Publication Search

Pantun, as a form of traditional oral literature, plays a crucial role in the development of regional literature learning and character education. This study aims to analyze the application of pantun as a learning medium capable of revitalizing students' character values ​​in the modern era. The study was conducted through a literature review of several relevant scientific articles, including those by Purnama et al. (2023), Andayani (2024), Yoga (2024), and Rozani (2025), all of which discuss the relationship between pantun, learning, and character development. The analysis shows that pantun contains character values ​​such as religiosity, honesty, responsibility, courtesy, hard work, and love of country. Through pantun reciprocal activities, the creation of thematic pantun, and the integration of pantun into a local wisdom-based curriculum, regional literature learning can be an effective means of developing polite, creative, and cultured personalities. The application of pantun in the classroom not only strengthens appreciation for regional literature but also serves as a concrete strategy for revitalizing national character. Thus, pantun is no longer merely a legacy of oral tradition, but rather an instrument for moral and cultural education relevant to the needs of 21st-century education.    

The internship program of Universitas Mayjen Sungkono in Begaganlimo Village introduced a training initiative focused on the Development of an Adaptive Learning Platform Based on D-PACK as an effort to enhance the quality of digital learning in Begaganlimo elementary schools. This training was designed to assist teachers in strengthening their ability to design and utilize interactive learning media supported by artificial intelligence (AI). Through this socialization activity, teachers were not only introduced to the use of adaptive technology but also guided to apply it in teaching practices so that the learning process becomes more effective, easier to understand, and more engaging for students. In addition, the socialization activities provided a deeper understanding of how technology can be used and integrated into teaching. Teachers not only learned to operate AI-based applications or devices, but they also gained insight into the pedagogical principles within the DPACK framework, which ensures that technology is applied appropriately. As a result, learning is expected to become easier to understand, more engaging, and capable of increasing students’ participation and motivation in the classroom.

The increasingly sophisticated development of technology in the current digital era has had a significant impact on various aspects of life, particularly in education. The integration of digital technology has become essential to improving the quality of education and adapting teaching methods to contemporary advancements. This study aims to explore the perceptions of sixth-grade students regarding the use of digital media in Islamic Religious Education (IRE) subjects at Gambiranom State Elementary School. A qualitative approach was employed, utilizing interviews and questionnaires to collect data from both students and IRE teachers. The results revealed that most students shared a common view, stating that the use of digital media in IRE made lessons more engaging, interactive, and easier to understand. Digital media’s potential to enhance the learning experience was widely acknowledged. However, the study also identified several challenges, including limited access to facilities and technical difficulties in effectively utilizing digital media. These findings suggest that while digital media has the potential to enrich the learning experience, addressing technical and infrastructural barriers is crucial for its successful implementation in education.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

This study explores the dynamics of children’s character formation within Christian families in the digital era from the perspective of church parents. Employing a descriptive light mixed-methods design, the study integrates survey data and semi-structured interviews to obtain both quantitative and qualitative insights. The findings indicate that digital media has become an integral and unavoidable part of family life, making children’s character formation highly dependent on parental guidance, reflective communication, and consistent faith-based education at home. Parents face various challenges related to time constraints, limited digital literacy, and the increasing exposure of children to external values that may not align with Christian teachings. At the same time, many parents actively utilize technology as a supportive and accessible tool for spiritual learning and moral development. The study concludes that character formation is shaped not merely by technology itself but more significantly by the quality of family relationships and parental role modeling grounded in Christian values. Therefore, the findings recommend strengthening faith-based digital literacy among parents and enhancing church–family collaboration to foster more holistic, balanced, and sustainable character development in children.

The rapid development of digital technology has significantly transformed social interaction and learning processes in rural communities. Uncontrolled smartphone usage has led to low digital literacy and heightened risks of social media misuse among children and adolescents. This community service program, through the Community Service Program (KKN), aimed to improve digital literacy and establish a Learning Center (Pondok Belajar) as an educational space within the village. The methods included observation, socialization, digital literacy training, and academic mentoring for children. The results demonstrated an increase in community awareness regarding the responsible use of smartphones and enhanced learning motivation among children through the Learning Center activities. This program illustrates that the synergy between digital education and learning support can be a concrete step toward building a smart and competitive village in the digital era. The initiative highlights the importance of combining technology education with community-based programs to foster a more informed and empowered population in rural areas.

This study aims to examine the forms and functions of representative speech acts in educational-themed video podcasts published on the Kampus Merdeka YouTube channel. This research is grounded in the phenomenon of social media, particularly YouTube, as a means of interactive, participatory communication and learning. In this context, the language used is key to conveying information authentically and responsibly. This study uses a qualitative descriptive method, with data collected through listening and note-taking. The research data consists of utterances containing representative speech acts, such as explaining, stating, informing, mentioning, acknowledging, giving examples, and speculating. Analysis was carried out using the matching method to identify the meaning and function of the utterances based on their context. The results show that representative speech acts play an important role in conveying information and views objectively, as well as strengthening the credibility of the source in the educational context. Through representative speech acts, the message conveyed becomes clearer, more convincing, and more relevant to the topic of discussion. These findings are expected to contribute to the development of effective communication strategies in educational digital media and serve as a reference for educational content creators in the digital era

This study aims to develop a storytelling-based learning media in the form of a YouTube video to support students’ understanding of narrative text based on their learning needs. This study employed a Research and Development (R&D) design using the ADDIE model, focusing on the stages of analysis and development. The data were collected through a questionnaire as part of the needs analysis to identify students’ responses toward listening and repetition activities, as well as the difficulties they face in understanding narrative texts. The results show that students generally respond positively to listening and repetition. However, they still experience difficulties in understanding the storyline and vocabulary. The findings also indicate that students need learning support in the form of audio, visual elements, and vocabulary assistance. Based on these findings, a learning product was developed in the form of a YouTube-based digital storytelling video entitled “Learn Narrative Text Through Fun Storytelling (Listen, Repeat & Retell)”. The video integrates storytelling, repetition, vocabulary explanation, and speaking practice to support students’ comprehension. Due to time limitations, this study was limited to the development of a prototype and has not yet included expert validation. Therefore, future research is recommended to conduct validation to evaluate the feasibility and effectiveness of the developed product.

The digital era demands a fundamental transformation in the role of early childhood educators, shifting from passive technology consumers to active architects of digital literacy. However, the dominance of technocentric views often acts as a substantial psychological and pedagogical barrier for teachers in regional areas. This collaborative community service project aims to reconstruct the paradigm of 50 kindergarten teachers in Bulukumba Regency by integrating "unplugged coding" logic and deep learning into play-based learning. Utilizing a Product-Based Intensive Training method with a "Logic over Laptop" strategy, the program focused on deconstructing technology-related stigmas and reconstructing teachers' ability to transform abstract concepts into safe, concrete media for children. Data analysis revealed a significant shift in teacher paradigms; while the majority were initially in the "less successful" category, 100% of participants reached positive categories (successful and very successful) post-intervention. Statistically, the program's effectiveness was evidenced by a dramatic increase in mean scores from 18.04 to 31.24 (p < 0.05) and an N-Gain score of 0.778, classified as highly effective. Furthermore, the partner satisfaction index reached 4.82 (very satisfied), confirming that the tri-campus collaboration model (STAI Al-Gazali, UNM, and Unismuh) is highly relevant to the implementation of the Merdeka Belajar curriculum. This project concludes that strengthening digital literacy through non-digital algorithmic reasoning effectively dismantles technical barriers for teachers while ensuring the safety of child development in the digital age.

This study aims to examine the use of picture books as a visual literacy medium in teaching English at the elementary school level, particularly in the context of English as a Foreign Language (EFL). This research employed a qualitative descriptive literature review by analyzing relevant national and international journal articles published within the last five years. The findings indicate that the integration of visual and verbal elements in picture books contributes significantly to students’ language development, especially in vocabulary acquisition, reading comprehension, and meaning construction. From an affective perspective, the use of picture books enhances students’ motivation, learning interest, classroom participation, and reduces language learning anxiety. The effectiveness of visual media is theoretically supported by Dual Coding Theory, which explains that information processed through both verbal and visual channels strengthens memory retention and comprehension. However, several challenges remain, including the selection of appropriate picture books and teachers’ limited competence in visual literacy. Therefore, systematic instructional planning and professional development for teachers are essential to optimize the use of picture books in EFL classrooms at the elementary level.

This study aims to develop Smartboard Book teaching materials based on Augmented Reality that are valid, practical, and effective for improving students' learning outcomes in the IPAS (Science) subject for grade IV at SDIT Al-Farabi. This study uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The subjects of this study were grade IV students at SDIT Al-Farabi. Data collection techniques were conducted through expert validation questionnaires, response questionnaires, and learning outcome tests. The results indicate that the Smartboard Book teaching material was declared very valid, with material and test instrument validation percentages of 88% and media validation of 95%. The teaching material was also declared practical based on teacher and student responses. Furthermore, this media proved to be effective in improving students' learning outcomes with an N-gain score of 0.86, which falls into the high category. Based on these findings, it is recommended that teachers utilize Smartboard Book teaching materials based on Augmented Reality as an alternative medium in learning activities to create a more interactive and engaging learning environment.

This is a worrying issue in the digital age and has been shown to significantly contribute to low student academic achievement. This research aims to examine the role of Guidance and Counseling (BK) services in addressing social media addiction in students with low academic achievement. The method used in this research is library research with a qualitative approach through content analysis and literature synthesis techniques sourced from various scientific references published between 2020 and 2025. The results show that students addicted to social media have low self-control, resulting in academic procrastination and a consistent decline in learning achievement. GC services have proven to play a strategic role through preventive, curative, and developmental functions implemented through classical guidance, individual counseling, and group counseling. The Cognitive Behavioral Therapy (CBT) approach and self-management technique have proven most effective in helping students reduce social media addiction and improve learning discipline. However, the effectiveness of GC services is still constrained by the non-ideal ratio of counseling teachers, the lack of digital literacy-based GC programs, and students' negative stigma toward counseling services. This study recommends developing GC programs specifically designed to address digital addiction by involving the entire school ecosystem consistently.

Many senior high school students face significant difficulties in generating ideas, organizing thoughts, and selecting appropriate vocabulary when writing descriptive texts. Traditional teaching methods often limit creativity, making the integration of visual media crucial. Therefore, this study aims to develop creative poster-based learning module for teaching descriptive writing. A Research and Development (R&D) design was employed, adapting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. However, due to time constraints, this research is strictly limited to the Analysis (Needs Analysis) and the initial Development (Prototype Development) stages. The participants for the needs analysis consisted of 22 senior high school students in Indonesia, selected through purposive sampling. Data were collected using an online needs analysis questionnaire. The findings indicate a strong student preference for visual support, which informed the design and creation of a poster-based learning module prototype intended to help students visualize concepts. The implications suggest that while the prototype aligns with student needs, further research is required to validate and test the product.

The development of digital technology has driven significant changes in modern learning methods by integrating various multimedia media. However, multimedia's ability to facilitate learning depends largely on the extent to which its presentation aligns with the principles of learning psychology, particularly those outlined in the Cognitive Theory of Multimedia Learning (CTML). This study aims to examine the role and effectiveness of multimedia in transforming modern learning methods by combining the results of recent empirical research from 2020 to 2024. This study used the Systematic Literature Review (SLR) method by analyzing 22 journal articles obtained from several databases such as Scopus, Web of Science, ScienceDirect, Google Scholar, and Sinta. Research shows that the use of interactive multimedia helps increase student enthusiasm for learning, participation, understanding of concepts, and the ability to remember course material. However, disorganized multimedia design can add unnecessary mental burden, thereby reducing learning effectiveness. These findings suggest that the successful use of multimedia depends not only on the level of technological advancement but also on the quality of learning design that applies cognitive theory. This study provides a comprehensive summary of the latest research and provides tangible benefits for educators in creating effective digital learning content.

The development of digital technology in the 21st century has significantly influenced educational practices, including the teaching of history in schools. Conventional teaching methods often make history learning less engaging and limit students’ active participation. Therefore, innovative learning models based on digital technology are needed to improve the quality of history education and support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. This study aims to examine the role of innovative digital technology-based learning models in history learning to enhance students’ 21st-century skills. The research uses a qualitative approach with a literature study method by analyzing various academic sources such as books, journal articles, and relevant research publications. The findings indicate that the integration of digital technology in innovative learning models can increase students’ engagement, improve their understanding of historical events, and encourage active learning through interactive media and digital resources. Furthermore, the use of digital technology enables students to access diverse historical sources and develop analytical and interpretative abilities. The study implies that the implementation of digital-based innovative learning models in history education can support more meaningful learning and contribute to the development of students’ competencies needed in the digital era.

This study aims to develop flipbook-based multimedia instructional materials for the basic techniques of forehand and backhand volley in the Tennis Learning course. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The validation subjects included a content expert, a learning media expert, an instructional design expert, and a field practitioner. Product trials were conducted with students of the Physical Education, Health, and Recreation Study Program, Faculty of Sports and Health, Universitas Pendidikan Ganesha, through individual trials involving three students, small-group trials involving seven students, and large-group trials involving twenty-one students. Data were collected using questionnaires with rating scales and were analyzed using descriptive qualitative and quantitative analysis in the form of percentages. The results indicated that the content expert validation achieved 98%, the media expert 93%, the instructional design expert 97%, and the field practitioner 98%, all categorized as very good. The individual trial obtained 97%, the small-group trial 98%, and the large-group trial 96%, all classified as very good. Therefore, the flipbook-based multimedia instructional materials on basic volley techniques are considered highly feasible for use as learning resources in tennis instruction.  

This study aimed to develop a flipbook-based multimedia teaching material for the Tennis Learning course. The research employed a Research and Development (R&D) approach using the ADDIE model as the development framework, which consists of five stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research subjects included students of the Physical Education, Health, and Recreation Study Program, Faculty of Sports and Health, Universitas Pendidikan Ganesha, as well as subject matter experts, instructional design experts, instructional media experts, and field practitioners. The product was evaluated through individual trials (3 students), small group trials (7 students), and large group trials (21 fourth-semester students). The validation results indicated feasibility percentages of 96% from the subject matter expert, 97% from the instructional design expert, 100% from the instructional media expert, and 97% from the field practitioner. Meanwhile, student trial results showed feasibility percentages of 97% in the individual trial, 96% in the small group trial, and 97% in the large group trial. Therefore, the flipbook-based multimedia teaching material on officiating in the Tennis Learning course was categorized as excellent and highly feasible for use as a supporting instructional resource in both classroom and field learning activities.

The rapid development of digital technology in the 21st century has brought significant changes to various aspects of life, including education. One of the emerging innovations in the educational field is the use of Artificial Intelligence (AI) as a tool to support the learning process. The integration of AI in history education offers new opportunities to create more interactive, adaptive, and contextual learning experiences through access to various digital historical sources. This study aims to analyze the integration of Artificial Intelligence in history learning and its implications for improving students’ digital historical literacy. This research uses a qualitative approach with a descriptive method through a literature study by reviewing various scientific articles related to the use of AI in education and digital literacy in history learning. The findings indicate that the use of Artificial Intelligence can assist students in accessing, analyzing, and understanding various digital historical sources more broadly through interactive media such as online archives, historical simulations, and technology-based learning platforms. In addition, the integration of AI can increase student engagement in the learning process, encourage critical thinking skills, and support more personalized learning based on students’ needs and abilities. However, the implementation of this technology must be accompanied by the strengthening of digital historical literacy as well as the application of academic integrity, ethical principles, and responsible use of technology. Therefore, the proper integration of Artificial Intelligence can serve as an innovative strategy to enhance the quality of history education in the digital era.

Digital transformation has significantly altered early childhood learning patterns. Platforms such as YouTube have become dominant media consumed by preschool children. Exposure to digital content during the golden age potentially affects moral development, as children remain in a critical phase of imitation and value internalization. This study aims to conceptually analyze the role of parents in assisting early childhood moral development amid YouTube exposure from an Islamic education perspective. The research employs a qualitative approach using a systematic literature review of reputable national and international journals published between 2020–2026. The analysis involves identification, inclusion-exclusion selection, thematic categorization, and critical synthesis. Findings reveal that effective moral development is strongly influenced by parental mediation patterns, including active mediation, screen-time limitation, Islamic value-based content selection, reflective dialogue, and digital role modeling. The study proposes an integrative Islamic-based digital parenting model combining modern moral development theory and Islamic tarbiyah principles. Theoretically, this study contributes by integrating family digital literacy with Islamic moral education within contemporary educational discourse.

Learning media is a tool that can be used to help students learn better and more efficiently. The media used in SMP Negeri 23 Pekanbaru is a teacher-centered picture/poster media so that students quickly get bored, and because of the limited media from the school. Most students prefer learning that involves them directly such as the element of games. The learning models used are discovery, PBL, and lecture models, and student learning activities are still lacking or less active in science learning. The purpose of this study is to develop learning media in the form of a cooperative-based snakes and ladders game with the Teams Games Tournament (TGT) type which aims to train student learning activities. The research method used is Research and Development (R&D) by implementing the ADDIE model which consists of five stages, namely Analyze, Design, Development, Implement, and Evaluation. Based on the validation results obtained, media experts were 94% with very feasible criteria, material experts were 92% with very feasible criteria, teachers gave a practicality assessment of 95% with very practical criteria, and students' responses were 85% with very interested criteria. This shows that the snakes and ladders media based on Teams Games Tournament (TGT) is very reasonable, very practical to use, and very interesting for students during the learning process. The results of observations on all student learning activities showed that 79% got a good interpretation.