Tunas: Jurnal Pendidikan Guru Sekolah Dasar

Development of an Interactive E-Comic Based on Digital Literacy for Contextual English Learning in Elementary Schools

2025-11-11T01:48:13+00:00

Background: The integration of digital literacy into English language learning for elementary school students remains a challenge, as existing media often lack interactivity and contextual engagement. This study addresses the need for innovative and motivating instructional media by transforming previous printed e-comic research into an interactive digital learning tool. Aim: The study aims to develop and evaluate an interactive e-comic that combines visual, textual, auditory, and simple animation elements to enhance English vocabulary mastery and learning motivation among elementary school students. Method: This research applied a Research and Development (R&D) design consisting of need analysis, design, development, limited testing, and evaluation. Data were collected through expert validation, questionnaires, observations, and interviews involving English teachers and students in grades 3 to 6. Quantitative data were analyzed descriptively using percentage scores, while qualitative data were analyzed through thematic interpretation. Results and Discussion: The developed interactive e-comic received an excellent feasibility rating from material and media experts, as well as positive responses from users. The trial results showed that the media improved students’ vocabulary retention, reading comprehension, and engagement. The integration of audio-visual features and interactive storytelling supported multimodal learning and enhanced students’ digital literacy competencies. Furthermore, the product demonstrated strong potential for educational commercialization through subscription-based models and institutional licensing. Conclusion: The interactive e-comic effectively enhances English learning outcomes and digital literacy skills among elementary students, providing an engaging, accessible, and pedagogically sound learning tool aligned with the Merdeka Curriculum. This innovation contributes to the advancement of digital-based English education and supports the development of adaptive learning environments in primary schools.

Deep Learning Based Interactive Edpuzzle Improves Science Learning Outcomes on Energy in Elementary School Students

2025-11-26T09:07:31+00:00

Background: Science learning in elementary schools still faces challenges because many materials—particularly energy concepts—are abstract and difficult for students to understand, resulting in low learning outcomes. This condition requires learning media that provide more interactive and meaningful learning experiences. Aim: This study aims to examine the effect of using Edpuzzle as an interactive video-based learning medium supported by a deep learning approach, which in this study refers to deep conceptual learning rather than the use of artificial intelligence algorithms. Method: The research employed a quantitative method with a one-group pretest–posttest design involving 30 fourth-grade students from SDN Banjaragung 3 Jombang. The research instrument consisted of validated and reliable multiple-choice learning outcome tests, and the data were analyzed using a paired sample t-test at a 0.05 significance level. The findings show a significant increase in students’ average scores, rising from 58.20 on the pretest to 82.40 on the posttest. Prerequisite tests confirmed that the data met normality and homogeneity assumptions, while hypothesis testing produced a significance value of 0.000 < 0.05, indicating a meaningful difference between pretest and posttest scores. Therefore, the use of Edpuzzle supported by a deep conceptual learning approach is effective in improving students’ understanding of energy concepts and their science learning outcomes.

Development of an Interactive Animation-Based Learning Media Using Central Kalimantan Folktales to Improve Primary School Students’ Literacy and Numeracy Skills

2025-11-11T01:47:47+00:00

Background: The low level of literacy and numeracy among primary school students in Indonesia highlights the need for contextual and engaging learning media that reflect local culture. Conventional teaching methods often fail to capture students’ interest and do not integrate local wisdom effectively. Aim: This research aims to develop and test an interactive animation-based learning media using Central Kalimantan folktales to enhance students’ literacy and numeracy skills in primary education. Method: The study employs a research and development (R&D) approach by designing, validating, and testing a digital prototype that combines animation, narration, and interactivity. Expert validation was conducted to refine the prototype, followed by pilot testing in selected partner schools in Central Kalimantan. Data were collected through observations, questionnaires, and learning assessments, and analyzed descriptively to evaluate the media’s effectiveness in improving learning outcomes. Results and Discussion: The results indicate that the interactive animation media successfully increased students’ engagement and motivation, leading to higher literacy and numeracy achievement compared to traditional learning tools. Teachers reported that the integration of local folktales provided meaningful and enjoyable learning experiences while reinforcing students’ cultural identity. The discussion emphasizes the potential of culturally grounded digital media to support the thematic learning approach in the Merdeka Curriculum and contribute to the preservation of local culture. Conclusion: The research concludes that the developed interactive animation learning media based on Central Kalimantan folktales is effective in enhancing primary school students’ literacy and numeracy skills. It also demonstrates significant potential for large-scale implementation, commercialization, and collaboration with the creative industry, reaching Technology Readiness Level 5 as a foundation for sustainable dissemination.

Analysis of Early Reading Skills of Lower Grade Elementary School Students in Kahayan Tengah Subdistrict, Pulang Pisau Regency

2025-10-20T07:06:50+00:00

Background: The low level of literacy and numeracy among primary school students in Indonesia highlights the need for contextual and engaging learning media that reflect local culture. Conventional teaching methods often fail to capture students’ interest and do not integrate local wisdom effectively. Aim: This research aims to develop and test an interactive animation-based learning media using Central Kalimantan folktales to enhance students’ literacy and numeracy skills in primary education. Method: The study employed a research and development (R&D) approach by designing, validating, and testing a digital prototype that combines animation, narration, and interactivity. Expert validation was conducted to refine the prototype, followed by pilot testing in selected partner schools in Central Kalimantan. Data were collected through observations, questionnaires, and learning assessments, and an alyzed descriptively to evaluate the media’s effectiveness in improving learning outcomes. Results and Discussion: The results indicated that the interactive animation media successfully increased students’ engagement and motivation, leading to higher literacy and numeracy achievement compared to traditional learning tools. Teachers reported that the integration of local folktales provided meaningful and enjoyable learning experiences while reinforcing students’ cultural identity. The discussion emphasizes the potential of culturally grounded digital media to support the thematic learning approach in the Merdeka Curriculum and contribute to the preservation of local culture. Conclusion: The research concludes that the developed interactive animation learning media based on Central Kalimantan folktales is effective in enhancing primary school students’ literacy and numeracy skills. It also demonstrates significant potential for large-scale implementation, commercialization, and collaboration with the creative industry, reaching Technology Readiness Level 5 as a foundation for sustainable dissemination.

Development of a Local Wisdom Based Self-Esteem Scaffolding Model to Improve Elementary School Students' Social Skills

2025-12-07T08:50:22+00:00

Background: Students' social competence tends to be lacking in the learning process. Students are lacking in communication, even do not appear to empathize, appreciate differences, and resolve conflicts positively. Teachers often use the lecture method and do not use a guided learning model related to self-esteem. Students lack local wisdom in instilling in the character of elementary school students. Aim: to develop a learning model related to student self-esteem, namely the Self Esteem Scaffolding model. This model will be developed with local wisdom that shows collaboration supported by local cultural values with teacher guidance. Method: a development model adapted from Plomp (1997). The development model adapted by Plomp has five main stages, namely: (1) Initial investigation or initial study; (2) Design, (3) Realization/Construction; (4) Expert validation test, trial, evaluation, and revision; and (5) Implementation. Based on the results of the initial study, a design of the Local Wisdom-Based Self Esteem Scaffolding model was prepared. The model design in this study includes: (1) model book design; (2) learning component design (student books, teaching modules, LKPD); and (3) instrument design to obtain data in the model development process. Results and Discussion: The development of the Local Wisdom-Based Self Esteem Scaffolding model has been tested for validity with a percentage result of 91% and a practicality result of 93%. The learning model design used, namely the local wisdom-based self-esteem scaffolding model on the topic of Lamongan City Cultural Values, proves that the learning model related to local wisdom is able to improve students' social skills as evidenced by an increase from cycle I of 47.3% and cycle II of 91.7%. Conclusion: the development of the Local Wisdom-Based Self Esteem Scaffolding Model is considered feasible and can improve students' social skills.