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Interactive Learning Media Innovation to Understand the Six Continents of the World in Grade 6 Elementary School Students Desi Tri Lestyo Pamungkas; Supianto Supianto; Eka Budhi Santosa
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109844

Abstract

Learning about the six continents of the world for sixth-grade elementary school students often encounters challenges in terms of spatial understanding and student interest in the material. This study aims to: 1) Identify the low level of student understanding of the six continents due to the continued use of conventional teaching approaches; 2) Explore strategies used to improve student understanding; and 3) Examine the impact of interactive media innovations on students’ comprehension of the six continents. The method used is a descriptive qualitative approach with a case study method to analyze the application of interactive learning media in improving sixth-grade elementary students' understanding of the six continents. The results show: 1) Students' comprehension of the six continents remains low when teachers rely heavily on conventional methods such as lectures and textbook memorization 2) ) Innovative learning using interactive media serves as an alternative solution to enhance student comprehension; and 3) The use of interactive media led to an increase in students' average scores, with most initially not meeting the minimum passing grade (MPG) on the pre-test, improving to above the KKM on the post-test. Based on these findings, interactive media has proven effective in enhancing learning engagement and effectiveness, as it provides more concrete visual experiences and simulations.
Developing a 4F model-based self-reflection tool for deep learning in upper elementary students Nina Wirdiyana; Supianto Supianto; Jenny Indrastoeti; Siti Poerwanti
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187000

Abstract

Self-reflection in elementary learning is often unstructured and lacks standardized tools aligned with deep learning principles. This study developed a self-reflection instrument based on the 4F model (fact, feeling, finding, future) using the 4D development framework (Define, Design, Develop, Disseminate). Data were collected through field studies, interviews, and observations. Instrument construction included content validation (Aiken’s V), construct validation (CFA), and reliability testing (Cronbach’s Alpha = 0.717). Findings showed most of the 227 students demonstrated “good” or “fair” self-reflection abilities. The instrument is valid, reliable, and supports teachers in evaluating students’ reflective thinking. The novelty lies in integrating the 4F model within a deep learning context for elementary education. Broader application and external validation are recommended for future research.