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The limited use of interactive learning media has made it difficult for students to visualize the functions and assembly flow of computer components. This study aims to design and develop an Android-based educational game called “Assemble & Learn” as an interactive medium for computer assembly lessons, specifically for vocational high school students at SMK Negeri 1 Tanjung Jabung Barat. The development process follows the Multimedia Development Life Cycle (MDLC), which includes the stages of concept, design, material collection, assembly, testing, and distribution. The learning content covers several core competencies: KD 3.2/4.2 on computer assembly, KD 3.3/4.3 on assembly testing, KD 3.4/4.4 on BIOS configuration, and KD 3.5/4.5 on operating system installation, with a focus on KD 3.2 and KD 3.5. Research instruments consist of validation questionnaires for subject-matter experts, media experts, and student trials using the System Usability Scale (SUS). Validation results show that the educational game received an average score of 94% from media experts and 100% from subject-matter experts, both categorized as “Highly Feasible.” Meanwhile, student trials indicated strong acceptance, with an average SUS score of 85% (excellent usability). In conclusion, the “Assemble & Learn” educational game offers an innovative solution to boost learning motivation, simplify material visualization, and provide flexible practice opportunities, thereby supporting the achievement of computer assembly competencies in an optimal and effective way.

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.

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.

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.

This study is based on the fact that history learning in secondary schools is still dominated by a memorization-based approach, which does not fully encourage deep understanding or interest in learning among students, while the characteristics of the digital generation demand more interactive, visual, and participatory strategies. This study aims to examine the urgency of utilizing interactive media in history learning, identify relevant forms of media, and explain their implications for the quality of the learning process and outcomes. The method used is a literature study examining various recent studies on the use of interactive multimedia, digital e-books, historical videos and simulations, and educational games in history learning. The results of the study show that the use of interactive media contributes to increasing interest and motivation in learning, strengthening understanding of concepts and the chronology of events, and developing students' critical and historical thinking skills, while encouraging a shift in the role of teachers to become facilitators and innovators of learning. Therefore, its integration needs to be designed in a targeted and contextual manner to be in line with the characteristics of students and the demands of 21st-century learning.

The Integration of technology in the education sector is a crucial strategy for addressing the challenges of the Industrial Revolution 4.0. This study aims to develop and examine the effectiveness of "Physical Changes of the Earth’s Environment" learning media by utilizing the interactive features of the ClassPoint platform and Edpuzzle videos in 5th-grade elementary school. The method employed is library research with a qualitative-descriptive approach, conducted through content analysis of various relevant scientific literatures from the last five years. The research findings indicate that the synergy between ClassPoint and Edpuzzle is capable of transforming abstract science materials into more concrete and engaging content for students. ClassPoint plays a role in creating a participatory digital classroom through various real-time interaction formats, while Edpuzzle reorients video-viewing activities into an active learning process through embedded question features that stimulate critical thinking. Overall, the use of these interactive media has positive implications for the escalation of active participation, concentration, and the depth of students' conceptual understanding. This study concludes that the development of ClassPoint and Edpuzzle-based learning innovations is an effective and relevant strategic step in improving the quality standards of science education in elementary schools.

The use of the social media platform TikTok as a learning medium in Social Studies (IPS) has emerged as an innovative strategy to enhance students’ learning creativity and engagement in the digital era and within the Merdeka Curriculum framework. This study aims to examine the effectiveness of TikTok in supporting creative learning processes, particularly in helping students understand Social Studies content in a visual, interactive, and easily accessible manner. The research was conducted through an online training seminar involving teachers and students, which included material delivery, demonstrations of TikTok usage, hands-on practice in creating learning content, and trial implementation in classroom learning activities. The analysis focused on three main aspects: (1) the improvement of teachers’ competencies in designing creative TikTok-based learning media, (2) students’ responses and learning experiences when using the platform, and (3) the effectiveness of the media in enhancing students’ understanding of Social Studies concepts. The results indicate that the use of TikTok improves the quality of learning media created by teachers and facilitates students’ independent learning. Pre-test and post-test data show an increase in students’ conceptual understanding, while student responses reveal a high level of learning interest through visual and interactive media. Nevertheless, several challenges related to device availability and internet connectivity were identified among some participants. In conclusion, TikTok is effective as an independent learning medium for Social Studies and contributes positively to improving students’ understanding and learning motivation. The study recommends continuous mentoring for teachers, strengthening ICT infrastructure, and further development of diverse learning media to support learning needs within the Merdeka Curriculum.

This outreach program aims to improve students' understanding of organizational management as part of an effort to develop a young generation with organizational insight at SMA Negeri 1 Ampel. The implementation of this outreach program is motivated by the importance of providing students with management concepts, organizational structures, and self-management skills so they can participate actively and effectively in various school organizational activities. The outreach program is delivered through material presentations and the use of interactive media in the form of Kahoot games designed to facilitate students' understanding of management concepts in a more engaging, enjoyable, and easily applicable way. Evaluation is conducted using a questionnaire covering five aspects: understanding of management concepts, awareness of the importance of management in life, effectiveness of interactive media, motivation to become leaders, and the ability to organize and plan for the future. The evaluation results show that this outreach program is able to broaden students' horizons, increase leadership motivation, and help them focus more on designing future goals. Thus, this outreach program is considered effective in supporting the development of a young generation with organizational insight in a sustainable manner.

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.

The era of digitalization demands that the world of education adapt quickly to technological developments. One of the basic skills that elementary school students need to have is the ability to operate a computer, particularly in typing and using word processing applications. Community service research was conducted at the Kemala Bhayangkari Foundation 1 Medan with the aim of improving students' digital literacy thru typing training using Microsoft Word and the interactive media 10fastfingers.com. The training method is conducted using a workshop model, which consists of two main topics. The first material is a basic introduction to typing using the ASDF;LKJ pattern and the use of important keyboard keys. The second material is an introduction to basic Microsoft Word features, such as changing font type and size, using Bold, Italic, Underline, changing text color, and highlighting. Additionally, students are trained to use 10fastfingers.com to interactively improve their typing speed and accuracy. The research instruments are pretest-posttest, observation, and student response questionnaires. The research results show a significant improvement in typing skills. Average speed increased from 8–10 words per minute to 20–25 words per minute, with over 85% accuracy. Student responses were also very positive; they felt more confident, more motivated, and able to use Microsoft Word more effectively. This training program has proven effective in improving digital literacy among elementary school students while also fostering an interest in technology-based learning.

This study explores the integration of deep learning based approaches in real time video content analysis for intelligent human computer interaction (HCI) in multimedia systems. Traditional video analysis techniques, such as rule-based methods and offline processing, struggle with real time performance and adaptability to complex video data. In contrast, the deep learning model used in this research, particularly Convolutional Neural Networks (CNNs), provides high accuracy in object detection, feature extraction, and real time processing. The integration of CNNs with interactive visualization modules enables dynamic adjustments to video content based on user interactions, ensuring a seamless and engaging user experience. The system was benchmarked in terms of its processing speed, accuracy, and responsiveness, showing significant improvements over traditional approaches in real time video analysis. Moreover, the study demonstrates that combining deep learning with real time visualization enhances the efficiency of interactive multimedia applications, making it suitable for dynamic environments such as surveillance, security monitoring, and interactive media. Despite the system's strong performance, challenges such as computational demands in high-resolution video processing were identified, highlighting the need for further optimization. Future work will focus on optimizing the system for different hardware platforms, incorporating multimodal inputs, and refining deep learning models to address computational bottlenecks. This research contributes to advancing HCI by providing insights into the integration of deep learning for real time video content analysis, which is pivotal for enhancing the interactivity and adaptability of intelligent multimedia systems.

This study discusses the development of narratives on Islamic morality and history through interactive audiovisual media as an effort to address the learning needs of the digital generation that demands high engagement, engaging visualizations, and immersive learning experiences. Based on library research methods, this study examines literature on narrative pedagogy, Islamic historiography, and digital learning technology to formulate a narrative model that integrates cognitive, affective, and interactive aspects. The review shows that although audiovisual media and technologies such as AR/VR have been proven to increase student motivation and understanding, studies specifically combining narratives on morality, Islamic history, and interactivity design are still limited. This study proposes a participatory narrative model based on interactive audiovisual through choice-based storytelling, reflective quizzes, and micro-scenarios that can strengthen historical understanding while internalizing moral values. The analysis shows that interactive media serves not only as a means of conveying information but also as a space for moral experience that allows students to build empathy, reflection, and value awareness. This study provides theoretical contributions to the development of narrative pedagogy in Islamic education and provides practical recommendations regarding media design, teacher readiness, and infrastructure support for the implementation of more effective and meaningful digital learning.