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The low understanding of nutritious food choices among elementary school children remains a problem because it impacts their health, learning abilities, and future eating habits. A similar situation was found at SDN 3 Picungremuk, where students often choose flavored foods without considering their nutritional content. This community service activity aims to improve students' nutritional knowledge through education on the concept of "Isi Piringku" (My Plate). The implementation stages include identifying needs through observation and discussions with teachers, developing materials tailored to children's development, conducting interactive socialization, and practicing how to assemble a balanced meal plate using visual media. Evaluation was carried out through pre- and post-tests accompanied by food selection simulations. The output showed a significant increase in understanding. Before the education, most students were unable to combine foods correctly. After the activity, all participants were able to assemble a meal plate according to the principles of balanced nutrition. These findings prove that the use of visual media and hands-on practice is an effective method for instilling healthy eating habits in elementary school children.

This study aims to develop learning media in the form of an Artificial Intelligence-based maze game on geometric transformation material. The development of this learning media is motivated by the fact that mathematics learning tends to be boring, especially on geometric transformation material. This occurs because the application of monotonous learning methods, such as lecture methods, causes students to tend to be more passive and can lead to a decrease in student learning motivation. So the researcher developed a more interesting learning media in the form of an AI-based maze game to build student learning motivation. The game developed contains geometric transformation questions and presents them adaptively through AI logic. This research method uses an R&D (Research and Development) approach with the ADDIE model. The ADDIE stages are Analyze, Design, Development, Implementation, and Evaluation. The subjects of this study were ninth-grade students of SMP Yayasan Pendidikan Ghafa Medan. The results showed that this Artificial Intelligence-based maze game obtained a validity percentage of 82% with a very valid category, practicality obtained a percentage of 85.6% with a very practical category, and effectiveness obtained a percentage of 83.1% with a very effective category. The final evaluation showed that this learning tool was suitable for use, although improvements were still needed, such as adding penalties for wrong answers and enlarging the movement buttons. Overall, this AI-based maze game was deemed valid, effective, and practical as an interactive learning tool for geometric transformations.

In today's digital era, the dance learning process is no longer limited to conventional studios. Various technologies, ranging from instructional videos and interactive media to virtual reality, are increasingly being utilized in dance education. Through a systematic literature review (SLR), this study examines the effectiveness of various dance learning tools based on empirical findings and development studies. This study compiles, compares, and summarizes research findings on the use of various media (such as video, VR, interactive PowerPoint, and augmented reality) and their impact on several aspects, including material comprehension, movement skills, aesthetic appreciation, and student engagement. The analysis shows that digital technology can improve dance learning outcomes across the cognitive, psychomotor, and motivational domains. However, challenges such as limited technological facilities and the need for teacher training still need to be addressed. This study also provides recommendations for educators and dance learning developers to integrate technology in harmony with appropriate pedagogical approaches.

This study aims to develop interactive learning media in the form of a drag-and-drop game of coordinate points on a Canva-based Cartesian plane to improve the understanding of Analytical Geometry concepts in grade VII students of MTs Yayasan Madrasah Islamiyah Sinaksak. This study applies the Research and Development (R&D) method using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation, and involves grade VII students in the odd semester of the 2024/2025 Academic Year as research subjects. Data collection instruments include expert validation sheets that assess aspects of material, language, and media design; student response questionnaires covering aspects of preferences, enthusiasm, willingness to learn, understanding, and motivation; and learning outcome tests in the form of pre-tests and post-tests. Feasibility analysis was carried out using a Likert scale, while media effectiveness was measured by comparing actual scores and ideal scores and improvements in learning outcomes were analyzed using the N-Gain formula. The results of the study indicate that the developed drag-and-drop media is categorized as feasible based on the validator's assessment, received a positive response from students, and is able to improve learning outcomes in the moderate to high category based on the N-Gain value. Thus, this media is declared effective and can be used as an innovative alternative in learning Cartesian coordinates at the MTs level.

This study aims to identify and describe the teaching process of Social Studies (IPS) in third-grade elementary school through direct observation. The method used involved an observation sheet designed in accordance with the research objectives to collect information on teacher and student activities, the teaching approach applied, and the use of teaching materials. The research findings revealed that although students were less actively involved, the lecture technique was still the main method in teaching Social Studies in third-grade elementary school. However, the practice of interactive instructional strategies, such as group discussions, the effective use of suitable instructional media is believed to enhance learners’ participation and foster greater motivation in the learning process. Furthermore, a harmonious interaction between educators and students also plays a role in establishing a supportive and comfortable learning atmosphere. The main obstacles include limited teaching materials and limited learning time. This study concludes that teaching Social Studies at the elementary school level needs to utilize a variety of interesting techniques and teaching materials to increase learning efficiency and foster student interest. These results provide useful empirical data as a basis for evaluating and improving Social Studies teaching in third-grade elementary school, so that it is more appropriate to the characteristics and needs of students.

This study examines how the use of Quizizz as a digital learning media has great potential to enhance the learning interest of senior high school students. Quizizz provides an interactive learning experience through game-based quizzes that are engaging, easy to use, and accessible online. Features such as appealing visual design, point systems, gamification elements, and instant feedback help students become more active and motivated during the learning process. The purpose of this study is to analyze the effectiveness of using Quizizz in increasing students’ learning interest across various subjects at the senior high school level. The research methods include observation, the implementation of interactive quizzes, and the distribution of learning-interest questionnaires administered before and after using the media. The results indicate that Quizizz creates a more enjoyable, competitive, and participatory learning atmosphere, contributing significantly to the improvement of students’ learning interest. Therefore, Quizizz can be considered an effective digital learning alternative to support the teaching and learning process in senior high schools.

This study aims to optimize Indonesian language development, especially in correcting language errors in seventh-grade students through French fries as an interactive learning tool. This classroom action research was conducted in one cycle on 30 students of grade VII-E of SMP Negeri 12 Tasikmalaya in the 2025/2026 academic year. A qualitative approach with data collection techniques in the form of observation, sentence correction tests, interviews, and documentation was used in this study. The results showed that the use of French fries media with incorrect sentences in it can improve students' ability to identify and correct errors in spelling, grammar, and word choice. The percentage of completeness of sentence correction skills increased from 33.33% (pre-action) to 86.67% after the implementation of the action. This media can also increase student motivation and involvement in learning. It can be concluded that this French fries media is effective to be used as an aid in Indonesian language development that is fun and highly contextual.  

This study aims to explore and improve the quality of Social Studies (IPS) instruction at SD Negeri 04 Palembang by integrating interactive learning media and collaborative teaching strategies, especially in the “Map Layout” topic for fifth-grade students. Using a qualitative descriptive approach, the researchers gathered data through document analysis, conversations with teachers and students, as well as direct observation of learning activities. The findings show that the use of visual learning tools, cooperative group work, and contextual tasks related to students’ everyday environments helps make Social Studies lessons more engaging and meaningful. Simple interactive materials such as illustrated school layouts were shown to increase students’ participation and strengthen their understanding of spatial concepts. Overall, the integration of interactive media with collaborative learning approaches contributes to a more dynamic classroom atmosphere, supports deeper conceptual comprehension, and enhances students’ motivation to learn. This approach demonstrates strong potential for improving IPS learning outcomes in elementary education.  

Mathematics is often considered one of the most challenging subjects because it requires strong spatial and cognitive abilities, especially in geometry, which involves three-dimensional concepts. Traditional teaching methods, such as textbook illustrations and verbal explanations, are often insufficient to help students understand abstract geometric concepts. The advancement of technology, particularly Augmented Reality (AR), offers innovative learning opportunities that combine real-world environments with digital content to enhance students’ understanding through interactive visualization. This community service activity aimed to explore teachers’ perceptions of using the GLARE (Geometry Learning using Augmented Reality Experience) application as a teaching aid in geometry learning. The program included training sessions, mentoring, and discussions with mathematics teachers at the secondary school level. The results showed that teachers had positive perceptions of using AR-based learning media, considering it effective in improving students’ conceptual understanding, engagement, and learning motivation. However, challenges remain regarding limited technical skills and school facilities for AR implementation. Overall, this program contributed to increasing teachers’ competence in integrating digital technology into mathematics education and promoting innovative, interactive, and technology-based learning approaches

This research is motivated by the importance of creating enjoyable learning so that early childhood learning interests can develop better, especially in Pembina State Kindergarten, Dungingi District. The purpose of this study was to determine the effect of the use of interactive learning media on children's learning interests and describe changes in their learning behavior when activities are carried out without media and with interactive media. This study used a quantitative approach with a quasi-experimental method through conventional learning and learning using interactive media in the form of coloring activities. Data were obtained through observations by assessing aspects of enjoyment, focus, activeness, and enthusiasm during the activity. The results showed that children's learning interests in conventional learning only reached an average score of 6 and tended to be low, while in learning using interactive media, it increased significantly to an average score of 13.1. This change was seen from the increase in children's enthusiasm, better ability to focus, and their more active involvement during the learning process. The findings of this study confirm that interactive learning media has an important role in attracting children's attention and creating a more lively and meaningful learning atmosphere, thereby increasing early childhood learning interests

The rapid advancement of digital technology has significantly influenced students’ learning behavior while gradually reducing their interest in local cultural education, including the study of the Javanese script. This phenomenon is evident at SDIP Haji Muhammad Subandi, where most students still struggle to recognize, read, and understand Javanese characters due to the limited use of engaging and interactive learning media. To address this issue, a 2D educational game was developed as an innovative, contextual, and enjoyable learning medium that integrates cultural elements into an interactive digital learning experience. The design and development process employed the Multimedia Development Life Cycle (MDLC) method, which consists of six stages: concept, design, material collecting, assembly, testing, and distribution. The game was built using Unity software to produce dynamic visuals, responsive controls, and supporting audio elements that enhance the immersive quality of gameplay. The educational game enables students to learn Javanese script through interactive play activities, including letter recognition, pronunciation practice, and quiz-based challenges. Each component was designed to strengthen cognitive understanding while increasing students’ intrinsic motivation to learn. Expert validation results indicated that the game met the “highly feasible” criteria as a learning medium, while user testing showed notable improvements in motivation, engagement, and learning enjoyment. Overall, this educational game not only enhances learning effectiveness but also contributes to the preservation and revitalization of the Javanese script as part of Indonesia’s cultural heritage in the digital era. Therefore, this game-based learning approach serves as an adaptive and culturally grounded educational innovation for primary-level students

The advancement of digital technology has significantly transformed 21st-century education. One of the widely used tools in elementary mathematics learning is Canva, which enables interactive, visual, and creative instruction. This study employed a Systematic Literature Review (SLR) to examine the trends, effectiveness, and challenges of Canva use in mathematics learning from 2022 to 2025. Data were collected through Publish or Perish linked to Google Scholar, resulting in 24 eligible studies. The findings reveal a strong upward trend, with 100% of studies using Canva as the main medium and 70.8% applying R&D approaches. In terms of effectiveness, 95.8% of studies reported improved learning outcomes, and 87.5% noted higher student motivation and engagement. Canva effectively enhances conceptual understanding of abstract mathematical topics and supports project-based learning. Major challenges include limited teacher digital skills (66.7%) and unequal access to ICT (58.3%). Overall, Canva is identified as an effective, innovative, and adaptive digital learning medium aligned with the principles of Kurikulum Merdeka, which emphasizes active, contextual, and student-centered learning.

Learning at the elementary school level requires the use of methods that are interesting, interactive, and appropriate to the development of students. This study aims to evaluate the effectiveness of using artificial intelligence (AI)-based animated videos in improving conceptual understanding and learning motivation of second-grade students at MI Miftahul Ulum Kranjingan, Jember. AI-based learning media was chosen because it is able to present material visually, dynamically, and interactively, making it easier to understand for students who are at the concrete operational development stage. This study used a qualitative approach with data collection techniques in the form of observation of the learning process, interviews with teachers and students, and documentation of classroom activities. The results showed that the use of AI-based animated videos was able to increase students' interest and enthusiasm in participating in learning, clarify their understanding of the material presented, and encourage active participation in discussion activities and exercises. Overall, this study concluded that the application of AI-based animated videos is an effective medium for creating a more interactive, creative, and enjoyable learning process for second-grade elementary school students.  

This study aims to describe the use of the innovative Periscope Grid media based on hybrid learning in two-dimensional drawing lessons for elementary students. The media was designed to help students understand perspective and proportion concepts by combining a manual transparent grid frame with digital features accessed through QR codes linked to tutorial videos, artwork galleries, and reflective learning materials. The research employed a descriptive qualitative approach involving fourth-grade elementary students. Data were collected through classroom observations, interviews with teachers and students, and documentation of students’ artwork. The data were analyzed interactively using reduction, presentation, and conclusion drawing stages. The findings reveal that the Periscope Grid effectively enhances students’ ability to observe, replicate, and draw proportional two-dimensional objects while promoting collaboration through digital gallery activities. Moreover, the media helps teachers explain perspective concepts more easily and fosters students’ active participation. It can be concluded that Periscope Grid serves as an effective, engaging, and integrative learning medium suitable for 21st-century visual art education in elementary schools.

The development of information and communication technology in the 21st century has driven a major transformation in the world of education, including in Islamic Religious Education (PAI). The learning process is no longer limited to conventional classrooms but has shifted to interactive and dynamic digital spaces. This study aims to analyze the role of technology in PAI learning innovation by reviewing its effectiveness, challenges, and implementation strategies from a pedagogical and theological perspective. Through a library research approach with content analysis of scientific literature, this study found that the use of digital technologies such as e-learning platforms, social media, and Islamic applications has the potential to strengthen the internalization of Islamic values ​​in a contextual and engaging manner for the digital native generation. However, the application of technology in PAI still faces various obstacles, such as disparities in access, low teacher digital literacy, and the threat of religious disinformation in cyberspace. Therefore, technology integration must be accompanied by strengthening digital ethics and the principles of maqāṣid al-syarī'ah to prevent the erosion of the spiritual value of Islamic education. The study's findings demonstrate that effective Islamic Religious Education (PAI) learning innovations focus not only on the use of digital media but also on character development and noble morals through holistic, creative, and humanistic learning designs. This research contributes to the formulation of a new paradigm for Islamic education that integrates technology and spirituality as a means of developing a generation of Muslims who are morally upright, critical, and adaptable to the challenges of the digital era.

Advances in digital technology provide numerous opportunities to improve the quality of education, particularly in Social Studies (IPS) learning at the elementary school level. One important innovation is the use of digital interactive map media that enables students to learn geography in a visual, engaging, and relevant way. However, in practice, IPS learning in elementary schools is still dominated by conventional methods that rely on static printed maps, resulting in low student motivation and suboptimal understanding of geographic concepts, particularly those related to the ASEAN region. This study aims to evaluate the impact of using digital interactive map media on learning motivation and understanding of ASEAN geographic concepts among elementary school students. This study uses a Systematic Literature Review (SLR) approach following the PRISMA 2020 procedure. The research findings indicate that consistent use of digital interactive map media can improve students' motivation in learning and their understanding of geographic concepts. Interactive visualizations encourage active engagement and enthusiasm, and help students better understand spatial concepts. Therefore, digital interactive maps can be an innovative and effective social studies learning option that aligns with the principles of the Independent Curriculum and the Pancasila Student Profile.

This study aimed to analyze the level of understanding of fraction concepts among fourth-grade students at SDIT Al Hidayah Pekanbaru and to identify effective learning strategies. Mathematics, particularly the concept of fractions, often poses a significant challenge at the primary education level. The research employed a descriptive quantitative approach, with primary data collected through the distribution of a questionnaire to 30 students. This questionnaire was designed to measure the students' mastery level of basic concepts, operations, and application of fractions.The findings indicate that the students' level of understanding of fraction concepts is in the very good category. This is evidenced by the questionnaire data, where 63.33% of respondents selected the "Strongly Agree" category and 25.71% selected "Agree," resulting in a cumulative total of 89.04% positive responses. This strong positive dominance suggests that the majority of students have mastered the fundamental concepts and can apply them. The results support the idea that contextual, interactive teaching methods, coupled with the use of manipulative media (as also suggested by relevant studies), are highly effective in facilitating students' deep conceptual understanding. The main conclusion is that implementing learning approaches oriented toward real-world contexts, combined with the use of instructional media, significantly improves student comprehension of fraction material. These findings are expected to serve as a valuable reference for teachers and stakeholders in developing more innovative and effective teaching methods in Primary Schools.

This study aims to comprehensively identify and map various models, strategies, and approaches to Christian Religious Education (CRE) learning that integrate digital technology with Christian values and their relevance to the formation of moral character in Generation Z, and to analyze Christian principles that need to be maintained along with innovative learning strategies to overcome the moral challenges of Generation Z in the digital era. This research uses a literature review method by analyzing 25 scientific journal articles published in 2023-2025 through thematic analysis techniques. The results show that there are five models of digital technology integration in CRE learning: platform-based digital learning, contextual-digital learning, collaborative-participatory learning, artificial intelligence-based learning, and hybrid learning. Implementation strategies include the use of interactive multimedia content, social media ministry, online learning communities, digital project-based learning, and immersive technology. Christian principles that need to be maintained include the supremacy of God's Word, learning centered on relationship with God, the importance of faith community, digital integrity, and balance between digital and direct spiritual experiences. This research provides theoretical contributions in the form of comprehensive mapping of technology integration in CRE and practical contributions in the form of recommended learning strategies that can be implemented to shape the moral character of Generation Z in the digital era.  

The rapid advancement of technology has significantly impacted the field of education, making learning more interactive and engaging. This study aims to investigate the implementation of Google Sites in enhancing the learning motivation of eighth-grade students at SMPN 1 Polongbangkeng Utara in science subjects. The research employed a Classroom Action Research (PTK) approach with a quantitative descriptive method, involving 32 students as participants. Data were collected through observations, questionnaires, and documentation over two cycles of learning interventions. The results showed that students’ learning motivation increased progressively from the pre-cycle, with a low average of 38%, to cycle I with 55% (moderate), and reached 78% (high) in cycle II. Indicators such as diligence, perseverance, attention, achievement, and independence showed significant improvement after utilizing Google Sites. These findings suggest that Google Sites, as an interactive and easily accessible digital learning media, can effectively stimulate student engagement, facilitate understanding of complex concepts, and foster independent learning. The study highlights the potential of integrating technology-based media to enhance motivation in science education.

The rapid advancement of digital technology has transformed the learning patterns of Generation Z, who tend to be visual, quick in accessing information, and highly engaged with interactive media. These characteristics pose challenges for history learning, which is often perceived as monotonous and focused on memorization. This study aims to examine the needs, urgency, and strategies for developing history teaching materials that are relevant and effective for Generation Z in the digital era. Using a descriptive qualitative approach through library research, the findings indicate that effective history materials should integrate digital media, apply active learning models, and connect historical content with students’ real-life experiences. Teachers play a key role as innovators by utilizing digital storytelling, virtual tours, gallery walks, and gamification. Integrating local history and national values is also essential to strengthen students’ national identity. This study emphasizes that developing digital history teaching materials is not merely about adopting technology but about creating meaningful, reflective, and generation-appropriate learning experiences.