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Meeting the nutritional needs of school-age children is an important factor in supporting their health and academic achievement, especially for school children who spend most of their time at school. One form of education about balanced nutrition introduced by the Indonesian government is the Isi Piringku (Fill My Plate) program. This program serves as a dietary guide that emphasizes balanced food consumption in each serving. The main objective of this study was to understand the extent of the influence of educational media such as leaflets, audiovisual videos, and games, considering the use of flashcards in conveying the concept of balanced nutrition and encouraging healthy eating behavior changes in children. Through this approach, the study sought to identify the most effective media so that it could be used as a model for nutrition education in elementary schools. The results of this study found that there was a significant increase in knowledge between the pretest and posttest conducted on the three media (p < 0.05), while a significant change in attitude only occurred in the Leaflet and Video media (p < 0.05). The Kruskal-Wallis test also showed that there was no significant difference between the three educational media (p > 0.05).

This study aims to synthesize the relationship between learning styles and instructional media in optimizing 21st-century skills among Diploma Three (D3) vocational students. The research employed a simple literature review method by analyzing 20 national and international journal articles published between 2018 and 2024. The results reveal that the alignment between learning styles (visual, auditory, kinesthetic) and the types of instructional media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media, such as interactive videos, learning management systems (LMS), and virtual simulations, effectively accommodate diverse learning preferences while enhancing students’ motivation and engagement. Furthermore, integrating such media not only supports individual learning needs but also fosters a more dynamic and inclusive educational environment. The study concludes that integrating learning styles with digital-based media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

Learning Hijaiyah letters is an essential foundation for studying the Qur’an, especially in early childhood. Traditional learning methods are often considered less engaging because they tend to be monotonous and non-interactive. This study aims to design and develop an Android-based Hijaiyah letter learning application using the Kodular platform by implementing the Multimedia Development Life Cycle (MDLC) method. The MDLC stages include concept, design, material collection, construction, testing, and distribution. This application has several prominent features, including an introduction to Hijaiyah letters, illustrated practice questions with a randomisation system, and automatic assessment displaying learning scores. Test results show that the application runs well on various Android devices and all functions, such as navigation between screens, question randomisation, and score display, work as expected. Based on user trials, this application is practical at increasing students’ interest and understanding of Hijaiyah letters through interactive, enjoyable learning.

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.

This study aims to examine the conceptual understanding of second-semester students in the Islamic Religious Education program at STAI Al-Gazali Soppeng regarding the mental health course. A descriptive qualitative approach was used, with data collected through observation, interviews, oral tests, weekly quizzes, and video-based assignments. The results indicate that the majority of students demonstrated a good to excellent understanding of basic mental health concepts, as reflected by an average oral test score of 90. Students were also able to integrate Islamic values such as patience (sabr), gratitude (shukr), and trust in God (tawakkul) in addressing contemporary mental health issues. Weekly quizzes proved effective in enhancing engagement, content retention, and students’ reflective thinking. Additionally, video-based projects encouraged creativity, critical thinking, and the ability to contextualize course content in real-life situations. These findings suggest that active and contextual learning strategies significantly improve students’ conceptual understanding. The study recommends the wider adoption of similar approaches in teaching courses that incorporate Islamic values to foster awareness of the importance of mental health in students’ spiritual and social lives.

This classroom action research (CAR) aims to improve students’ English-speaking skills in formal communication contexts. The study focuses on second-semester students of the Business and Professional Communication Study Program at Politeknik Negeri Madiun in the 2024/2025 academic year. The main problem addressed is the students’ low ability to speak English formally and fluently. The objective is to determine whether watching YouTube videos can enhance students’ formal speaking performance. The research employed both qualitative and quantitative methods. Qualitative data were obtained from students’ performance scores before and during the implementation, while quantitative data were gathered through observations, questionnaires, and interviews to compare pre-test and post-test results. The intervention used several active viewing techniques, including active viewing, freeze framing and prediction, silent viewing, and reproduction activity. The findings indicate a consistent improvement in students’ speaking abilities across all research cycles. The average scores increased from 61.1 in the pre-test, to 63.6 in post-test Cycle I, 66.6 in Cycle II, and 70.0 in Cycle III. These results demonstrate that integrating YouTube videos with active viewing techniques effectively enhances students’ formal speaking competence. In conclusion, the use of interactive video-based learning can significantly support the development of English-speaking skills in formal contexts for vocational students.

This research is motivated by the high level of academic procrastination found among students, particularly related to the habit of postponing assignments or homework. Persistent academic procrastination can negatively impact academic achievement, learning discipline, and character development. Therefore, this study aims to determine the effectiveness of using educational videos in reducing academic procrastination among students at MAN 1 Gresik in the 2023–2024 academic year. This study used a quantitative approach with a one-group pre-test-post-test pre-experimental design. The research instrument used a Likert scale to measure procrastination levels before and after the intervention. Information services through educational videos were provided in the form of a group guidance program designed to increase students' understanding of the impact of procrastination and motivate them to be more disciplined in managing their study time. The results showed that the use of educational videos was effective in reducing academic procrastination, as evidenced by lower post-test scores compared to pre-test scores.

This study aims to develop a social media-based learning platform, specifically an Instagram account (@AIK_Muh5), for Islamic Religious Education (AIK) at Muhammadiyah Junior High School, using the first two stages of the ADDIE model (Analysis and Design). The study is based on theoretical frameworks such as social media-based learning, the challenges of AIK in the 21st century, and educational theories like constructivism and connectivism. The platform is designed to offer interactive and engaging learning through visual content like infographics, educational videos, and Instagram’s interactive features (polls, stories, comments, and live sessions). This approach aims to enhance students' digital literacy, provide relevant content, and strengthen Islamic character. While the platform has potential, it faces limitations, including a lack of empirical data to measure its effectiveness, the risk of oversimplifying complex AIK material, and an unclear evaluation system. Additionally, access issues and age restrictions hinder its use. The study suggests continuous development, integration with face-to-face learning, and inclusive strategies to ensure equitable access for all students, positioning this platform as a model for AIK learning in the digital age.

The study aims to produce a textbook called Basic Teaching and Learning Skills in the Aspect of Teacher Personality Competence Integrated with QR-Code to improve the quality of professional teacher competence. The study applied the Research and Development (R&D) methodology based on the ADDIE model. The findings indicated that there was high level of feasibility, including material expert validation 83.3, language validation 88.3 and student responses 95.5 which is categorized as very feasible. The results show that the implementation of the QR-Code can increase the level of interactivity to watch the videos, case studies, reflective materials that reinforce the level of conceptual knowledge and internalization of the characters. The findings synthesis is in accordance with Technological Pedagogical Content Knowledge (TPACK) and experiential learning theories, and technology is the reflective medium in personality development. It concludes that the QR-Code textbook is a productive, innovative, and topical medium to form teacher personality competence, which is consistent with the curriculum and the demand of transformation education digital. The product will help improve innovation in higher education by helping close the gap between the pedagogical content and digital literacy and providing adaptive and professional teachers to meet the demands of the 21st-century education.

This study examines the influence of Instagram on college students' lifestyles, focusing on the discrepancy between reality and expectations formed on social media. Instagram has become an important part of college students' lives, not only as a means of communication but also as a medium for constructing self-identity and social image. Through photo and video uploads, many students strive to project an ideal life filled with happiness and success, although this does not always align with reality. This phenomenon gives rise to social pressure, self-dissatisfaction, and a tendency towards a consumerist lifestyle driven by the desire to conform to popular trends. However, Instagram also has a positive side. If used wisely, this medium can be a source of inspiration, learning, and creativity development for students. Therefore, Instagram's influence on college students' lifestyles is largely determined by the user's level of awareness and maturity in balancing the virtual world and real life.

Peningkatan minat masyarakat Indonesia terhadap bahasa Jepang mendorong kebutuhan akan media pembelajaran yang lebih interaktif dan fleksibel. Namun, banyak aplikasi yang tersedia masih terbatas pada penyajian materi tanpa sistem progres belajar yang adaptif. Penelitian ini bertujuan untuk mengembangkan aplikasi mobile “Andana” sebagai platform pembelajaran bahasa Jepang interaktif berbasis Flutter dan Firebase. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan pendekatan software engineering. Proses pengembangan mencakup analisis kebutuhan, perancangan sistem, implementasi, dan pengujian fungsional. Data penelitian bersumber dari hasil uji coba fungsionalitas dan evaluasi performa aplikasi oleh pengguna. Aplikasi Andana dirancang dengan dua peran utama, yaitu pengguna dan admin, serta dilengkapi fitur pembelajaran berbasis multimedia (PDF, video, audio), flashcard, latihan mendengarkan, berbicara, dan sistem catatan pribadi. Hasil penelitian menunjukkan bahwa seluruh fungsi aplikasi berjalan dengan baik, dengan sinkronisasi data real-time dan tampilan antarmuka yang responsif. Integrasi antara Flutter dan Firebase terbukti mendukung pengelolaan data pengguna dan pembaruan konten secara dinamis. Kontribusi penelitian ini terletak pada pengembangan model aplikasi pembelajaran berbasis cloud yang adaptif dan mudah dikembangkan. Implikasinya, aplikasi Andana berpotensi menjadi media belajar bahasa Jepang yang efisien, menarik, serta dapat diadaptasi untuk bahasa asing lainnya di masa mendatang.

The decrease in student enthusiasm for learning at MAN 2 Blitar is caused by the limited physical references in the madrasah library, thus hindering the expansion of students' knowledge. To overcome this, madrasas provide Wi-Fi facilities as an alternative learning medium to increase learning motivation, especially in fiqh subjects. This research uses a qualitative approach with a case study type. Data sources include Madrasah Heads, Curriculum Waka, Fiqh Teachers, and MAN 2 Blitar students. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis used data reduction, data presentation, and conclusion drawing techniques, with the validity of the data tested through triangulation, extension of participation, and peer discussion. The focus of this research includes the urgency, implementation, and barriers and solutions for the use of Wi-Fi in increasing motivation to learn fiqh. The results show that the use of Wi-Fi is important because it can reduce the economic burden on students, facilitate the learning process, and create a varied and innovative learning atmosphere. The implementation of Wi-Fi is carried out through online article searches, the use of the Canva application for presentations and poster assignments, and the use of learning videos from YouTube. The obstacles faced include unstable networks, power outages, and misuse of internet access, which are overcome by the addition of routers, the provision of generators, as well as supervision and restrictions on the use of student devices.

This research is entitled “Implementation of Lumi H5P in Mathematics Learning Media at SDK PERO Using the MDLC Method.” The aim of this research is to create a digital-based interactive learning medium designed to enhance students’ understanding of the subject matter. media that can help students understand mathematics lessons, particularly on the topics of whole numbers and multiples, in an engaging and easy-to-understand way. The approach applied in this research is the MDLC method.. Each stage was carried out systematically to produce an interactive and high-quality learning media. The learning media application was developed using LUMI H5P, which provides various interactive features such as text, images, videos, and interactive exercises in the form of single choice sets and drag-and-drop activities. The results of the study show that the implementation of Lumi H5P-based learning media can increase students’ learning interest and facilitate their understanding of the material. Moreover, the simple interface design and user-friendly features make this application effective for both classroom learning and independent study. Therefore, the implementation of Lumi H5P in mathematics learning The media can act as an innovative solution to promote a learning process that is more engaging and effective.

This study examines the phenomenon of creator teachers on TikTok as a form of digital professionalism that represents the integration of ethical values, aesthetics, and educational philosophy. The focus of the research lies in how teachers negotiate moral responsibility and creative expression in the algorithmic culture of social media. The aim of this research is to analyze the philosophical meaning behind teachers' digital representations as well as interpret how moral and aesthetic values are reflected in their pedagogical practices. The method used is digital netnography with four stages: online observation, digital documentation, audience interaction analysis, and researcher reflection. A total of eight teacher accounts were analyzed with a total of 80 videos using a categorization of themes that focused on ethics, aesthetics, and professionalism. The results showed that 62.5% of the content was educational and featured learning innovations, while the other 37.5% contained elements of entertainment and social interaction. High audience interaction shows public appreciation for the creativity and integrity of teachers. Popularity is not solely generated by algorithms, but by the appreciation of moral values and pedagogical beauty in the actions of teachers. Based on the framework of arete and phronesis from Aristotle and the concept of aesthetic experience from Dewey (1934), this study concludes that the digital professionalism of teachers is a form of reflective praxis that combines ethical responsibility and creative expression. This research makes a theoretical contribution by integrating digital netnography and educational philosophy, and shows that teachers in the digital era play the role of moral and creative agents who maintain the dignity of their profession in the algorithmic space.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

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.

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 study aimed to analyze teacher conversations in the “Descriptive Text” learning video from MAS Ponpes Darul Qur'an using Sinclair and Coulthard's discourse model. With a qualitative descriptive design, data were collected through video observation and transcribed to identify exchanges, movements, and actions in classroom interactions. The results show that the Initiation–Response–Follow-up (IRF) structure dominates classroom discourse, with teachers taking most of the initiative through questions, explanations, and directions, while students generally provide brief and limited responses. Teacher follow-ups are mostly evaluative, using praise and confirmation, which helps maintain motivation but does not expand student cooperation. The discussion highlights that while this teacher-centered approach ensures clarity, structure, and regularity, it also limits opportunities for students to provide longer and more creative responses. The study concludes that teacher talk has a dual role: as a facilitator of learning and as an obstacle when it is too dominant. More varied strategies, such as open-ended questions and in-depth feedback, are recommended to create a more interactive and student-centered classroom environment.

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.