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The development of digital technology has brought significant changes to learning practices at various levels of education. This situation requires prospective teachers to have technology-based pedagogical competencies to be able to create innovative and interactive learning. Canva and Google Classroom are digital platforms that can be utilized as learning support media because they are easily accessible and have features relevant to educational needs. This article aims to describe the implementation and results of training on the use of Canva and Google Classroom for prospective teachers at STAIN Mandailing Natal. This activity uses a participatory training approach by actively involving prospective teachers. The training was carried out through interactive lectures, demonstrations, hands-on practice, and ongoing mentoring. The material covered technology-based interactive learning, the use of Canva as an educational visual medium, and the use of Google Classroom for digital classroom management. Participants were guided to produce digital teaching materials and virtual classes independently, accompanied by mentoring in overcoming technical and pedagogical obstacles. Evaluation was carried out through active observation, assessment of practical results, and reflection on the training experience. The results of the activity showed an increase in participants' understanding and skills in designing visual learning media and managing digital classrooms effectively. This training made a positive contribution in developing prospective teachers who are adaptive to technological developments and able to implement interactive learning according to the demands of 21st-century education.

The rapid advancement of technology is evidenced by numerous innovations that simplify human tasks, particularly in the agricultural sector. Various farming methods are offered to produce fruits and vegetables without using chemical pesticides. Hydroponic techniques have been implemented to maximize crop yields without the use of chemicals in the plant care process. The community in Barean Village, Ploso, Pacitan Regency still relies on conventional farming methods. Conventional farming methods, apart from requiring large areas, also have adverse environmental and health impacts due to the use of chemical pesticides. Farmer have to spend quite a lot of capital to provide large amounts of fertiliser to treat the plants in their fields. The results obtained from conventional farming methods are not worth the capital spent. Hydroponic farming metode is an agricultural method that uses water as a growing medium. This method is recognised as an environmentally friendly method, as it uses water and nutrient solutions as a substitute for nutrients found in soil. Autor introduces hydroponic cultivation methods to the public through a digital platform. People from all walks of life can learn farming techniques using the hydroponic method, as it is more visually appealing, and can be operated interactively. Hydroponic techniques can be effectively learned through this 2D interactive media, which provides comprehensive knowledge about the hydroponic method, equipment, materials, and proper cultivation methods. The final section of this interactive media features a simple quiz to assess knowledge for novice farmers. The design of 2D Interactive Based Hydroponic Farming Learning Media is expected to be an attraction for the community in the field of agriculture. The development of this 2D Interactive Hydroponic Farming Educational Media is intended to serve as a solution for hydroponic cultivation education, thereby maximizing agricultural productivity.

The purpose of this study is to examine how using the Quizizz app can enhance students' learning results when Pancasila and Civic Education (PPKn) is taught at the primary school level. In addition to emphasizing memorization, PPKn education is supposed to foster character development by imparting Pancasila principles like justice, tolerance, and cooperation. Additionally, this study seeks to investigate how appropriate learning materials can improve students' willingness to learn, which has a direct impact on their academic performance. Students can actively study and get quick feedback by utilizing Quizizz, a web-based tool that offers dynamic and captivating tests.    

This study aims to examine the role of Christian Religious Education (PAK) teachers in developing Christian values ​​learning materials for students at SD Negeri 076067 Orahili, North Nias. Christian values ​​are an integral part of character education taught in schools, which function to shape students' moral and ethical attitudes in everyday life. This study uses a qualitative literature approach to collect data on how PAK teachers develop learning materials that focus on Christian values. The results of the study indicate that PAK teachers have an important role in compiling learning materials that not only cover aspects of integrating Christian values ​​that are applied in learning activities and everyday life. The development of teaching materials has the opportunity from the resources and time available to explore Christian values ​​comprehensively. The conclusion in this paper shows that teachers in pedagogical competence can utilize human resources to develop more creative teaching materials based on Christian values, and are supported by adequate educational facilities.

This study explores the development of integrated language skills assessment instruments for Korean as a foreign language (KFL) learners in higher education, addressing the need for tools that reflect real-world communicative demands. Grounded in theoretical frameworks such as Bachman and Palmer's Communicative Language Ability model[1] and Vygotsky's Sociocultural Theory[2], the research employed a mixed-methods approach, including needs analysis[6], corpus studies, and pilot testing. The research process involved three primary phases: First, a comprehensive needs analysis was conducted among KFL instructors and students to identify assessment gaps and priorities. Second, authentic Korean language materials were collected to create a corpus that informed the development of contextualized assessment tasks. Finally, the instruments underwent rigorous pilot testing with 127 KFL students across three Indonesian universities.The developed assessment instruments integrate reading, writing, listening, and speaking skills through task-based scenarios that mirror authentic Korean language use contexts. These include collaborative problem-solving activities, multimedia-based comprehension tasks, and culturally situated role-plays. Statistical analysis demonstrated high inter-rater reliability (r=0.87) and construct validity when compared with established Korean proficiency measures.Results demonstrated the instruments' reliability, validity, and cultural relevance, fostering holistic skill development and promoting positive washback on teaching and learning practices. Implementation of these instruments led to significant improvements in students' integrated language performance and motivation. The study contributes to the field of Korean language assessment by providing empirically validated tools that bridge classroom learning with real-world language application in higher education contexts.

The personality competence of Christian Religious Education (PAK) teachers is very important in creating a learning environment that supports the development of student character, especially through the application of religious norms that are in line with Christian teachings. This study aims to analyze the personality competence of Christian Religious Education (PAK) teachers in applying religious norms for the formation of student character at SMA Negeri 1 Idanogawo, Nias Regency. This study uses a qualitative library approach through book and journal theories. The results of the study indicate that competence opens up new opportunities to enable teachers to integrate religious norms into the learning process for students. This role is also taught to students through Bible stories, discussions, and daily behavior. This paper concludes that the personality of Christian Religious Education (PAK) teachers not only enriches teaching materials, but also plays an important role in forming student character, which is in line with religious values ​​so that through the practice of religious norms as an example it greatly supports the formation of better student character.

This study aims to produce a valid SOLE-based reaction rate electronic student activity sheet (E-LKPD) and to determine user responses to the resulting product. The research method used is research and development (R&D) using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. The research instrument is a validation sheet given to three validators and a user response sheet to one chemistry teacher of Senior High School 7 Pekanbaru and one chemistry teacher of Senior High School 11 Pekanbaru as well as 13 class XI students of Senior High School 7 Pekanbaru and 13 class XI students of Senior High School 11 Pekanbaru. The data analysis technique is carried out by calculating the percentage of validation assessment scores and user responses, the results of which are measured by an attitude assessment table. The results of the study indicate that the electronic student activity sheet (E-LKPD) based on SOLE that was developed has met the valid criteria by the material validator based on the aspect of content feasibility of 92.19%, SOLE model characteristics of 95.83%, pedagogic of 93.75%, linguistic of 95.83% and graphic of 95.83%. For the media validator based on the aspect of size of 100%, cover design of 92.50% and content design of 97.50%. While the user response based on teacher and student responses is in the very good criteria with scores of 94.79% and 88.05% respectively.

This research aims to analyze and develop students' science process skills, particularly in the use of measuring instruments, and their influence on understanding the concepts of quantities and units in physics. This research is motivated by the importance of mastering skills in using measuring instruments in physics learning, as well as the need for innovative teaching materials to improve students' understanding of fundamental concepts. This study employs a mixed-methods approach, combining both quantitative and qualitative methods. The quantitative approach is used to analyze data on students' skills in using measuring instruments and their understanding of concepts through tests. Meanwhile, the qualitative approach is employed to analyze data from observations and interviews with students and teachers regarding the effectiveness of using guided inquiry-based interactive multimedia teaching materials. The interactive multimedia teaching materials developed in this research are designed to facilitate learning about measuring instruments and measurement using a guided inquiry approach. A behavioristic approach is also considered in the development of these teaching materials to ensure students receive appropriate reinforcement throughout the learning process. Through this research, it is hoped that effective ways to develop students' science process skills and enhance their understanding of measuring instruments and measurement concepts in physics will be discovered, ultimately improving physics learning outcomes as a whole.

This article discusses the evaluation of the effectiveness of Aqidah Akhlak learning through a literature review that focuses on lecture and discussion methods. In learning Aqidah Akhlak, choosing the right method is the key to success in delivering material and shaping students' character. The lecture method is effective in conveying basic information in a systematic manner, while the discussion method emphasizes more on the active involvement of students and the development of critical thinking skills. This article examines various scientific literature to analyze the advantages, disadvantages, and relevance of these two methods in the learning of Aqidah Akhlak. The results of the study show that the use of both methods in an integrated manner can provide more optimal results, with lectures as an introduction and discussions as a deepening of the material. These findings provide a theoretical perspective for educators in designing effective learning strategies.

The purpose of this study is to develop illustrated story media to increase interest in learning social studies subjects for grade IV students of SDN Inpres Rabakodo. This study uses the R&D method, to develop illustrated story media as a learning media for social studies for grade IV elementary school students. By using the Borg and Gall model which includes 5 stages, namely potential and problems, collecting data, product design, product validation, and design revision. The results of the study showed that the validity of the illustrated story media from 4 media and material validators obtained an average score of 83.26 categorized as very feasible. The questionnaire response of limited test students showed the practicality of the illustrated story media with an average score of 85.16 categorized as very practical. The results of the development of illustrated story media carried out by measuring student learning interest were 82%, compared to before the use of the story media, student learning interest was only 45%. This means that the results of the development can significantly increase student learning interest

The purpose of this study is to develop illustrated story media to increase interest in learning social studies subjects for grade IV students of SDN Inpres Rabakodo. This study uses the R&D method, to develop illustrated story media as a learning media for social studies for grade IV elementary school students. By using the Borg and Gall model which includes 5 stages, namely potential and problems, collecting data, product design, product validation, and design revision. The results of the study showed that the validity of the illustrated story media from 4 media and material validators obtained an average score of 83.26 categorized as very feasible. The questionnaire response of limited test students showed the practicality of the illustrated story media with an average score of 85.16 categorized as very practical. The results of the development of illustrated story media carried out by measuring student learning interest were 82%, compared to before the use of the story media, student learning interest was only 45%. This means that the results of the development can significantly increase student learning interest

This objective is to develop valid, practical and effective Rattan media (cultural wheel) in increasing learning motivation of fourth grade students at SDN Inpres Samili. The type of research used by the researcher is R&D (Research & Development) using the ADIE development model (Analysis, Development, Implementation, and Evaluation). In this development research, the effectiveness test was carried out in class V and the practicality test was carried out on fourth grade students at SDN Inpres Samili as a test of practicality and product effectiveness. The results of the study showed that the validity of the Rattan media (cultural wheel) from 4 media and material validators obtained an average score of 93.87 (very valid). The questionnaire response of limited test students showing the practicality of the Rattan media (cultural wheel) obtained an average score of 93.33 (very practical). Thus, the rattan media learning media in sub-theme 2 can be used as a thematic learning media for fourth grade students at SDN Inpres Samili.

This objective is to develop valid, practical and effective Rattan media (cultural wheel) in increasing learning motivation of fourth grade students at SDN Inpres Samili. The type of research used by the researcher is R&D (Research & Development) using the ADIE development model (Analysis, Development, Implementation, and Evaluation). In this development research, the effectiveness test was carried out in class V and the practicality test was carried out on fourth grade students at SDN Inpres Samili as a test of practicality and product effectiveness. The results of the study showed that the validity of the Rattan media (cultural wheel) from 4 media and material validators obtained an average score of 93.87 (very valid). The questionnaire response of limited test students showing the practicality of the Rattan media (cultural wheel) obtained an average score of 93.33 (very practical). Thus, the rattan media learning media in sub-theme 2 can be used as a thematic learning media for fourth grade students at SDN Inpres Samili.

The study aims to develop and evaluate STEM PBL-based science learning media to enhance students' critical thinking and creativity. The objectives include describing, producing, and assessing the feasibility, validity, practicality, and effectiveness of these media for grade VII students. This Research and Development (R&D) study follows the 4D model: define, design, develop, and disseminate. The developed media take the form of a digital Flipbook accessible via smartphones and PCs. A limited trial involved 22 students and one educator, while a field test included 51 students from SMPN 1 Binongko, Wakatobi Regency, divided into experimental and control groups. Data were collected through tests, interviews, questionnaires, and validation sheets. Feasibility, validity, and practicality were analyzed descriptively, while effectiveness was evaluated using the N-Gain, MANOVA, and Cohen's effect size tests. The results indicate that the STEM PBL-based Flipbook presents real-life problems, their causes, and solutions, encouraging critical thinking and creativity. It meets validity and feasibility criteria as assessed by expert lecturers. Educators and students also rated it as highly practical for learning. Finally, the Flipbook was found to be effective in improving students' critical thinking and creativity, with a significance value of 0.000 < 0.05.

This research is based on the lack of understanding in learning Indonesian in folk poetry materials, the difference between students' learning styles and unsupportive learning media is an obstacle for students in the learning process in the classroom so that students get bored easily. The purpose of this study is to describe the stages of PANDIGI learning media development with a differentiated model on folk poetry materials and to find out the validity and practicality of the development of the developed learning media. The type of research used is research and development using the ADDIE model, (analyze, design, development, implementation, evaluation). This research was conducted at SMPN 18 South Tangerang with the research subjects of grade VII.8 students totaling 41 students. The results of the study show that this learning media is valid and practical to use. The results of the assessment score of material experts were 85.71, and media experts were 86.6 which showed decent information without revision, as well as research from students conducted using a questionnaire showed a score of 84.36 which means very good, so it can be concluded that the PANDIGI website gets a very good and very decent category.

This research and development is motivated by the fact that the learning of science subjects on the water cycle material is less in accordance with the characteristics of students. The limitations of teaching media in schools are educational problems that can hinder the success of the learning process. Researchers want to develop interactive science teaching materials on the water cycle material to increase the enthusiasm for learning of grade V SD/MI students. The purpose of this development research is to produce a product in the form of interactive science teaching materials in grade V on the water cycle material. This study uses the ADDIE development research model and design developed by Dick and Carry with 5 steps, namely analyzing, designing. Developing. Implementing. Evaluating. This research was conducted at MI Mifathul Huda Lamong with class V research subjects.The results of the research and development of interactive science teaching materials in grade V on the water cycle material at MI Miftahul Huda Lamong. In the development stage, the results were in the form of teaching materials developed consisting of 23 pages. This interactive science teaching material has received validity from experts (1) learning media experts of 93% with very good criteria (2) material experts of 85% with good criteria (3) student interest questionnaire of 95% with very good criteria.

This study aims to develop Nearpod learning media with a valid, practical, and effective Problem-Based Learning model for the subject of Science, especially on the material of changing the form of energy for fourth grade students of Elementary School. This research is motivated by problems found through initial observations and interviews. The method used is research and development (R&D) with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study involved class teachers and fourth grade students of SDS Pelangi, while the object of the study focused on Nearpod learning media in Science learning on the material of changing the form of energy. Data collection techniques include interviews, tests, and questionnaires, with instruments in the form of teacher interview sheets, material validation questionnaires, media validation questionnaires, education practitioner questionnaires, and pretest and posttest questions. The results of the study showed that validation by material experts obtained an average percentage of 90% with the category "very feasible", while validation by media design experts obtained an average percentage of 97% with the category "very practical". Media effectiveness testing showed an increase in students' average scores from 54.73 ("quite practical" category) to 83.15 ("very practical" category) after using Nearpod media.

This study aims to develop an inquiry-based e-module as a teaching material for ecosystem topics for tenth-grade high school students. The e-module is designed to enhance student engagement in learning and foster critical thinking skills. The research method employed is Research and Development (R&D) using Sugiyono’s development model. Validation was conducted by subject matter experts, language experts, and media experts, yielding results of 86%, 93.33%, and 94.54%, respectively, all categorized as highly feasible. Practicality tests by teachers resulted in a score of 93.75%, while student practicality surveys reached 95.4%, indicating that the e-module is highly suitable for learning. The critical thinking skills test showed an overall student score average of 77.25%, classified as high. This e-module offers several advantages, including ease of access, an engaging design, and interactive content incorporating text, images, videos, and exercises. However, challenges in its implementation include limited technological access in some schools. Overall, the inquiry-based e-module is considered effective and ready for use as an alternative teaching material for ecosystem learning in high schools.

The low reasoning ability of students in processing information has an impact on learning outcomes and creative thinking skills. So it is necessary to develop a valid, practical, and effective learning model to improve students' creative thinking skills. The research method used was the Borg and Gall model which was modified into 8 stages. This research was tested on fourth grade students of SD Negeri Kalisalam 2. Data collection used questionnaires for student expert validators, and teachers, non-test assessments to measure students' creative thinking skills, and interviews. This research evaluates the validity, practicality, and effectiveness of the developed learning model. The results of expert validation showed that the model and learning materials were very valid with an average score of 90.16%. In detail, the learning model validator gave a score of 93.66%, while the material expert gave a score of 86.66%. The practicality assessment before and after the trial was 84% and 80% respectively, both in the “practical” category. The effectiveness of the model was measured through student questionnaires with an average of 79% (“effective”) and non-test assessment of creative thinking skills, where 16 out of 23 students showed improvement after the application of the learning model. This guidebook/prototype of inquiry-based learning model development with scaffolding techniques is considered effective for improving students' creative thinking skills, besides that this model can also help teachers in encouraging innovation in classroom learning to be more interesting.

This research focuses on the development of contextual-based interactive learning media to improve mastery of reaction rate concepts and develop the character of high school students in remote areas. This learning media was developed to provide learning experiences that are relevant to everyday life, therefore the concepts of reaction rate are simpler to understand and apply in students. In addition, this contextual approach also aims to encourage character development, such as responsibility, discipline, creativity, curiosity, and communicativeness during the learning process. A literature review was conducted to gather articles relevant to this topic, with a published time frame of 2018 - 2025. The review shows that this media significantly helps students in understanding the concept of learning material, critical thinking, as well as strengthening positive character aspects that support learning success. This research concludes that contextual-based interactive learning can be an efficient option in the science learning process in high school.