significantly improves students’ clinical skills and helps overcome the limitations of conventional methods, which tend to promote passive learning. Therefore, the implementation of video-based teaching media can be an effective method to improve the quality of clinical skills education, encourage active student participation, and support the achievement of optimal competencies in medical education. This approach not only enhances skill acquisition but also contributes to more engaging and student-centered learning experiences in the clinical education environment.

The rapid transformation of technology affects various aspects of life, including education. In elementary school learning, the use of interactive learning media is an innovative solution to improve student understanding. Conventional learning methods such as lectures often get bored quickly, especially if they rely only on textbooks. Therefore, teachers need to utilize technology to create more interesting and interactive media.One effective medium is interactive PowerPoint (PPT), which combines elements of sound, images, video, text, and animation to improve students' comprehension of the subject matter. It also allows for direct feedback, increases student participation, and accelerates concept understanding. In Pancasila and citizenship as a topic Education (PPKn) in elementary school, the use of interactive media has been proven to be able to increase interest in learning and encourage students' critical thinking. This study examines several studies on media efficacy using the Systematic Literature Review (SLR) technique. Interactive PPT in learning. The The results of the study indicate that the use ofthis media significantly improves students' understanding of PPKn learning. With a more interesting and interactive approach, students are more motivated to learn and able to understand concepts more deeply. Therefore, the integration of digital media in PPKn learning is an innovative solution in enhancing the caliber of education at the elementary school level

This research discusses interesting Natural Sciences (IPA) learning strategies for elementary school students in the digital era. With the development of technology, the use of digital media such as animated videos, learning applications, and 3D simulations has become an effective solution in improving students' understanding of science concepts. The research method used is a literature study by analyzing various literature related to the application of technology in science learning. The results of the study show that the integration of digital media can increase students' learning motivation as well as learning effectiveness. However, challenges such as limited infrastructure and teacher readiness are still obstacles in its implementation. Therefore, training for educators and facility support is needed so that the use of digital technology in science learning can run optimally.