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Innovations in Multidisciplinary Education Journal
Published by CV. Kurnia Grup
ISSN : -     EISSN : 30640180     DOI : https://doi.org/10.61476
Core Subject :
The Innovations in Multidisciplinary Education Journal is committed to publishing high-quality research that advances the field of education. The journal seeks to foster a global community of scholars who are engaged in innovative and interdisciplinary research. IMEJ is a platform for lecturers, teachers, researchers, and other education stakeholders to share cutting-edge papers based on conceptual studies and research in the field of education. Our scope is broad and encompasses all education levels, from early childhood education to higher education. It will cover a wide range of topics, including: • Pedagogy • Educational technology and its impact on teaching and learning • Curriculum design and development • Teacher education and professional development • Assessment and evaluation • Educational policy and leadership • Lifelong learning • Social and emotional learning • Inclusive education • Global education • Emerging trends and challeges in education • Equity and social justice in education • Educational psychology • Educational leadership • Educational reseach
Arjuna Subject : -
Articles 54 Documents
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Pengembangan Media LKPD Berbasis Self-Regulation untuk Siswa  Sekolah Dasar Putri, Sofi Andini Julia; Istiq’faroh, Nurul; Rahma, Echa Yulia
Innovations in Multidisciplinary Education Journal Vol. 3 No. 1 (2026): Innovations in Multidisciplinary Education Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/dkrbvg06

Abstract

Self-regulation skills are a crucial component of independent learning for elementary school students, yet many students still face difficulties in managing emotions when encountering academic challenges. This research aims to develop and test the feasibility of a self-regulation-based Student Worksheet (LKPD) utilizing the Independent Emotion Regulation (REM) strategy for fifth-grade elementary school students. The research method employed is Research and Development (R&D) using the 4D model (Define, Design, Develop, Disseminate), limited to the Develop stage. Data were collected through practitioner expert validation instruments and student response questionnaires. The results indicated that the "I Can Manage My Emotions" LKPD media achieved a validation score of 91.6%, categorized as "Very Valid." Furthermore, the practicality test through student responses reached a score of 90%, categorized as "Very Practical." These findings suggest that the integration of the REM strategy within the LKPD effectively provides students with the autonomy to choose appropriate self-calming techniques. This study concludes that the self-regulation-based LKPD is feasible and practical for use as a supporting tool for character building and independent learning in elementary schools.
Pengembangan Media Articulate Storyline Berbasis Kearifan Lokal Banyuwangi pada Materi Menyimak Siswa Sekolah Dasar Mukhlisotin, Ana Yunita; Istiq’faroh, Nurul; Putra, Bintang Rostanto
Innovations in Multidisciplinary Education Journal Vol. 3 No. 1 (2026): Innovations in Multidisciplinary Education Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/1p7ds624

Abstract

This research aims to develop interactive learning media based on Articulate Storyline integrated with Banyuwangi local wisdom to improve the listening skills of third-grade elementary school students. The main problem underlying this research is the low focus of students and the lack of innovative media at SDN Lancar Abadi. The method used is Research and Development (R&D) with the ADDIE model. The research results show a validity level from material experts of 100% (Very Feasible). The practicality test by teachers obtained a score of 100% and student responses were 98.1% (Very Practical). The conclusion of this research is that the developed media is valid and practical to use as an innovative solution in Indonesian language learning in elementary schools.
Uji Kevalidan dan Kepraktisan Media Video Interaktif Berbasis Permainan Tradisional Sumatra pada Siswa Kelas 1 Sekolah Dasar Jayanti, Salsabila Dwi; Istiq’faroh, Nurul; Pratama, Revid Dhimas
Innovations in Multidisciplinary Education Journal Vol. 3 No. 1 (2026): Innovations in Multidisciplinary Education Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/a4397931

Abstract

This study was motivated by the need for learning media that are interactive, contextual, and appropriate for the characteristics of early-grade elementary school students. In practice, classroom instruction is still often dominated by lecture methods, causing students to be less active, less interested in the material, and less likely to gain meaningful learning experiences, including in learning about local culture. This study aimed to develop an interactive video medium based on traditional games from Sumatra and to analyze its validity and practicality for first-grade elementary school students. The research employed the Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation questionnaires, teacher practicality questionnaires, and student response questionnaires. The results showed that the media achieved a validity percentage of 93%, which was categorized as very valid. The teacher practicality result reached 92%, categorized as very practical, while the student practicality result reached 94.71%, also categorized as very practical. The developed media integrates audio, visuals, text, animation, and simple letter and vocabulary recognition exercises through the context of traditional Sumatran games. Therefore, the interactive video based on traditional Sumatran games is feasible for use in learning because it supports engaging, concrete, and meaningful instruction while also introducing local culture to elementary school students.
Strategi Peningkatan Literasi Membaca Siswa Sekolah Dasar Melalui Gerakan Priority Reading Optimistic (PRO) Rahmalia, Indah; Yenti, Fepryna; Istiqlal, Abdul; Khairani, Majidah
Innovations in Multidisciplinary Education Journal Vol. 3 No. 1 (2026): Innovations in Multidisciplinary Education Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/bv48f359

Abstract

Many elementary school students experience difficulties in recognizing letters, reading by spelling, reading fluently, and understanding simple reading texts, which affect their overall learning outcomes. Therefore, an effective reading assistance program is needed to improve students’ reading literacy skills gradually and continuously. This study aimed to describe the implementation of the Priority Reading Optimistic (PRO) Movement in improving elementary school students’ reading literacy skills at SD Negeri 21 Pasir Tinggi. The study was motivated by the low reading ability of students, as indicated by difficulties in recognizing letters, reading with spelling, slow reading, and low comprehension of simple texts. This research employed a descriptive qualitative approach supported by simple quantitative data. The research subjects consisted of 31 students who experienced reading difficulties. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The results showed that the implementation of the Priority Reading Optimistic (PRO) Movement had a positive impact on improving students’ reading literacy skills. Reading assistance was conducted gradually through grouping students based on their reading abilities, routine reading exercises, individual mentoring, and interactive learning activities. After the implementation of the program, the number of students experiencing reading difficulties decreased in several indicators, such as letter recognition, reading by spelling, pronunciation errors, and slow reading. In addition, students’ reading fluency and comprehension of simple texts also improved significantly. The program not only improved students’ reading abilities but also increased their learning motivation and self-confidence in reading activities.

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