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This study was motivated by the importance of using digital technology-based learning media in Catholic Religious Education learning to improve students’ learning achievement. The development of digital technology requires teachers to use interesting and interactive learning media that are suitable for students’ needs. This study aimed to determine the use of digital technology-based learning media in Catholic religious education learning and its impact on students’ learning achievement at SMPK Swadaya Tuakepa. This study used a qualitative method with a descriptive approach. The research subjects consisted of the principal, the Catholic religious education teacher, and five students. Data were collected through interviews, observations, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that digital technology-based learning media such as PowerPoint, learning videos, Canva, Kahoot, and Quizizz had been utilized well in the learning process. The use of digital media helped teachers explain learning materials more clearly and attractively so that students became more active, focused, and motivated in learning. In addition, the use of digital media also improved students’ intellectual abilities, cognitive strategies, attitudes, and skills. Therefore, digital technology-based learning media can improve the quality of Catholic religious education learning and students’ learning achievement at SMPK Swadaya Tuakepa.

This study aimed to analyze the effect of using interactive PowerPoint media on the learning outcomes of eighth-grade students at SMP Negeri 3 Kabila. The study was motivated by the relatively low student learning outcomes in Social Studies, as indicated by the number of students who had not yet achieved the minimum mastery criteria, as well as the limited use of technology-based instructional media in classroom learning. This research employed a quantitative approach with a correlational design. The population and sample consisted of 50 eighth-grade students. Data were collected through questionnaires, observation, interviews, and documentation. The data were analyzed using simple linear regression after the instruments had met validity and reliability requirements and the data were normally distributed. The findings revealed that the use of interactive PowerPoint media had a positive and significant effect on student learning outcomes. This was indicated by a t-value of 6.184, which was higher than the t-table value of 2.008 at a 5 percent significance level. The correlation coefficient of 0.666 indicated a strong relationship, while the coefficient of determination of 0.443 showed that 44.3 percent of the variance in students’ learning outcomes was explained by the use of interactive PowerPoint media. Therefore, interactive PowerPoint media can be considered an effective instructional alternative to support the improvement of student learning outcomes.

This study was motivated by students’ low conceptual understanding of temperature, heat, and thermal expansion at SMP Negeri 28 Batanghari, where learning achievement remained below 50%. Instruction predominantly used PowerPoint-based media, resulting in passive learning and limited contextual engagement. This study aimed to develop web-based interactive multimedia (GlidesApps) integrated with Cepak Kapung ethnoscience that is valid, practical, and effective in improving seventh-grade students’ conceptual understanding. The study employed a Research and Development (R&D) approach using a development model consisting of five stages: analysis, design, development, implementation, and evaluation. The resulting product, named LokaSains, is a web-based learning application accessible via smartphone, laptop, or computer without installation. It presents learning content on temperature, heat, and thermal expansion integrated with the ethnoscience of Cepak Kapung, a traditional cake from Batanghari Regency. Content expert validation obtained a score of 91.07% (very valid), while media expert validation reached 87.50% (very feasible) after two revisions. Teacher practicality assessment produced 98.33% (very practical), and student responses in small-group and large-group trials reached 94% and 90.35%, respectively (very good). During implementation with 28 seventh-grade students, the mean pretest score increased from 46.07 to 76.79 in the posttest. A paired samples t-test produced t = −13.053 with Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference in conceptual understanding before and after using the multimedia. The N-Gain score of 0.57 indicated moderate effectiveness in improving learning outcomes. Accordingly, the LokaSains interactive multimedia is considered valid, highly practical, and effective for teaching temperature, heat, and thermal expansion at junior high school level.

The PPA Symphony recorded 7,842 cases of violence against children by mid-2024, indicating the need for preventive efforts through early sexual education. Sexual education for children aims to improve their understanding of body awareness, body privacy, and self-protection from inappropriate behaviors. This community service activity aimed to increase students’ understanding of sexual education through interactive PowerPoint media. The activity was conducted at SD Negeri Gebang Surakarta on April 25, 2025, involving 63 students from grades 3, 4, and 5. The method used was an interactive lecture supported by PowerPoint media, storytelling, and mini games. Evaluation was conducted using pre-test and post-test questionnaires to measure students’ knowledge. The results showed an increase in the average knowledge score from 9.827 in the pre-test to 10.210 in the post-test. These findings indicate that interactive PowerPoint media is effective in improving students’ understanding of basic sexual education, particularly regarding body parts, body privacy, safe and unsafe zones, and strategies for refusing uncomfortable behaviors. Therefore, interactive learning media can serve as an effective educational strategy to strengthen early sexual education among elementary school students.

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.

This study aimed to examine the effectiveness of audio-visual learning media through PowerPoint in improving Arabic descriptive writing skills among sixth-grade students ITTC at Pondok Modern Tazakka in the 2025/2026 academic year. This research employed a quantitative approach using a pretest–posttest control group experimental design. The sample consisted of 68 students divided into an experimental group and a control group, each comprising 34 students. Data were collected through Arabic descriptive writing tests and analyzed using normality tests, homogeneity tests, the Mann–Whitney test, and N-Gain analysis with SPSS version 27. The results showed that the average posttest score of the experimental group (80.14) was higher than that of the control group (77.79). The Mann–Whitney test yielded an Asymp. Sig. (2-tailed) value of 0.001 (< 0.05), indicating a statistically significant difference between the two groups. Furthermore, the average N-Gain score of the experimental group reached 62.95%, categorized as moderate to high and higher than the control group (56%). These findings indicate that the use of PowerPoint-based audio-visual media is effective in enhancing students’ Arabic descriptive writing skills.

This study aims to examine the effect of the Jigsaw learning model on X grade students of the Electrical Installation Engineering program at SMKS Raden Paku, enhanced with the use of the Kahoot! platform. The research employs a quantitative method with a quasi-experimental design and a nonequivalent control group design. The subjects of the study were divided into two groups: the control group, which applied the Jigsaw learning model using PowerPoint media, and the experimental group, which applied the Jigsaw model using the interactive Kahoot! media. Data were collected through pretest and posttest, as well as observation sheets to assess students' learning outcomes in the affective and psychomotor aspects. Data analysis techniques included normality test, homogeneity test, paired sample t-test, independent sample t-test, and normalized gain (N-Gain) analysis. The findings showed that the average learning outcomes difference between the control group (71.5%) and the experimental group (72.3%) was in the moderately effective category. However, the use of the Jigsaw learning model with Kahoot! had an effect on student learning outcomes, but the influence was not very large. This study provides insights into the effectiveness of using Kahoot! in the Jigsaw learning model.

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 PowerPoint-based audio-visual learning media for Grade X Economics and to test its feasibility and effectiveness in improving student activity and learning outcomes. The method used is Research and Development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of students in grades X6 and X7 at SMA N 1 Ngluar and SMA Muhammadiyah 1 Muntilan. Data were collected through interviews, questionnaires, and learning outcome tests. The feasibility test results showed that the interactive PowerPoint media was considered very feasible to use, with an average score of 4.6 from subject matter experts, 4.8 from media experts, 4.45 from teachers, and 4.5 from students. The effectiveness test showed N-Gain Scores for activity and learning outcomes of 0.42 and 0.58, respectively, at SMA N 1 Ngluar and 0.44 and 0.55 at SMA Muhammadiyah 1 Muntilan. Thus, interactive PowerPoint media is effective in increasing student activity and learning outcomes in economics learning.

This community service program aimed to enhance students’ pharmaceutical literacy through the introduction of drug classification logos at SMP Muhammadiyah 04 Pangkatrejo. The background of this activity was the low level of drug-use literacy among adolescents, often leading to irrational self-medication. The activity employed a quantitative descriptive design with a one-group pretest–posttest approach. Educational interventions included interactive counseling, PowerPoint presentations, visual media using logo sticks, and pretest–posttest evaluation. Data were analyzed using the Wilcoxon Signed Rank Test. The results showed a significant improvement in students’ knowledge (p = 0.000), with mean scores increasing from 58% to 81% after the intervention. The highest gain was observed in the recognition of logo colors and drug classifications. Satisfaction analysis revealed that 96% of participants expressed satisfaction with the learning process, especially regarding material clarity and the presenters’ readiness to answer questions. The study concludes that participatory educational methods and visual media effectively improve rational drug-use awareness among junior high school students. Future programs are recommended to expand similar activities to other schools and integrate digital media for sustained impact on public health literacy.

This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.

Indonesian language learning at the junior high school level often faces challenges such as low student motivation, participation, and comprehension in reading, writing, and listening materials. The predominance of lecture-based methods and textbooks leads to suboptimal student engagement, especially in online or hybrid learning. This community service activity at SMP S Methodist 1 Rantau Prapat aims to enhance students’ understanding as well as teachers’ capacity through the application of interactive learning media. The media used include interactive PowerPoint, Wordwall, and H5P, which allow adaptive quizzes, writing exercises, and game-based activities. The implementation methods involve initial observation, development of interactive curriculum-based materials, socialization, teacher training, classroom implementation, and evaluation using pre-tests and post-tests. Data were collected through comprehension tests, classroom participation observations, and short interviews. The results showed a significant improvement: the students’ average post-test scores increased compared to the pre-test, with more active classroom participation in interactive quizzes and discussions. Teachers also felt more supported in delivering lessons and gained new skills in using digital media. In conclusion, the application of interactive media proved effective in improving the quality of Indonesian language learning and can serve as a sustainable model for secondary schools.

Water is an essential component in the body that plays a role in various physiological functions, including concentration and learning performance in adolescents. However, teenagers' awareness to consume enough water is still low. This service activity aims to increase the knowledge and awareness of SMP Negeri 1 Kolaka students about the importance of drinking water through health education. The activity method was carried out by interactive counseling using PowerPoint media displayed through an LCD projector and conducted in the school hall on 19 November 2024, attended by 70 students from classes VII to IX. The material was delivered in an engaging manner and was complemented by discussion sessions. The results of the activity showed an increase in student enthusiasm and participation, as well as an awareness to start bringing drinking water to school and reduce the consumption of sugary drinks. This activity proved effective in fostering students' understanding of the importance of adequate hydration for health. The students expressed a greater willingness to incorporate healthier habits, particularly bringing water to school and making informed choices about hydration. Moreover, they became more aware of the negative impacts of sugary drinks. The activity's success highlights the importance of continued support from schools to create a healthy learning environment and to encourage healthy behaviors that can positively impact students' overall health and academic performance.

Clean and Healthy Living Behavior (PHBS) is an important component in creating healthy living habits, especially in elementary school children. Education about PHBS needs to be instilled from an early age to form a sustainable healthy lifestyle. This study aims to determine the effect of interactive education on improving the understanding of second-grade students at Dharma Loka Elementary School Pekanbaru regarding PHBS. In this study, 50 students were involved using a pre-experimental design through the One Group Pretest-Posttest Design method. The educational intervention was carried out using interactive instructional games such as snakes and ladders, animated films, and PowerPoint presentations. The results showed an increase in students' understanding of PHBS after the intervention. The average score of students in the initial test was 93.2, while after the intervention, the average score increased to 100, with an increase of 6.8 points. This indicates that interactive learning has a positive impact on students' understanding of PHBS. Learning that involves teaching aids and games is proven to be more interesting for elementary school students, making them more active in the learning process. Interactive education not only improves students' understanding but also encourages them to apply PHBS more in their daily lives. The use of media such as games, animated films, and PowerPoint presentations facilitates a more comprehensive and enjoyable understanding. Therefore, this approach can be an effective strategy for teaching children healthy lifestyles, while providing a fun and rewarding learning experience. This interactive education also provides students with the opportunity to learn in a more enjoyable and less boring way. Through the snakes and ladders game, students can learn the concept of healthy living (PHBS) directly in a lighter and more entertaining way. Animated films and PowerPoint presentations add variety to the learning method, making the information conveyed more easily by students.

Improving the quality of biology learning in secondary schools requires pedagogical innovations that connect academic content with real-life contexts and leverage digital technology. This study aims to analyze the effect of a contextual teaching approach assisted by interactive PowerPoint on students’ learning outcomes in the human respiratory system topic. A true experimental design with a pretest–posttest control group was employed at SMA Negeri 1 Langowan, involving two eleventh-grade classes selected through simple random sampling. The experimental class received contextual instruction integrated with interactive PowerPoint, while the control class was taught using conventional methods. Data were collected through validated achievement tests and analyzed using normality and homogeneity tests, followed by independent and paired t-tests. The results indicate a significant improvement in learning outcomes for students in the experimental class compared to the control group. The experimental group’s posttest scores were substantially higher, and the difference was statistically significant. Integrating a contextual approach with interactive visualization effectively enhanced students’ understanding of abstract biology concepts, promoted active participation, and strengthened learning motivation. These findings support constructivist theory and highlight the relevance of contextual teaching in science education aligned with the Merdeka Curriculum. The study implies the importance of implementing context-based strategies combined with simple digital media to improve biology learning effectiveness. Future research may explore its impact on non-cognitive skills such as critical thinking and scientific attitudes. Furthermore, the results of this study provide opportunities for teachers to be more creative in designing teaching materials that are not only informative but also interactive and relevant to students' lives. By utilizing media such as interactive PowerPoint, teachers can present complex biological content in a more engaging and understandable way.

This study aims to describe and explain the challenges and obstacles in implementing differentiated learning in Science and Social Studies (IPAS) for fourth-grade students at Galeh 1 Public Elementary School, Tangen District, Sragen Regency, in the  2024/2025 academic year. The research employed a qualitative descriptive method, with the study conducted at Galeh 01 Elementary School in April 2025. The research subjects included the fourth-grade teacher and students, consisting of 8 male and 11 female students. Data collection techniques involved observation, interviews, and documentation, analyzed using the interactive data analysis model by Miles & Huberman. The results of the study show that: a) content differentiation was evident through the teacher's systematic preparation of IPAS teaching modules, provision of learning materials, and the use of PowerPoint and concrete images as media; b) process differentiation was demonstrated through varied assignments in group and individual formats, tailored approaches according to academic levels, and the use of an LCD projector to support learning; c) product differentiation was observed through students being given opportunities to present and the teacher providing summative assessments as a measure of understanding; d) the learning environment element was reflected in the teacher creating a fun and conducive classroom atmosphere. 2) The challenges and obstacles in implementing differentiated learning included: a) the presence of passive students, b) limited facilities and infrastructure, c) the time-consuming process of preparing learning components, and d) student dependency on peers.

This research focuses on the implementation of conventional and digital learning media in Christian Religious Education and Character Education at SMP Negeri 8 Palangkaraya. The study aims to analyze the effectiveness of these media in enhancing student understanding and engagement. A quantitative experimental design was employed, involving 106 seventh-grade students divided into groups using different media: educational snake and ladder games for conventional media and interactive PowerPoint presentations for digital media. Data were collected through observations and Likert-scale questionnaires. The findings indicate that both media effectively foster a lively learning atmosphere, with students showing high enthusiasm and participation. The conventional media was particularly beneficial for active learners, while digital media catered to visual learners. The implications suggest that varied media use can enhance teaching quality and accommodate diverse learning styles, making learning more engaging and meaningful.

This study aims to develop interactive learning media based on PowerPoint in Indonesian language learning at MI Salafiyah 1 Kauman. The background of this study is the lack of interactive and interesting learning media in elementary schools, especially in Indonesian language subjects. This study uses the Research and Development (R&D) method with the development of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The media developed contains learning materials, animations, practice questions, and automatic feedback to increase student participation and understanding. The results of the validation test by media experts and material experts show that this media is very suitable for use in learning. Limited trials conducted on students showed an increase in interest, active involvement, and student learning outcomes after using the media. In addition, students feel more motivated and find it easier to understand the material because of the attractive and interactive visual display. Thus, this interactive learning media based on PowerPoint can be an alternative to support a more interesting, enjoyable, and effective learning process in the classroom, especially for elementary school level.

Students are individuals who are in the process of learning and developing themselves through formal and non-formal education. There are still teachers who do not pay attention to the initial conditions of students before learning begins, so that it has an impact on the learning outcomes obtained. This article aims to explain the application of flipped learning model assisted by interactive PowerPoint media in improving learning effectiveness in class IV SDN Sungai Miai 5. This research uses descriptive qualitative method with data collection techniques in the form of observation, interviews, and documentation. Interviews were conducted with four informants, namely homeroom teachers and three students. Observations were conducted in a participatory manner, while documentation included classroom learning activities and teacher teaching styles. The data obtained were analyzed in depth. The results showed that grade IV students expect fun, interesting, and active learning. The flipped learning model assisted by interactive PowerPoint is proven to help create a more effective learning atmosphere. Future research is suggested to examine the application of this model in other grade levels or subjects to broaden the understanding of its effectiveness in various learning contexts.    

This research investigates how effective the use of instructional media based on PowerPoint (PPT), when integrated with mime techniques, is in improving students' mastery of vocabulary. The study is driven by the recurring problem of students having a limited range of vocabulary, which frequently becomes an obstacle in the process of acquiring language skills. A quantitative research method with a quasi-experimental framework was employed, involving two separate groups of participants: an experimental class exposed to mime-supported PPT instruction, and a control class taught using traditional methods without the aid of visual media. To measure learning outcomes, both pre-tests and post-tests were administered, and the data obtained were examined using an independent sample t-test. The experimental group was taught using the تقنيّة التقليد الحركي technique enhanced by multimedia presentation, while the control group relied solely on conventional instruction. The analysis indicated a notable he findings revealed a notable enhancement in the vocabulary skills of the experimental group, demonstrated by an increase in their average post-test scores. Scores increasing from 47.59 to 77.59. In contrast, the control group showed a more moderate gain, from 48.33 to 63.67. These results underscore the value of integrating PowerPoint into the تقنيّة التقليد الحركي approach, which appears to significantly reinforce vocabulary retention and engagement. Consequently, this study advocates for more creative and interactive strategies in Arabic language instruction, especially in addressing persistent vocabulary learning challenges.