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Animated video is one of the media that can be used in the learning process. In grade III of Madrasah Ibtidaiyyah Rahmah El-Yunusiyyah Padang Panjang, students experience difficulties in understanding the concept of jama' prayer, and the learning method used by teachers still relies on textbooks without utilizing varied technology-based media. Consequently, many students' scores remain below the minimum mastery criteria (KKM). Therefore, researchers are interested in developing animated videos as learning media to improve students' scores in the subject of fiqh, specifically on the jama' prayer material. This study aims to: (1) describe the development process of animated videos as learning media for jama' prayer material, (2) determine the validity of the animated video development, and (3) assess the practicality of the animated videos. The research employs the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate) involving 21 students from grade III of MIS Rahmah El-Yunusiyyah as subjects. Research instruments include expert validation sheets, teacher practicality questionnaires, and student response questionnaires. The research findings indicate that the animated video has very high validity based on material experts (98.2%) and media experts (94%), with practicality reaching 100% under the very practical criteria. Additionally, student responses reached 82.86% in the very interesting category. The developed animated video can be categorized as valid, practical, and effective in enhancing students' understanding of jama' prayer material.

This study discusses the learning process of Christian Religious Education (CRE) for early childhood based on a hermeneutical approach as a pedagogical strategy for fostering children’s faith from an early age. Early childhood is a critical stage in faith development; therefore, learning methods must be not only informative but also transformative and meaningful. This study employs a qualitative method through a literature review, analyzing hermeneutical theories, early childhood development studies, and CRE teaching practices in the Indonesian educational context. The findings indicate that the application of child-centered hermeneutics enables teachers to connect biblical messages with children’s concrete experiences through storytelling, visual media, role-playing, and multisensory activities appropriate to children’s world. Contextual, simple, and creative interpretation of biblical texts helps children internalize faith values more deeply and practically. This study emphasizes the importance of strengthening teachers’ competencies through practical hermeneutics training and implementing developmentally appropriate learning approaches. Thus, hermeneutics functions not only as a tool for interpreting biblical texts but also as a pedagogical process that holistically shapes children’s faith development.  

This study discusses the development of narratives on Islamic morality and history through interactive audiovisual media as an effort to address the learning needs of the digital generation that demands high engagement, engaging visualizations, and immersive learning experiences. Based on library research methods, this study examines literature on narrative pedagogy, Islamic historiography, and digital learning technology to formulate a narrative model that integrates cognitive, affective, and interactive aspects. The review shows that although audiovisual media and technologies such as AR/VR have been proven to increase student motivation and understanding, studies specifically combining narratives on morality, Islamic history, and interactivity design are still limited. This study proposes a participatory narrative model based on interactive audiovisual through choice-based storytelling, reflective quizzes, and micro-scenarios that can strengthen historical understanding while internalizing moral values. The analysis shows that interactive media serves not only as a means of conveying information but also as a space for moral experience that allows students to build empathy, reflection, and value awareness. This study provides theoretical contributions to the development of narrative pedagogy in Islamic education and provides practical recommendations regarding media design, teacher readiness, and infrastructure support for the implementation of more effective and meaningful digital learning.

The rapid development of digital technology, particularly Artificial Intelligence (AI), has significantly influenced educational practices, including Islamic Religious Education (PAI). A major issue lies in how AI can be implemented effectively without undermining the spiritual, moral, and character-building values that are central to Islamic education. This study aims to examine the implementation of Artificial Intelligence in Islamic Religious Education learning in the era of school digitalization, focusing on its concepts, forms of application, teachers’ roles, benefits, as well as challenges and ethical considerations. This research employs a qualitative library research method. Data were collected from reputable academic journals, scholarly books, proceedings, and relevant official documents, and analyzed using content analysis techniques through data reduction, data display, and conclusion drawing. The findings indicate that AI has substantial potential to enhance PAI learning through personalized learning systems, adaptive learning media, and data-driven assessments. However, its implementation requires strong teacher supervision, adequate digital literacy, and alignment with Islamic values to prevent the marginalization of teachers’ moral and spiritual roles. In conclusion, Artificial Intelligence serves as a supportive tool in Islamic Religious Education and must be applied wisely, ethically, and in accordance with the fundamental objectives of Islamic education.

This study examines the fundamental concepts of learning by emphasizing that learning is an active process that not only involves receiving information but also includes changes in students’ knowledge, attitudes, and skills. This research was conducted using a literature review method by exploring various relevant scholarly sources to understand the theories, principles, components, and factors that influence the success of learning. The findings indicate that learning theories such as behaviorism, cognitivism, constructivism, and humanistic theory provide an essential foundation for teachers in designing meaningful learning experiences. In addition, there has been a paradigm shift from teacher-centered learning to student-centered learning, which requires teachers to act as facilitators and designers of a conducive learning environment. The study further reveals that effective learning is determined by the alignment of objectives, materials, methods, media, learning activities, and evaluation. Internal factors such as students’ motivation and readiness to learn, as well as external factors such as teacher competence and the availability of learning facilities, also significantly influence learning outcomes. Overall, this study emphasizes that effective learning requires comprehensive planning, adaptive approaches, and classroom management that supports active student engagement.

Social Studies instruction at the elementary school level plays a strategic role in instilling civic values in students, thereby preparing them to behave as good citizens within the social environment. This study employed a Research and Development (R&D) method conducted in Grade IV at SDN Kebumen 02 using the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The findings indicate that the Senada song–based learning media developed using Articulate Storyline 3, which contains material on the diversity of ethnic groups and nations in Indonesia, was designed in accordance with instructional needs, received a “very feasible” rating from both content and media experts, and was proven effective as a supporting medium for Social Studies learning in improving the learning outcomes of Grade IV students, as evidenced by the results of paired t-tests and N-Gain analyses conducted in both small and large groups. This media has also proven effective in improving student learning outcomes, as tested using paired t-tests and N-Gain tests in small and large groups. These results indicate that song-based media can improve student motivation and learning outcomes in social studies.

The advancement of digital technology has triggered a transformation in the teaching and learning process, including in the teaching of Economics at the senior high school level. Social media, which initially served merely as a communication tool, is now utilized as an interactive and easily accessible alternative learning resource. This study aims to describe how social media is used in the Economics learning process at SMA Panca Marga Lamongan and to identify its benefits and challenges. The research employed a qualitative descriptive method with purposive sampling, involving one Economics teacher and eleventh-grade social science students. Data were collected through interviews, observations, and documentation, then processed and examined using the Miles, Huberman, and Saldaña analysis model. The findings show that social media platforms such as YouTube, Instagram, and TikTok enhance students’ understanding of economic concepts in a more contextual and visual manner, as well as foster learning independence and participation. However, challenges include difficulties in filtering credible information and the potential for distraction when usage is not well-controlled. Thus, social media can serve as an effective learning resource when supported by strong digital literacy, clear teacher guidance, and proper management of its use.

Youth and youth ministry plays a strategic role in shaping the faith, character, and spiritual maturity of the younger generation. This study aims to analyze the spiritual needs, struggles, and relevant Christian Religious Education (PAK) strategies for youth at GBI Pondok Daud. Using a descriptive qualitative approach, data were obtained through direct observation, interviews with instructors, facility observations, and documentation during worship services. The results indicate that youth are highly enthusiastic about attending worship services and are actively involved in various ministry sectors, such as music, multimedia, and ushering. However, they face several struggles, including academic pressure, the influence of social media, and instability in personal spiritual discipline. Primary spiritual needs include Christian character development, a deeper understanding of God's Word, a supportive community, and consistent spiritual guidance. The implemented PAK strategies, such as creative worship, small group discussions, mentoring, and the use of digital media, have proven effective in addressing the needs of youth. This study concludes that GBI Pondok Daud's youth ministry has been successful, but still needs to strengthen discipleship, improve spiritual discipline, and develop experiential learning activities.

The development of thematic teaching materials at the elementary school level requires a deep understanding of students’ learning needs to ensure that the presented material is relevant, contextual, and capable of improving learning outcomes. This study aims to analyze the learning needs of elementary school students as a basis for developing effective thematic teaching materials. Literature related to learning needs, teaching material design, integrated thematic approaches, and the characteristics of students’ cognitive development were analyzed comprehensively. The results of the study indicate that students’ learning needs include contextual material, concrete visualizations, collaborative activities, and varied learning media. Challenges include limitations of teachers in conducting needs analysis, suboptimal utilization of technology, and the suitability of material to the local context. This article provides strategic recommendations for designing student-needs-based thematic teaching materials that are adaptive, engaging, and competency-oriented.

The rapid development of digital technology requires teachers to possess competencies that are relevant to modern learning needs. This necessity underlies the focus of this community service program, namely transforming teacher competencies through character-based learning innovation supported by Artificial Intelligence (AI). The program was conducted at Madrasah Tsanawiyah Nurul Huda Muaro Jambi with the aim of strengthening teachers’ skills in utilizing AI as a tool to support interactive learning while instilling character values in students. The method included socialization, training, and direct mentoring in the practical application of AI-based learning media in the classroom. The results showed significant improvements in teachers’ ability to design technology-based learning materials, a better understanding of integrating character education, and increased motivation to innovate. Furthermore, the program fostered a more engaging learning atmosphere aligned with the needs of the digital generation. Therefore, the transformation of teacher competencies through AI not only enhances teacher professionalism but also plays a crucial role in shaping students with strong character amid technological advancement.

This study investigates the implementation of the PAIKEM Gembrot model to enhance the literacy, numeracy, and creativity of fifth-grade students at UPT SDN Unjuruiya No. 45 in the Selayar Islands. Using a two-cycle classroom action research design—comprising planning, action, observation, and reflection—data were collected through tests, observations, and documentation to obtain comprehensive information on both learning processes and outcomes. In Cycle I, only 40% of students met the mastery criteria, largely due to their initial adjustment to the new learning approach and limited engagement in collaborative activities. After refining instructional strategies in Cycle II, including the use of more varied learning activities, concrete and contextual learning media, structured group discussions, and closer teacher guidance, student learning outcomes improved dramatically, with 100% of students achieving mastery. In addition, students showed increased participation, confidence, and motivation during classroom interactions. These results demonstrate that PAIKEM Gembrot effectively strengthens students’ abilities to comprehend information, apply numerical reasoning, and express creativity through active and meaningful learning experiences. Therefore, the PAIKEM Gembrot model serves as a promising and contextually relevant alternative for improving elementary science learning, particularly in island-based schools with limited educational resources.

This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.

The Motor Operated Valve (MOV) is a critical component in fluid control systems at Steam Power Plants (PLTU). Training new technicians is often hindered by limited access to actual equipment and operational safety risks. This research aims to design and develop an Arduino-based MOV control module simulator capable of simulating basic functions such as open, close, stop, and limit switch responses. The method used is Research and Development (R&D) with an experimental approach. The simulator was tested using a DC motor as the simulated valve actuator, equipped with push buttons, relays, limit switches, and indicator lamps for visual feedback. The test results showed that the simulator successfully represented control functions with 100% accuracy in limit switch responses and consistent operation. User evaluations involving ten new technicians indicated an 85% satisfaction rate in terms of ease of understanding and operational safety. This simulator has proven to be an effective, interactive, and safe learning medium for new technicians at PLTU Nagan Raya.  

The growing interest in learning the Japanese language in Indonesia, driven by popular culture such as anime, creates a need to understand the effectiveness of different learning media. The non-uniform effectiveness of media for each individual poses a major challenge. Therefore, this study aims to analyze the effectiveness of both anime and textbooks by segmenting learner profiles and identifying key determinants of success using an artificial intelligence approach. This research employed a quantitative method through a questionnaire survey of 120 respondents. The data were analyzed in two stages: the K-Means Clustering algorithm was used to group respondents into learner profiles, and the Decision Tree algorithm was used to identify the most significant factors that differentiate these profiles. The analysis successfully identified three distinct learner profiles: "Intensive & Adaptive Learner," "Flexible Learner," and "Passive Learner." The decision tree revealed that the perception of textbook effectiveness and the frequency of anime use are the strongest predictors in determining a learner's profile, more so than theoretical learning style preferences. It is concluded that media effectiveness is highly dependent on the learner's behavioral and perceptual profile, which underscores the importance of a personalized approach in language education technology.

This study aims to investigate the factors influencing the continuance intention of Al-Kautsar Senior High School students in using metaverse-based learning media. The background of this research lies in the rapid adoption of immersive technologies in education, while students’ levels of acceptance have not yet been fully understood. The objective is to identify the antecedents of satisfaction, which subsequently influence continuous intention. The research model examines the effects of perceived interactivity, perceived sociability, perceived enjoyment, perceived ease of use, perceived security, and social influence on satisfaction. A quantitative approach was employed by distributing questionnaires to students, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that satisfaction is a very strong and statistically significant predictor of continuous intention to use metaverse applications (β = 0.716, p < 0.001). The six hypothesized antecedent variables were not found to have a significant individual effect on satisfaction. In conclusion, for digital native students at Al-Kautsar Senior High School, factors such as ease of use, interactivity, and enjoyment have shifted from being drivers of satisfaction to becoming basic expectations (hygiene factors). Satisfaction itself emerges as the primary determinant, likely influenced by more substantive elements such as content quality or pedagogical design rather than merely the technical features of the platform.

Vocational education in Vocational High Schools (SMK) requires innovative, interactive, and industry-relevant learning media to support students’ independent and competency-based learning. However, learning activities in the subject Communication in the Workplace for Grade XI MPLB at SMKN 62 Jakarta are still dominated by lecture-based methods with limited instructional media, resulting in low levels of student independence and understanding. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an interactive e-book based on Canva for Oral Communication materials in Indonesian Language. The study employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects included 36 students in the needs analysis stage, 5 students in the small-scale trial, and 31 students in the large-scale trial. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The validation results indicated that the Canva-based interactive e-book was categorized as very feasible, with validation percentages of 100% from the material expert, 88.24% from the media expert, and 95% from the language expert. The small-scale trial showed a practicality percentage of 82.2%, while the large-scale trial reached 88.39%, both classified as very practical. In addition, the pre-test and post-test results in the large-scale trial demonstrated an increase in students’ average scores and a higher number of students achieving the Minimum Mastery Criteria (KKM). Therefore, the Canva-based interactive e-book is feasible, practical, and effective as a learning medium to enhance students’ understanding, motivation, and independent learning in Oral Communication for vocational high school students.

The purpose of this study is to develop teaching materials in the form of interactive textbooks on the subject of Rukun Iman (the Five Pillars of Islam) for MIS NU students in Palangkaraya City. The motive for this study is the need for more contextual and relevant teaching resources on Aqidah Akhlak (Islamic beliefs and morals) in order to optimize students' understanding. The ADDIE development model, which includes the phases of needs analysis, product design, development, implementation, and evaluation, was used in this study. Validation was carried out by subject matter experts, design experts, and educators as practitioners to ensure the suitability of the product. Based on the validation results, subject matter experts and designers consistently rated the teaching materials as “very feasible” in terms of media functionality, visual appeal, and material completeness. Improved learning outcomes through pre- and post-tests, as well as a feasibility rate of 93.02%, were demonstrated during implementation in a field test with 30 second-grade students. Moderate to significant learning gains were shown by N-Gain analysis. The findings prove the effectiveness of interactive learning books in improving students' understanding of the Five Pillars of Islam and providing alternative teaching resources that are more interesting and easier to understand. It is hoped that this publication will serve as a guide for educators in Islamic elementary schools to maximize the teaching of Aqidah Akhlak.

The advancement of digital technology has transformed classroom learning practices. Digital learning materials provide an innovative approach to fostering more engaging and interactive learning environments. Student activeness and participation are key indicators of effective learning; however, traditional instructional methods are still widely used in elementary schools, often limiting student engagement. This study examines the relationship between the use of digital learning materials and student activeness and participation at SD Binekas using a quantitative descriptive correlational approach. Upper-grade elementary students were selected as research participants. Data were collected through structured observations, student participation instruments, and documentation, and analyzed using statistical techniques. The results demonstrate that digital learning materials have a positive and significant effect on student activeness and participation. Students showed higher levels of attention, interaction, and involvement during classroom activities. These findings highlight the potential of digital learning materials to support active and participatory learning in elementary education.  

This study aims to design and develop an electrical installation panel by applying engineering safety principles in the water spray booth of a vehicle body painting system. Field observations indicate that electrical panels in painting rooms often do not meet safety standards, which can lead to short circuits and potential fire hazards. The research employed a Research and Development (R&D) method using a simplified Borg and Gall model consisting of nine stages, starting from problem identification to effectiveness testing. Expert validation results obtained a score of 87.5% (highly valid), practicality testing yielded 90% (very practical), and effectiveness tests showed an average current of 4.1 A, with both the MCB and emergency stop functioning optimally. The developed panel product is declared feasible to be used as a practical learning media for automotive electrical systems. Based on the test results, the panel product was declared suitable for use and can be used as a learning medium in automotive electrical practice, helping to increase understanding of the application of safety in electrical installations in the automotive industry.  

Research. Elementary School Teacher Education Study Program, STKIP PGRI Papua. The purpose of this study is to examine the Influence of Using Kahoot as an Interactive Learning Media to Increase the Learning Interest of Sixth-Grade Students in Civic Education at SD YPK Bethania Mariadei. This type of research is Experimental research. The population in this study consists of students at SD Bethania Mariadei, while the research sample is 21 students in the sixth grade. Data collection was conducted through questionnaires and documentation. The collected data was analyzed using descriptive statistics and inferential statistics techniques. Based on the hypothesis testing results, the calculated t-value is 2.926 with a significance of 0.009. The significance value shows 0.009 < 0.05, so H0 is rejected and H1 is accepted, which leads to the conclusion that there is a significant and positive effect of using Kahoot media as an interactive learning tool to increase the learning interest of sixth-grade students in Civics subjects at SD YPK Bethania Mariadei. The Kahoot Interactive Learning Media can be applied for Civics learning in elementary schools. Keywords: Kahoot, Learning Media, Learning Interest, Civics.