Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal CODEX: Journal of Software Engineering
Danil Ashari
STKIP Taman Siswa Bima

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
DEVELOPMENT OF SCRATCH-BASED SELF-PACED INTERACTIVE SCIENCE LEARNING MEDIA ON THE BUTTERFLY LIFE CYCLE FOR FOURTH-GRADE STUDENTS Ika Damayanti; Danil Ashari; Rizal Aprianto; Nur Fitrianingsih
CODEX: Journal of Software Engineering Vol 1, No 3 (2026): September 2026
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/codex.v1i3.16116

Abstract

Elementary science learning is often reported to offer limited interactive visualization, which can reduce students' attention and engagement. This study aims to design, develop, and evaluate a Scratch-based self-paced Interactive Learning Media (MPI) on the butterfly life cycle for fourth-grade students at SDN Nggembe. To limit extraneous cognitive load, the media applies self-paced learning through static illustrations, concise instructional text, and user-controlled navigation buttons (Play, Next, Back, and Menu) that prevent automatic slide transitions. The study followed a researcher-designed four-stage development framework consisting of planning, design (interaction flow and flowchart), implementation (block-based coding), and testing (functional testing and limited field testing). The resulting media comprises a start screen, main menu, topic selection, content screens, and a quiz module with automated instant feedback, in which each correct answer adds 25 points to the score. All predefined functional components were implemented and operated as designed. During limited field testing at SDN Nggembe, students reported that the self-paced navigation helped them follow the metamorphosis sequence comfortably and showed enthusiasm for the media. Learning gains and cognitive load were not measured directly and should be examined in further studies.
Co-Authors Ika Damayanti Nur Fitrianingsih Rizal Aprianto