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This study aims to analyze and design Al-Islam learning media on the material of emulating the stories of the apostles Ulul Azmi through an engaging and effective digital storytelling approach to improve the understanding of fifth-grade students at SD MUTU Nunukan. Al-Islam learning, which emphasizes moral and spiritual values, requires innovative media to help students better understand and internalize exemplary attitudes from the prophets. The research method used is Research and Development (R&D) with the ADDIE model, which is limited to two stages: analysis and design. The analysis stage focuses on identifying student characteristics, learning needs, and curriculum requirements related to Al-Islam subjects. Meanwhile, the design stage involves planning digital storytelling-based learning media that integrates visual, audio, and narrative elements aligned with learning objectives. The designed media is expected to support student-centered learning, increase motivation, and make learning activities more meaningful. Through digital storytelling, students are encouraged to actively engage with the content, understand the moral values of the apostles Ulul Azmi, and apply these values in daily life.

Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.

This study aims to develop a contextual-based mathematics learning module to improve mathematical numeracy literacy among fourth-grade elementary school students, particularly on arithmetic operations. This research employed a Research and Development (R&D) design using the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were 22 fourth-grade students at SDN 2 Siryawangi. The instruments used included expert validation sheets, teacher and student response questionnaires, and numeracy literacy tests. Data were analyzed using a qualitative descriptive approach supported by the N-Gain test to measure students’ improvement after using the module. The findings indicate that the developed module meets the criteria of validity, practicality, and effectiveness. This is supported by the validation results from material and media experts, each obtaining an average score of 95%, which is categorized as highly valid. In addition, teacher responses of 75% and student responses of 88% show that the module is practical and feasible to be used in the learning process. Furthermore, the effectiveness test results, based on an N-Gain score of 84%, demonstrate a high-level improvement in numeracy literacy. Therefore, this module is feasible to be implemented as an alternative teaching material for contextual learning in elementary schools.

In this study, an interactive learning medium was developed to practice German A1-level vocabulary with the theme “Freizeit”, based on a website created using Genially. This research is classified as development research, in which the development process of the learning medium employed the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The study was conducted in the German Language Education Study Program at Universitas Negeri Medan. The research data consisted of vocabulary on the theme “Freizeit”, taken from the Netzwerk textbook and other online sources. The research subjects were second-semester students of the 2024 cohort. The instruments used included questionnaires, pretest and posttest, expert validation sheets, and documentation. The results of the validation from media experts and material experts indicated that the medium was suitable for use in learning, with scores of 92% and 89%, respectively. The trial conducted with students showed a positive response with an average score of 91%. The students’ average pretest score was 58.3, which increased to 84.7 in the posttest. Statistical tests revealed that the calculated t-value (12.45) was greater than the critical t-table value (2.045), indicating a significant difference between the pretest and posttest results. Thus, the use of the Genially interactive learning medium proved effective in improving German A1 vocabulary mastery and was able to create a more engaging and interactive learning atmosphere while supporting independent learning.

This study aims to develop, validate, and test the effectiveness of a scaffolding-based e-module integrated with educational games on the topic of market equilibrium to improve students’ problem-solving skills in economics learning. The research utilized the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 72 students from SMA Negeri 1 Kelapa participated in the study, divided into experimental and control groups. Data were collected through validation questionnaires, pre-tests, and post-tests. The results showed that the e-module obtained a very high level of feasibility, with average validation scores of 3.86 from material experts, 3.88 from media experts, 3.95 from teachers, and 3.49 from students, indicating that the product met the quality criteria for instructional media. Furthermore, effectiveness testing revealed that students in the experimental class achieved an N-Gain score of 0.56, categorized as moderate, which was significantly higher than the control class score of 0.30. These results suggest that the scaffolding-based e-module integrated with educational games is both feasible and effective in enhancing students’ problem-solving skills and learning engagement in economics education.

This study employs the 4-D development model (Define, Design, Develop, and Disseminate) adapted from Thiagarajan et al. (1974) to develop a Digital Storytelling medium using Canva for the topic “Family” in Senior High School (SMA/MA). A needs analysis was conducted in the Define phase, revealing that students experienced difficulties in listening and speaking. In the Design phase, a context-based story medium with illustrations, texts, and German audio narration was created. During the Develop phase, the product was validated by two experts. A German language instructor reviewed the material and deemed it suitable for use without revisions. The material validation results showed that the medium is usable without revision, as the material was rated clear, systematic, complete, engaging, and easy to understand. The material expert’s evaluation covered five categories, resulting in a total material score of 95. A media expert evaluated the medium along with audio and video content. The media expert’s assessment included ten categories, resulting in a total media score of 95. Meanwhile, data validation indicated that the medium can be further used with minor revisions, such as enhancing visual elements to make it more dynamic and adjusting audio quality to improve listening comfort. The results of this study show that the development process of the Digital Storytelling medium using Canva for the “Family” topic in Senior High School successfully produced an engaging and communicative product that matches the characteristics of beginner German language learners. This medium contains a story on the theme “Family,” complemented by illustrations, texts, and audio content. The developed video has been uploaded to the YouTube platform to facilitate access for teachers and students.

This study was motivated by the low interest and understanding of students regarding the human respiratory system due to conventional teaching methods that lack interactive media. The aim of this research is to develop and assess the validity level of a Pop-Up Book learning medium for the fifth-grade respiratory system material at SDN 001 Sawah Baru. The research employed a Research and Development (R&D) method using the ADDIE model, limited to the Development stage. Data were collected through interviews, observations, and validations by material, language, and media experts. The validation results showed that the Pop-Up Book achieved a very high level of validity, with an average score of 85.38% from material experts, 92.2% from language experts, and 93.33% from media experts. These findings indicate that the Pop-Up Book is a feasible, attractive, and interactive learning tool that effectively enhances students’ understanding of the human respiratory system. In conclusion, the developed Pop-Up Book is highly valid and potentially applicable for science learning in elementary schools.

This Community Service (PKM) activity aims to improve the English language skills of Micro, Small, and Medium Enterprises (MSMEs) operating in the tourism sector in the Whale Shark area of ​​Sumbawa. This training program is designed with a focus on mastering vocabulary and practical expressions commonly used in the context of tourism services, especially for interacting with foreign tourists. The material provided includes English for Tourism with a participatory, contextual, and applicable approach. The training method includes role-play activities, conversation simulations, and various practical exercises adapted to real-life situations in tourism activities in the Whale Shark area. During the implementation, participants were actively involved in the learning process through direct practice and group discussions. Based on the results of the evaluation, this activity showed a significant increase in the participants' self-confidence and English communication skills. Thus, this training has proven effective in helping MSMEs in tourism to be better prepared to face the global market and provide higher-quality services to foreign tourists, while also supporting the development of local tourism destinations based on foreign language competency.

This study aims to analyze the strategy of using Spinning wheel media in introducing hijaiyah letters to early childhood at TK Negeri Harmonis. The research employed a qualitative approach with a descriptive method. The subjects of this study were group B teachers and students, with data collected through observation, interviews, documentation, and triangulation to ensure data validity. The findings indicate that the Spinning wheel media effectively increases children’s enthusiasm, motivation, and concentration in recognizing hijaiyah letters. The learning process becomes more interactive since children are directly involved in the game, which is presented in an enjoyable way. Furthermore, this media helps teachers deliver materials in a more varied and engaging manner, avoiding monotonous approaches and better aligning with the developmental characteristics of early childhood. Thus, the Spinning wheel has proven to be an effective innovative learning strategy that enables children to recognize, memorize, and understand hijaiyah letters more quickly. This study emphasizes the importance of utilizing creative media to enhance the quality of early childhood education, particularly in the aspect of religious literacy.

In supporting the learning process, teachers often use videos on YouTube, Instagram, and TikTok for learning media nowadays. One that can be used for learning media is Augmented Reality. Augmented Reality in the world of education has not been implemented and applied as a supporting medium for interactive education in schools, because no educational institution has implemented it as a mandatory media that functions as a learning tool. Muhammadiyah 12 GKB Gresik Middle School has a Digital Technology Class Program that strives to provide a forum for teachers and students to always actively use technology in learning in class and outside the classroom. With the material Reply for unbelievers, it is hoped that it can be visualized through Augmented Reality. Based on the background above, the author tries to explain the main statement (1) how to design an effective, efficient, and interesting Augmented Reality learning model for 8th grade students of the Quranic material, Surah Al Fajr, reply for unbelievers. (2) what are the advantages and disadvantages of the Augmented Reality learning media design. This study aims to describe the design of the Augmented Reality learning model so that it is effective, efficient, and interesting. As well as describing the advantages and disadvantages of Augmented Reality learning media design so that it can be effective, efficient and interesting for students. The research method used by researchers uses the Research and Development method by adopting the ADDIE development model in the first two steps: Analysis and Design. The results of the needs analysis on the use of Augmented Reality (AR) media in learning replies for non-believers, this is effective, efficient and interesting if used in the learning process for students, and is needed, especially in learning replies for non-believers.

This study aims to determine the feasibility, practicality, and effectiveness of Electronic LKPD Supporting on PjBL on  in improving creative thinking skills and environmental literacy of students at SMAN 1 Tarakan. This type of research is research and development (Research and Development) with the ADDIE model (analyze, design, development, implement, evaluate). The analyze stage includes initial analysis, competency analysis, constructional analysis, and content analysis. The design stage includes compiling an electronic LKPD outline and designing learning content in the LKPD. The development stage includes developing data collection instruments. The data collection instruments in this study were a feasibility sheet for expert lecturers, a practicality sheet for biology teachers, a student readability sheet, and pretest and posttest questions for creative thinking skills and environmental literacy. This instrument was developed based on the review of the supervisor, assessment of expert lecturers, biology teachers, and trials on students. The implement stage includes the application of electronic LKPD that has been developed on class X students of SMAN 1 Tarakan. The experimental design used is the pretest-posttest control group design. The evaluate stage includes the form of evaluation carried out at each stage of ADDIE. The data analysis technique uses the manova test. The results of the study show: (1) The electronic LKPD supporting PjBL that was developed meets the criteria of being very valid for use in learning activities with an average value according to media experts of 3.55, material experts of 3.89 and learning experts of 3.96. (2) Practicality with a very practical category for use based on the results of student and teacher responses. (3) Effectiveness based on the Multivariate Analysis of Variance test with a significance level of 5% shows that there is an influence on students' creative thinking skills and environmental literacy after treatment using electronic LKPD supporting PjBL.

Early childhood education (ECE) demands imaginative and inventive approaches to guarantee that children are actively involved and undergo significant learning in line with their developmental phases. The swift advancement of technology has made interactive video a valuable tool for enhancing ECE learning, especially when integrated with local cultural material. This research examines the use of the interactive video Wajanus (Warung Jajanan Nusantara) in Class B of Mutiara Hati Kindergarten Ponorogo, aimed at familiarizing children with Indonesian traditional snacks while also enhancing their cognitive, social, linguistic, and cultural values. A qualitative descriptive method was utilized, involving participatory observation, semi-structured interviews with parents and teachers, along with documentation via photos, videos, and field notes. Data analysis adhered to the model proposed by Miles and Huberman, encompassing data reduction, data presentation, and thematic conclusion formulation. The results indicate that utilizing Wajanus improved children's involvement in cognitive, emotional, and motor skills while promoting greater learning motivation. Children recognized numbers, shapes, and new vocabulary more efficiently, and they exhibited a positive attitude toward the local cultural heritage presented in the video. However, challenges were noted, including differing degrees of child involvement, the demand for extensive teacher assistance, and inadequate educational resources. In summary, interactive videos grounded in local culture like Wajanus are successful in enhancing early childhood education quality while also reinforcing children’s character education and cultural identity, and they possess significant potential for duplication in other ECE institutions throughout Indonesia

This article discusses hadiths related to the nature of learning materials, characteristics, and types in the context of Islamic education. In Islamic education, the learning materials taught by the Prophet Muhammad SAW include spiritual, intellectual, and social dimensions, which aim to form a complete individual (al-insan al-kamil). Through an analysis of various hadiths, this paper identifies the characteristics of learning materials that are comprehensive, morally oriented, and tailored to the needs of students. In addition, this paper also categorizes various types of learning materials, including aqidah, morals, worship, the Qur'an, and fiqh, which have an important role in forming the character and morals of students. Thus, this study confirms that understanding and implementing hadith-based educational materials can be a guideline in developing an Islamic education curriculum that is relevant and adaptive to the challenges of the times. The results of the study are expected to contribute to the development of better and more meaningful Islamic education for society.

This study aims to analyze the variation skills possessed by students of the Religious Arts Education program in the Microteaching course at the State Christian Institute of Theology (IAKN) Kupang in 2025. This research is descriptive qualitative, aimed at exploring and understanding the basic skills of applying variations implemented by students as prospective teachers. The analysis not only provides a general overview but also reveals the complexity of the basic skills applied in teaching practice. The results of the study show that out of seventeen students who conducted microteaching practices, 90% of them understand and master the skills of applying variations, particularly in teaching style variations such as the use of voice variation, attention focusing, and silence. This study also found that a dynamic teaching style can enhance student engagement. Furthermore, variations in the use of media and teaching materials, including those that can be seen, heard, and touched, provide a more comprehensive learning experience for students. This research is expected to contribute to the development of students' teaching skills in the future.

Making lesson plans (RPPs) is an essential part of implementing the 2013 curriculum because it gives instructors a practical guidance for carrying out the learning process, which is focused on developing students' character and taking a scientific approach.  The purpose of this study is to evaluate the appropriateness and quality of the RPP that instructors created in relation to the 2013 Curriculum.  The RPP was created by teachers in several elementary and high schools using a document study approach and a descriptive qualitative research methodology. According to Permendikbud Number 14 of 2019, the majority of RPPs have incorporated the required elements, including subject identity, core and basic competencies, learning objectives, learning materials, methods, media, learning resources, learning steps, and assessment.  Authentic evaluation, literacy integration, and the application of a thorough scientific approach were nevertheless determined to have shortcomings and were not yet at their best.  These results show that in order to increase the quality of learning planning in accordance with the 2013 Curriculum's tenets, teachers' capability must be strengthened through ongoing training and professional development.

The purpose of this research is to create an interactive Augmented Reality (AR)-based educational application that can display the Indonesian folktale "Keong Mas" using Unity 3D and Vuforia SDK. Due to the dominance of modern digital entertainment that is more visually appealing, the younger generation's interest in traditional folktales is declining. The choice of AR technology is based on its ability to combine three-dimensional virtual objects with the real environment in real-time, resulting in an interactive, engaging, and memorable learning experience. The research process used is the Life Cycle of Multimedia Development (MDLC), which consists of six stages: ideation, design, material collection, compilation, testing, and deployment. 3D character models, background environments, and interactive stories appear in the application when the camera detects certain markers. Testing was conducted using the black-box method to ensure all functions, including marker tracking, scene transitions, and narration playback, run smoothly. The test results show that the AR application "Keong Mas" successfully displays the folktale interactively and engagingly, thereby increasing the learning interest of children and adolescents. This application not only serves as an innovative learning medium but also contributes to the preservation of local culture through the integration of digital technology.

Technological advances provide educators with the freedom to create quality learning that meets the needs and learning environment of students. A crucial aspect for teachers to consider in realizing effective learning is the use of interactive learning media tailored to the characteristics and needs of students. The use of digital technology to develop interactive learning media is a necessity in today's learning process. Training and mentoring for teachers in Malaka to develop interactive and innovative digital media is based on the need to improve their competency and skills in utilizing technology to develop learning media. This activity aims to improve teachers' competency and skills in utilizing technology to design engaging and interactive digital-based learning using Book Creator and QuizWhizzer. Monotonous learning activities, often based on lectures and group discussions, with the use of conventional learning media, tend to make students passive and easily bored, resulting in a lack of student interest in learning and a decline in the quality and outcomes of learning. Furthermore, technological developments demand increased competency, including in preparing engaging learning media. Therefore, through this training activity, teachers are provided with guidance and training in developing interactive learning media so that the resulting products can be directly used in the learning process. The developed media is designed to be interactive and engaging, thereby increasing student motivation. Furthermore, this activity also encourages teachers to be more creative and innovative in creating learning media that can attract student interest. The training activities ran smoothly and effectively, as evidenced by the high enthusiasm of teachers and the increase in knowledge and skills related to the training material. The mentoring results also showed an improvement in the quality of learning through active student interaction in learning with the help of digital learning media, which resulted in improved interest and learning outcomes.

Graphic design training is an important strategy to enhance student learning competencies, particularly for students participating in the Internship Program (PKL) at Rideatama. This study aims to provide foundational understanding and advanced skills in using the Canva application as an effective learning medium. The training was attended by PKL students from SMKN 1 Kopang with an interactive learning method and hands-on practice. The evaluation results showed significant improvement in creativity, the ability to utilize design features, and students' confidence in developing independent works. The majority of participants stated that the training material was relevant to their needs, and the instructor's delivery was easy to understand, as reflected in the average evaluation score of 86.67%. Although there were some suggestions regarding the training duration being too short, overall, the activity successfully enhanced student learning competencies. This training is expected to serve as a competency development model that is beneficial for both the education and professional sectors, providing skills that can be directly applied in the field of graphic design.

This research aims to enhance students' English technical competence by implementing Problem-Based Learning (PBL) for the English for Mechanical Engineering course at Politeknik Negeri Fakfak. However, the setting of this research is rooted in students' difficulties in understanding technical terms and applying English in engineering work environments. Implementing a participatory action research model with descriptive qualitative approaches, the research was conducted among 50 students of two classes. Data were collected through questionnaires, observations, and interviews. The findings showed that 88% of students perceived the learning material as highly relevant, 84% reported improved mastery over technical vocabulary, and 90% reported greater collaboration and problem-solving skills. Furthermore, the intervention fostered active learning behaviors, peer leadership, and a positive shift towards more favorable attitudes among students towards English as a professional tool. These findings confirm that PBL is a valuable approach to English language learning contextualization in the vocational education context, enhancing the development of both language and soft skills. The research proposes wider implementation of PBL across technical curricula to improve educational outcomes in correspondence with industry requirements.

The background of this research is the richness of Indonesian culture that is very diverse from Sabang to Merauke. Education and culture are now hot topics. Mathematics, as an important subject, is often considered difficult and boring due to monotonous learning and lack of motivation. Therefore, it needs improvement by connecting mathematical materials with local culture to make it more relevant in everyday life. The purpose of this research is to determine the effectiveness of E-LKPD flat shapes on the collage of Joglo traditional houses based on ethnomathematics in the mathematics learning process of flat shapes material which is expected to enable students to love their ancestral culture. The research method used is descriptive qualitative with the type of design research. Design research consists of 3 stages, namely experimental preparation, experimental implementation, and retrospective analysis. Data collection techniques with observation, questionnaires, and documentation. The results of the study are the implementation of E-LKPD collage based on ethnomathematics of Joglo traditional houses on flat shapes material runs effectively and can foster a sense of love for ancestral culture. This conclusion was obtained based on the suitability between ALT and HLT. Furthermore, the results of this study can be the basis for the development of the next E-LKPD by utilizing other cultures that are close to the daily lives of student.