This study aims to determine students' perceptions of the implementation of the problem posing approach assisted by interactive media in mathematics learning, especially in shaping the professional readiness of prospective teachers. The urgency of this study is based on the importance of learning strategies that can improve critical thinking skills, creativity, and learning motivation of prospective teacher students. This study is a quantitative descriptive study involving 27 students of the mathematics education study program. Data were collected through a questionnaire consisting of ten questions grouped into three main categories, namely the problem posing aspect, interactive media, and the integration of both. The data obtained were analyzed descriptively using percentages to determine the tendency of students' perceptions of each indicator studied. The results showed that students' perceptions of the problem posing model were quite positive, with P1, P2 and P3 each scoring 77%, 86% and 87%. In the interactive media aspect, all statements (P4–P6) received very positive responses above 83%, indicating their effectiveness in facilitating understanding of concepts. The synergy between the two was also perceived very positively, with P10 recording the highest score of 98%. All items in the questionnaire were declared valid (r-count 0.381) and reliable (Cronbach's Alpha = 0.75). These findings indicate that the integration of problem posing and interactive media is effective in improving the quality of learning and shaping the professional readiness of prospective teachers. It is recommended that this approach be applied more widely in the education of prospective educators for optimal results.

The purpose of this study is to develop a science literacy-based E-LKPD for elementary school students and to determine the feasibility of Science Literacy-based E-LKPD using Livework in science learning to improve the understanding of science concepts in grade V elementary school students of SDN Panaragan 2 Bogor City. The method used in this study is the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. This research begins with a needs analysis, making an E-LKPD design, validation by experts, and revising the E-LKPD, after which the E-LKPD is tested on a limited basis and evaluated. The study results show that the effectiveness of E-LKPD based on science literacy has met the criteria very feasible by obtaining a percentage of media experts of 88%, 95% from linguists, and 94% from material experts. Meanwhile, a limited trial conducted on 30 students in class V received a response with a percentage of 93% and a teacher response with a percentage of 92%. Based on these data, it can be concluded that science literacy-based E-LKPD is very feasible to be used by students and teachers as teaching materials on water cycle materials in grade V of Elementary School.