Alifbata : Jurnal Pendidikan Dasar

Development of Articulate Storyline Media Based on Culturally Responsive Teaching Approach to Improve Learning Outcomes of Third Grade Elementary School Students

Rara Salsabila Azzahra — 2026-07-29

The purpose of this study was to describe the validity, practicality, and effectiveness of the Articulate Storyline learning media based on the Culturally Responsive Teaching (CRT) approach on the material of East Java Cultural Diversity for third-grade students of SDN Burengan 3, Kediri City. This study used the Research and Development (R&D) method with the ADDIE development model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 28 third-grade students of SDN Burengan 3, Kediri City. Data collection techniques included observation, interviews, questionnaires, and tests. Data were analyzed using percentage analysis to measure validity and practicality, as well as the N-Gain test to measure the effectiveness of the media. The results showed that the media obtained a percentage of material expert validation of 90% and media expert validation of 90% with a very valid category. The results of the practicality test obtained a percentage of teacher responses of 90% and student responses of 93.6% with an average of 91.8% which is included in the very practical category. The effectiveness test results showed an N-Gain value of 0.795 in the limited trial and 0.78 in the extensive trial, with a high score. Thus, the Articulate Storyline learning media based on the CRT approach was declared valid, practical, and effective in improving student learning outcomes in the subject of East Javanese Cultural Diversity. This research contributes to the development of technology-based learning media integrated with local culture to create more interactive, contextual, and meaningful learning.

Differentiated Learning-Based Interactive Multimedia: An Effort to Improve Learning Outcomes on the Topic of Ecosystems for Grade V Elementary School Students

Astri Muliawati — 2026-07-29

The implementation of the Merdeka Curriculum requires learning processes that accommodate students’ diverse learning needs. This study aimed to develop differentiated learning-based interactive multimedia on ecosystem material and to examine its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 28 fifth-grade students of SDN Lirboyo 2 Kediri City, involved in both limited-scale and large-scale trials. Data were collected through observations, interviews, questionnaires, validation sheets, and pretest-posttest assessments, and were analyzed using descriptive quantitative techniques with percentage scores and N-Gain analysis. The results indicated that the developed multimedia achieved a validity score of 96% (very valid), a practicality score of 90% (very practical), and an N-Gain score of 0.84 (high). Therefore, the differentiated learning-based interactive multimedia was considered valid, practical, and effective in improving students’ learning outcomes on ecosystem material.

Improving Speaking Confidence in Elementary School Teacher Education Students through Video-Based Assignments

Dinda Tri Anggraini — 2026-07-29

This study aims to determine the level of confidence of students of Universitas PGRI Yogyakarta in speaking by implementing a video-based assignment program. The research method is classroom action research with the Kurt Lewin model. The data source of this study is videos from 40 students of the Elementary School Teacher Education Study Program (PGSD) UPY uploaded to YouTube. The results of the study showed that before the action was carried out, students' speaking skills in linguistic and non-linguistic aspects were still inadequate, the data showed that 31% of 40 students achieved a passing grade. After cycle 1, the results were 60.6% and cycle 2 the results were 89.7%, there was a significant increase in students' confidence in speaking. So it can be concluded that the video-based assignment program carried out was declared valid, practical, and effective for use in the learning process and increasing students' confidence in speaking skills.

Development of Articulate Storyline-Based Multimedia on the Topic of Pancasila Symbols and Principles for Second-Grade Students

Reka Aprillia Prafita — 2026-07-29

Penelitian ini bertujuan untuk mengembangkan multimedia interaktif berbasis Articulate Storyline untuk topik simbol dan prinsip Pancasila bagi siswa kelas dua SD SDN Lirboyo 2 Kota Kediri. Penelitian ini menggunakan metode Penelitian dan Pengembangan (R&D) dengan model pengembangan ADDIE. Subjek penelitian adalah 28 siswa kelas dua. Instrumen yang digunakan meliputi lembar validasi ahli, kuesioner kepraktisan, dan uji efektivitas (pre-test dan post-test). Hasil penelitian menunjukkan validasi rata-rata sebesar 87% (ahli media 84%, ahli konten 90%), diberi penilaian sangat valid. Kepraktisan mencapai 96,32% dari respon guru (98%) dan siswa (94,64%), meskipun sangat praktis. Efektivitas ditunjukkan oleh skor N-Gain sebesar 0,80 (uji coba terbatas) dan 0,93 (uji coba luas), keduanya cincang tinggi. Dengan demikian, multimedia berbasis Articulate Storyline valid, praktis, dan efektif untuk Pendidikan Pancasila di kelas dua sekolah dasar.

Improving Punctuation Skills in Narrative Texts through the Direct Instruction Model Assisted by 'PETA BATARA' Media in Grade II Elementary School

Nadia Shofyana — 2026-07-29

The research conducted by the researcher is classroom action research. This study aims to examine the application of the Direct Instruction model, supported by the “Peta Batara (Punctuation Adventures in the Archipelago)” media, in improving punctuation writing skills. The research subjects consisted of 20 second-grade students at SD 2 Sidorekso, and the study was conducted over two cycles comprising four stages: planning, implementation, observation, and evaluation. Data sources included observations, interviews, documentation, and tests. Additionally, descriptive data analysis was used to determine improvements in students’ writing skills throughout the learning process. The results of the study showed a significant improvement: Cycle I had an average score of 46.5, which increased to 75.5 in Cycle II. The number of students meeting the mastery criteria in Cycle I was 5 out of 20 students, or 25%, and in Cycle II, this increased to 14 out of 20 students, or 70%, representing a 45% increase. Therefore, the implementation of the Direct Instruction model assisted by the “Peta Batara (Punctuation Adventures in the Archipelago)” media has proven effective in improving the punctuation writing skills of second-grade students at SD 2 Sidorekso.

Keywords: Direct Instruction; Punctuation skills; Interactive PowerPoint

Elementary School Students’ Emotional Engagement in Anti-Corruption Learning through Pappasang-Based Mandar EduMotion Game-Based Learning

Naura Munawar — 2026-07-29

Anti-corruption education at the elementary school level often encounters challenges in fostering students’ affective internalization due to the predominance of conventional teacher-centered instructional approaches. This study aims to explore and provide an in-depth analysis of students’ emotional engagement through the implementation of Mandar EduMotion Game-Based Learning (GBL), an instructional approach that integrates Pappasang, the traditional wisdom of the Mandar community, into anti-corruption education. A descriptive qualitative design supported by descriptive quantitative data was employed to strengthen methodological triangulation. The study involved 62 fifth-grade elementary school students, with 10 participants purposively selected as key informants for semi-structured interviews. Data were collected using an emotional engagement questionnaire and an interview protocol focusing on positive emotions, psychological comfort, learning enthusiasm, situational interest, and intrinsic motivation. Qualitative data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification. The findings demonstrate that the implementation of culturally integrated Game-Based Learning effectively fostered students’ emotional engagement. Students reported greater enjoyment, reduced learning anxiety, and heightened interest in anti-corruption topics. They also expressed strong learning satisfaction and a willingness to participate in similar learning activities in the future. The integration of Pappasang functioned as a cultural anchor that transformed abstract moral values into meaningful and contextually relevant learning experiences.

Building Quality Basic Education through Global Diversity to Realize Sustainable Development Goal (SDG) 4.7

Titin Mariatul Qiptiyah — 2026-07-29

In modern times, the impact of globalization has changed the understanding of citizenship, so that the UN through its session agreed on the Sustainable Development Goals SDGs which are contained in the 4th pillar related to education and point 7 regarding global diversity. This research uses Library Research (library study). The strategy for realizing global diversity, especially in Indonesia, in order to achieve the success of Sustainable Development Goals (SDGs) 4.7, is through an independent curriculum that achieves the Pancasila student profile. There are 4 strategies that can be implemented, especially at the Basic Education level, namely: 1) Education unit culture; Realizing Inclusive Schools, Multicultural Children's Literature, and Hidden Curriculum, 2) Intracurricular Learning; Pancasila Education and Tri Hita Karana Based Brain Based Learning Model, 3) Project for Strengthening Pancasila Student Profiles; School Policy, Group Investigation and Project Based Learning, and Extracurricular; Karawitan and Self Defense.

Mapping Multidimensional Disparities of Elementary School Carrying Capacity in Indonesia: A PCA-Based Provincial Analysis

Nifta Noor Halimah — 2026-07-29

Educational feasibility at the elementary level in Indonesia remains uneven across regions despite sustained policy efforts to improve access and quality. This study aims to evaluate and map the feasibility of elementary education across all 38 Indonesian provinces by integrating indicators of human resources, physical infrastructure, and operational efficiency into a single evaluative framework. Employing a quantitative descriptive exploratory design using province level education statistics, five ratio based indicators, qualified teacher ratio, proper classroom ratio, teacher workload, class density, and dropout rate, were constructed. Data were analyzed using Principal Component Analysis (PCA) to reduce dimensionality and identify latent factors underlying inter-provincial disparities. Instrument suitability for factor analysis was validated using the Kaiser-Meyer-Olkin measure and Bartlett’s test of sphericity. The analysis retained two principal components, collectively explaining 83.1 percent of the total variance. The first component represents operational efficiency and human resource quality, characterized by high teacher workload, dense class groupings, and an inverse relationship with teacher qualification. The second component reflects physical carrying capacity and student retention, dominated by classroom conditions and dropout rates. Interpretation of component scores through quadrant mapping reveals regional polarization: densely populated provinces show adequate physical facilities but severe capacity overload, while eastern regions face combined constraints in both infrastructure quality and human resource capacity. This study offers a novel PCA-based evaluative model, indicating that educational feasibility is multidimensional and cannot be inferred from infrastructure alone, highlighting the need for cluster-based policy interventions aligned with specific regional capacity profiles.