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This study aims to examine the strategic role of teachers in instilling anti-corruption educational values in elementary school (SD/MI) students in the digital era. Employing a descriptive qualitative approach, data were collected through in-depth interviews with five SD/MI teachers in Karawang Regency conducted in May 2026. Findings reveal that all informants possess adequate conceptual understanding of anti-corruption education as a character-building process rather than mere knowledge transmission. Teachers perform three principal functions: as behavioral role models, value-based learning facilitators, and collaborative partners with families. Implemented strategies include exemplary conduct, habituation, cross-subject value integration, and utilization of digital media such as educational videos, animations, and interactive quizzes. However, implementation faces significant obstacles, including social media normalizing dishonest behavior, instant-gratification tendencies among students, and weak synergy between schools and family environments. This research affirms that successful internalization of anti-corruption values requires consistent teacher exemplarity, a conducive school ecosystem, robust digital literacy, and sustainable tri-center educational collaboration. Practical implications include the necessity of strengthening teachers' pedagogical competencies in designing character-based learning that is adaptive to the dynamics of the digital era.

The use of digital learning media and discussion methods is increasingly important to support junior high school students' learning outcomes. Digital media, such as videos, animations, and interactive platforms, facilitate understanding of material and increase learning motivation, while discussion methods encourage active participation, critical thinking, and student reflection. This study examines the influence of the use of digital learning media and discussion methods on junior high school students to obtain a comprehensive picture of the effectiveness of both variables in improving student learning outcomes. A qualitative method with a literature review approach was used as the research method. Sources were obtained from relevant journals, articles, and books, and analyzed descriptively and qualitatively. The results found that the use of digital media and discussion methods had a positive effect on student learning outcomes. Implications emphasize the importance of adequate technological facilities and teacher training to utilize digital media and discussion methods to create enjoyable and interactive learning.

This study aimed to develop Matif (Interactive Mathematics) video media on the topic of equivalent fractions for fourth-grade elementary school students and to determine its validity, effectiveness, and student responses. The research employed a Research and Development (R&D) method using the ADDIE model. It was conducted at SD Muhammadiyah Gresik during the first semester, involving 19 fourth-grade students. Data collection techniques included interviews, expert validation sheets for content and media, learning effectiveness tests, and student response questionnaires. The development process followed five ADDIE stages. (1) Analysis involved curriculum analysis, needs analysis, and student characteristics analysis. (2) Design focused on creating the learning flow and storyboard. (3) Development produced the video media, which was validated by experts. The material expert validation score reached 97.5%, and the media expert validation score was 91.6%, both categorized as very valid. These results indicate that the material is highly appropriate, clear, and easy to understand, while the media demonstrates excellent quality in visual, audio, typography, language, and usability aspects. (4) Implementation involved testing the media on students, with an N-Gain score of 0.8405, categorized as high, indicating that the media effectively improves students’ understanding. (5) Evaluation was conducted through student response questionnaires, resulting in a score of 95.5%, categorized as very good, showing that students found the media engaging, easy to use, and helpful. Overall, the Matif video media meets the criteria of validity and effectiveness, making it suitable as an innovative learning alternative, with potential for further development through enhanced animations and varied exercises.

This research is motivated by the low interest of students in learning the Qur'an and Hadith due to the dominance of conventional teaching methods that are considered less engaging. The study aims to examine the role of interactive learning media in increasing students’ learning motivation at Madrasah Ibtidaiyah. The research employs a qualitative literature study approach by collecting credible sources, including journal articles, textbooks, and previous research findings. Content analysis techniques were used to identify patterns, relationships, and important insights from the collected data. The findings indicate that interactive media such as educational videos, interactive animations, dynamic PowerPoint presentations, and digital quizzes significantly enhance students’ interest and motivation in learning. This improvement is reflected in higher levels of attention, curiosity, participation, and engagement during the learning process. In addition, the use of interactive media helps present Qur'an and Hadith concepts in a more concrete, attractive, and enjoyable way, thereby improving students’ understanding of the material. The study implies that integrating technology-based learning media can become an innovative strategy to optimize the teaching and learning process in Islamic elementary education institutions.

Science learning in elementary schools, especially regarding the material on changes in the state of matter, requires media that can present concepts in a concrete and interesting way so So that it is easy for students to understand. This research aims to develop a science learning medium about changes in the states of matter through BrainPOP animated videos equipped with interactive questions for fourth-grade elementary school students, and to evaluate the level of feasibility and studentThis research focuses on students’ feedback toward the developed learning media. It adopts a The research and development (R&D) methodology based on the ADDIE model includes steps such as needs analysis, instructional design, product development, implementation, and evaluation. The students involved in the research were in fourth grade  elementary school students, fourth-grade teachers, and validators from material experts and media experts. The process of data collection involved multiple methods such as direct observation, in-depth interviews, and the distribution of questionnaires obtained were analyzed using quantitative and qualitative descriptive techniques. The results of the study indicate that the developed learning media is classified as very feasible based on validation provided by material experts and media experts. In addition, the results of limited trials indicate that students gave a very positive response to the use of these learning media. Therefore, science learning media based on BrainPOP animated videos and interactive questions can be considered a feasible alternative to increase the interest and understanding of fourth-grade elementary school students.

This study aims to describe the use of Powtoon media in increasing student learning motivation in narrative text learning. The location of this research took place on grade X students of SMK Negeri 1 Bokat in the 2024/2025 Academic Year. Data were obtained through observation, questionnaires, and documentation, then analyzed descriptively qualitatively. The results of the study indicate that the use of Powtoon media can be applied as a means to significantly increase student learning motivation. Attractive visual displays, dynamic animations, and audio support make the learning process more interactive, fun, and easy to understand. Students appear more focused, active, and enthusiastic in participating in learning activities. Before the use of Powtoon, learning narrative text tended to be monotonous and less interesting. However, after the application of this media, students showed increased interest, involvement, and understanding of the material. Thus, the use of Powtoon can be an alternative learning media that is effective in increasing student learning motivation in learning narrative text.

The learning process that engages students greatly influences their interest in learning. The integration of technology in education can enhance students’ interest and motivation to learn, and technological advancements provide significant support in delivering education on Islamic religious knowledge. Various social media platforms can serve as learning resources. With technological assistance, it becomes easier to spread religious knowledge in innovative and creative ways. This technology can also capture students’ attention, as it enables the creation of animated videos to enhance students’ comprehension of religious knowledge. An example of such a platform that can serve as an educational resource is YouTube Kabi. YouTube Kabi is an interactive medium that offers engaging audio-visual content with animations that capture students’ interest. The delivery of Sirah Nabawiyah material can be accomplished easily because this application can be accessed on laptops or smartphones. The purpose of this study is to examine the utilization of YouTube Kabi in teaching Sirah Nabawiyah material. The method employed in this study is qualitative with a descriptive approach. This research is field-based, and the data collection process involves observation, interviews, and documentation. The findings of this study demonstrate that YouTube Kabi serves as an example of an Islamic educational resource that can enhance students’ motivation to learn, especially in learning Sirah Nabawiyah material, because during the learning process, students demonstrate enthusiasm and engagement.

This study aims to determine the appropriate choice of Fiqh learning media for eighth-grade students at MTs Manbail Futuh Jenu. The background of this study is the low ability of students to remember Fiqh material due to the dominant use of lectures and textbooks. The method used in this study was descriptive qualitative, with data collected through observation, in-depth interviews, and documentation. The research findings indicate that the majority of students prefer audio-visual, visual, and interactive learning media such as videos, animations, illustrative images, flashcards, and educational games. The use of these media facilitates students' understanding and retention of practical Fiqh material, such as ablution, tayammum, and prayer. Conversely, the use of lectures without engaging media quickly causes students to become bored and struggle to retain the material. This study concludes that selecting learning media that aligns with students' preferences can improve their memory and comprehension of Fiqh material.

This research aims to determine the extent to which interactive quizzes can help improve students' understanding of Economics lessons in the Merdeka Curriculum, which focuses on a Deep Learning approach implemented at SMA Negeri 4 Surakarta. The results show that quite a few students have difficulty grasping economic concepts. The lack of participation and learning motivation, combined with the dominance of the lecture method, makes the learning process tend to be one-way. Conversely, the application of digital technology by educators is still very limited. This research uses a descriptive qualitative approach, collecting data thru observation, interviews, and documentation. A total of five students from the eleventh grade were selected based on purposive sampling techniques who had already taken economics lessons. The results show that the quiz format contributes to increasing students' interest, attention, and participation due to the presence of visual elements, screen animation, and a game-like atmosphere. However, obstacles such as slow internet connectivity or a slightly longer completion time than estimated did arise, although they did not hinder overall learning activities. Essentially, implementing this type of quiz aligns with the direction of the Merdeka Curriculum, which emphasizes in-depth conceptual understanding while also encouraging self-study habits, training the ability to reflect on the material, and creating a classroom atmosphere that tends to be more dynamic.

This study aims to analyze and synthesize research findings related to the integration of Buddhist values in the development of interactive learning media. The research employed a qualitative approach using a systematic literature review method on fifty selected articles published between 2018 and 2025. Data were collected through a structured process of identification, screening, and extraction from primary sources consisting of accredited national journals and reputable international journals. The data were analyzed using thematic and comparative synthesis techniques to identify patterns, effectiveness, and research gaps. The results show that interactive learning media based on Buddhist values can enhance students’ motivation, moral understanding, and engagement through the use of technologies such as gamification, educational animation, augmented reality, and mobile applications. The effectiveness of these media is strongly influenced by the alignment between Buddhist ethical principles, instructional design, and the cultural context of learning. Furthermore, the study reveals that the successful integration of spiritual values into digital media depends on educators’ readiness, digital literacy, and technological infrastructure support.

This study aims to analyze the implementation of video animation-based flipped classroom learning model in increasing students' learning interest in science subjects with material on the structure and function of living organisms in class 8D at SMPN 1 Sanrobone. The low interest in learning science among students is a major problem that needs to be addressed through more attractive and interactive learning innovations. The video animation-based flipped classroom model was chosen because it can optimize classroom learning time for more meaningful activities, while basic concept understanding is done independently through engaging animated videos. This study uses a survey method with a descriptive quantitative approach. The research subjects were  students of class 8D SMPN 1 Sanrobone in the even semester of the 2024/2025 academic year. Research instruments used learning interest questionnaires, observations, and documentation. The results showed that the implementation of video animation-based flipped classroom model was able to increase students' learning interest with high categories in aspects of attention, interest, involvement, and learning satisfaction. Animated videos presented before face-to-face learning provide clear visualizations of the structure and function of living organisms, making students more prepared and enthusiastic to participate in discussions and practical activities in class. This learning model also encourages student learning independence and increases active interaction in learning. This study recommends the implementation of video animation-based flipped classroom as an alternative effective and innovative science learning strategy to increase students' learning interest.

This study aims to analyze the difficulties experienced by students in understanding abstract concepts in Islamic creed (akidah) and to evaluate the effectiveness of Islamic-based animation learning media as an innovative and interactive solution. The research employs a qualitative Classroom Action Research (CAR) approach, conducted in two learning cycles using observation, interviews, documentation, and questionnaires as data collection techniques. The implementation of Islamic animation learning media demonstrated a significant improvement in students’ conceptual comprehension. The results indicate that the average understanding score increased from 35.25% in the preliminary stage to 89.25% after the final cycle, showing a substantial rise in students’ achievement levels. In addition, students’ enthusiasm, motivation, and active participation in classroom activities increased markedly when learning materials were presented through animated visualization rather than conventional lecture-based instruction. Expert validation confirmed that the developed instructional media meets pedagogical, didactic, and visual quality standards, and responses from teachers and students revealed positive perceptions regarding the relevance and attractiveness of animation-based learning. The findings highlight that Islamic-based animation learning media serves as an effective educational tool capable of simplifying and concretizing abstract theological concepts, enabling learners to construct deeper understanding through visual and contextual illustration.Therefore,the study recommends the broader application of animation-based Islamic instructional media in akidah education to enhance comprehension, engagement, and learning outcomes in schools.

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.

Bullying is one of the most common forms of violence still occurring in schools, causing serious impacts on students’ psychological conditions and social development. Various efforts have been made to reduce bullying cases, yet communicative campaign media that match the characteristics of the digital generation remain limited. This study aims to develop educational media based on interactive motion graphics designed with Visual Communication Design principles to support anti-bullying digital campaigns in schools. The research stages include designing the main characters using Adobe Illustrator and Adobe Photoshop, separating body parts in vector format for easier animation, importing the files into Adobe Character Animator, and synchronizing movements, facial expressions, and voices through dubbing processes. The final product is an interactive animation entitled “Berani Bicara, Berani Membela” (Dare to Speak, Dare to Defend), which features three main scenes: bullying in a school corridor, peer support in the classroom, and reporting the case to the guidance counselor. The findings indicate that this media provides a more engaging and interactive learning experience while effectively delivering moral messages. The animation not only emphasizes the importance of victims’ courage to report bullying but also highlights peer support and the school’s role in providing protection. Therefore, interactive motion graphics can serve as an alternative digital campaign strategy that is relevant, easily accepted by young generations, and has the potential to foster safe, inclusive, and friendly school environments for all students.

Science learning in elementary schools plays a vital role in fostering scientific thinking, curiosity, and critical thinking skills from an early age. However, classroom practices are still dominated by conventional methods that make students passive and less motivated, which affects their understanding of abstract concepts such as the states of matter and their changes. This study aims to describe the effectiveness of using Canva as an interactive learning medium to enhance the motivation and learning outcomes of fourth-grade elementary school students on the topic of states of matter and their changes. The research employs a qualitative descriptive method through literature review and theoretical experimentation. The study involved reviewing various scientific sources and conducting a simulated Canva-based learning activity that visualized changes in the states of matter through images, animations, and simple classroom experiments. The findings reveal that using Canva encourages active student participation, clarifies abstract science concepts, and creates an engaging learning experience. Canva has proven to be an effective and innovative medium that supports the principles of the Merdeka Curriculum, emphasizing creativity, collaboration, and independent learning.

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

In education in the 4.0 era, teachers should pay attention to the strategies used in the learning process and also the technology coverage that helps to facilitate the application of learning so that the learning goals formulated are well achieved. Interactive learning strategies can support learning processes with the use of technology as a learning medium. In this paper, the author uses the study of literature (Library Research) by collecting data from various sources such as books, scientific journals, dissertations, and online sources related to the effectiveness of the use of technology in enhancing interactive learning strategies. Conclusion The interactive learning strategy is an approach that encourages students to think critically, share opinions, and conduct research on their own questions. The use of media and technology, such as video and animation, can also improve learning effectiveness. Video enables students to understand material better, while animation can arouse students' interest in learning.

Digital books are a transformation from printed books into digital media that can be accessed through devices such as computers, tablets, or smartphones. Digital books not only display text but can also contain multimedia elements such as images, audio, video, animations, and interactive quizzes. This makes the learning process more engaging and less monotonous. In the context of learning Hajj and Umrah material, digital books can display simulations of Hajj rituals, videos of worship in the Holy Land, and maps of Hajj and Umrah journeys, all of which can strengthen students' understanding. This study aims to explore the use of digital books as a learning medium for Islamic Religious Education (PAI) on Hajj and Umrah material at the Junior High School (SMP) level. Digital books are considered capable of overcoming the limitations of conventional learning media, which are static and less interactive. By utilizing multimedia elements such as manasik simulations, videos, prayer audio, interactive maps, and educational quizzes and games, digital books provide a more contextual, visual, and enjoyable learning experience. In addition, advantages in terms of accessibility, portability, and the ability to be adapted to students' learning styles make digital books relevant to the demands of 21st-century learning. The implementation of digital textbooks in learning was carried out through online, face-to-face, and blended learning models. Effectiveness evaluations included improvements in students' conceptual understanding, learning motivation, and digital skills. The study results indicate that digital textbooks play a significant role in improving the quality of Islamic Religious Education (PAI) learning, particularly on the topics of Hajj and Umrah, and supporting digital transformation in education.

This study develops Prezi-based audio-visual learning media aimed at improving motivation and economics learning outcomes for Grade X students at SMA X. The primary issue addressed is the low motivation and achievement among students due to the use of monotonous teaching methods and unengaging media. This research distinguishes itself by integrating Prezi’s Zooming User Interface (ZUI) with economics content, aligning with the independent curriculum and the Pancasila student profile. The study follows the Four-D Research and Development (R&D) model, consisting of Define, Design, Develop, and Disseminate phases. Data were collected through needs analysis, expert validation, and a quasi-experimental pretest-posttest control group design. Two classes, each consisting of 36 students, participated in the study. The learning media developed integrates various components such as text, images, charts, animations, and audio explanations, creating a comprehensive and interactive learning experience. The media was validated and found to be suitable, practical, and flexible for classroom use. The experimental group using the Prezi-based learning media saw a significant improvement in their learning outcomes. The average score of this group increased from 43.472 to 86, showing a substantial gain. In contrast, the control group, which used traditional methods, showed a smaller increase in average score, from 43.056 to 66.389. These results indicate that Prezi-based media is an effective tool for enhancing students' motivation and learning outcomes. It provides an innovative and engaging alternative for teachers, making economics content more dynamic and accessible. The study suggests that integrating such audio-visual tools can play a crucial role in improving the quality of learning, fostering both student engagement and academic achievement.

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners