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All Journal Elementary: Jurnal Ilmiah Pendidikan Dasar
Uni Ambar Wati
Yogyakarta State University
Education

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Development of a BRIGHT Curriculum-Based Interactive Video Learning Website to Promote Diversity Competence Abyena Hafza; Uni Ambar Wati; Juliana Sagala
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v12.i1.12966

Abstract

Conventional diversity learning in elementary schools is often supported by digital media that primarily deliver content without providing a structured pedagogical framework to systematically develop students' diversity competence. Consequently, students' active participation and meaningful understanding of diversity values remain limited. To address this gap, this study aimed to develop an interactive video learning website based on the BRIGHT Curriculum, a framework designed to strengthen diversity competence through the integration of Belonging, Respect, Inclusion, Global Awareness, Harmony, and Tolerance. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation phases. The product was validated by one content expert and one media expert and was pilot-tested with 18 fourth-grade elementary school students. Data were collected through observations, expert validation sheets, teacher and student feedback questionnaires, and learning outcome tests. The results showed that the interactive video website achieved a validity score of 86,25% and a practicality score of 95,13%, both categorized as very good. The effectiveness test yielded an N-Gain score of 0,54, indicating a moderate improvement in students' learning outcomes. Additionally, student responses reached 99,44%, reflecting a very high level of acceptance of the developed media. These findings indicate that the interactive video website is valid, practical, and effective in supporting Pancasila education through engaging, interactive, and context-based learning experiences in elementary schools.
Development of GeoGebra-Based Mathematics Learning Media for Elementary School Students Samsul Bahri; Uni Ambar Wati; Evy Nur Rochmah
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v12.i1.13628

Abstract

Mathematics learning on triangle material in elementary schools still faces various challenges because geometric concepts are often abstract, and the learning process remains insufficiently interactive. These conditions affect students’ conceptual understanding and engagement during the learning process. Therefore, instructional media capable of presenting geometric concepts in a concrete and interactive manner are needed. This study aimed to develop GeoGebra-based learning media on triangle topics using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The novelty of this study lies in the integration of GeoGebra with a Deep Learning approach that emphasizes concept exploration, active student engagement, and the development of critical and creative thinking skills through the real-time manipulation of geometric objects objects. The research subjects consisted of 21 fifth-grade elementary school students. The validation process involved two media experts and two subject-matter experts. Data were collected through questionnaires, observations, and documentation, while data analysis employed descriptive percentage analysis. The findings revealed that the media expert validation score reached 88% and the material expert validation score reached 83%, both of which were categorized as highly valid. In addition, student responses reached 91%, indicating that the learning media were highly practical. These findings demonstrate that the developed learning media are feasible for supporting more interactive, visual, and meaningful mathematics learning on triangle material in elementary schools.
Co-Authors Abyena Hafza Evy Nur Rochmah Juliana Sagala Samsul Bahri