The Elementary Journal

The The Development of 3D Augmented Reality-based Picture Storybooks in Indonesian Language Learning to Increase Reading Motivation of Grade III Students

Hima Fitria Salsanabila Zahro' — 2026-09-15

This research is motivated by the low interest of students in reading activities which has several impacts on the lack of optimal understanding of the material the limited use of learning media by teachers. This research aims to develop a medium of 3D Augmented Reality-based picture storybooks that are feasible and effective in increasing the reading motivation of grade III students it employs used is Research and Development (R&D) method with the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The results of the study showed that the developed media was included in the very feasible category with percentages of 88% from media experts, 92% from material experts, as well as teacher responses of 90% and students of 88%. The media was also declared effective with the results of the One Sample t-Test showing a significance value of < 0.001. Based on how feasible and effective of the 3D Augmented Reality-based picture book media that has been developed, it is hoped that teachers and schools can use this media in learning Indonesian language to make learning more interesting.

Student-Centered Learning in the Classroom Towards Curriculum Development

Lovie Mallillin — 2026-09-16

The study analyzes and evaluates the gaps and issues on exploring student centered learning practices and their implication for curriculum development in the area of application of student-centered learning in the classroom, importance of student-centered approach for teaching, promotion and benefits of student-centered learning environment, and effectiveness of student-centered learning approach in teaching. Descriptive qualitative research design and method is utilized in the study to define the student-centered learning in the classroom towards curriculum development including the selection of the participants through purposive sampling, data collection techniques, and thematic analysis procedure. The study comprised thirty (30) respondents only. Results show that application of student-centered learning implements undermine demand and intention of the traditional system in teaching towards advanced technology focus, show that importance of student-centered learning enhances decision-making ability, problem solving, critical thinking skills, and acquisition of new knowledge, show that benefit of student-centered learning influences the system of curriculum development approach to identify the factors and competency in the educational system, and show that effectiveness of student-centered learning provides opportunity for students to decide personalized learning engagement and decision-making.

The Effort to Improve Science Literacy Though the Development of Digital Stories on Ecosystem Topics

Naili Fikriatuz Naili — 2026-09-16

This study was motivated by the low level of science literacy among
students in Indonesia, as indicated by the 2022 Programme for
International Student Assessment (PISA) report, which showed that
Indonesia’s scores remained below the OECD average, highlighting
the need for innovation in teaching to improve students’ science
literacy. Therefore, the researcher developed a digital storybook with
the aim of improving students’ science literacy. This study employed
a Research and Development (R&D) design using the ADDIE
model, which consists of analysis, design, development,
implementation, and evaluation. The results of this study indicate
that: (1) the level of science literacy among the 17 fifth-grade
students at MI Aswaja 1 Tamban remains low, with 16 students in
the low category and 1 student in the moderate category. (2) the
illustrated interactive digital storybook met the criteria for “highly
suitable” based on expert validation, with a 95% rating from the
media expert, 92.5% from the content expert, and 88% from the
learning expert. (3) the use of the illustrated interactive digital
storybook had a moderately positive impact on students’ science
literacy skills, as evidenced by a slight increase in the average pretest and post-test scores. Thus, interactive illustrated digital
storybooks are suitable for use but have not yet been able to
significantly improve students’ science literacy.