Primary school pupils’ difficulties in understanding the concept of fractions through conventional textbooks highlight the need for interactive and contextual teaching materials to strengthen numeracy. This study aims to develop and test the validity, practicality, and effectiveness of interactive digital worksheets (E-LKPD) based on Indonesian Realistic Mathematics Education (PMRI) for the topic of fractions. The research employed a research and development method using the ADDIE model, comprising the analysis, design, development, implementation, and evaluation stages. The research instruments consisted of a needs analysis questionnaire, an expert validation sheet, a practicality questionnaire, and a learning outcome test. The research results indicate that the E-LKPD falls into the ‘valid’ category, with content expert ratings of 78%, media expert ratings of 94.2%, and language expert ratings of 95.8%. Usability also falls into the ‘very high’ category, with a percentage of 89.25% in the one-to-one test and 87.25% in the small-group test. The effectiveness of the E-LKPD is demonstrated by an N-Gain value of 0.66, which falls into the moderate category. These findings indicate that the PMRI-based interactive E-LKPD is suitable for use as digital teaching material to strengthen primary school pupils’ understanding of fractions and numeracy skills
Instruction in Learning Natural and Social Sciences (NS&SS) within primary education necessitates contextual and engaging innovations. This study aims to develop and evaluate the effectiveness of an interactive flipbook that integrates distinctive regional commodities based on the local wisdom of Musi Banyuasin. This research employs a Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, was implemented with two fifth-grade classes, consisting of an experimental group (n = 30) and a control group (n =31). The research instruments utilised included expert validation rubrics, learner practicality questionnaires (measuring ease of use and clarity of learning activities), and assessments of learning outcomes. The results indicate that the flipbook demonstrated high validity in terms of content, design, and linguistic suitability. Furthermore, user practicality was rated as very high (91.6%). The flipbook proved effective in enhancing learning outcomes, as evidenced by a high N-Gain score in the experimental class (0.73) compared to a low score in the control class (0.14), alongside a significant difference observed in the t-test ($p = 0.000 < 0.05$). Consequently, this innovation has the potential to serve as an engaging and meaningful pedagogical resource aligned with the demands of twenty-first-century education.
The memorisation of short Quranic chapters, or Surahs, within elementary religious education frequently poses challenges related to student engagement and rote retention capabilities. Consequently, this study aimed to address these issues through the development and subsequent evaluation of an educational board game, focusing on its feasibility, practicality, and effectiveness. The research employed a Research and Development methodology based on the Borg & Gall model which culminated in a final product trial involving 25 fourth-grade students. Data collection utilised expert validation questionnaires, teacher and student practicality assessments, interest surveys, and both written and oral pre-tests and post-tests. The findings indicated that the board game is highly viable, evidenced by strong ratings from content experts at 91.43% and media experts at 78.05%. Moreover, the product was deemed highly practical by both teachers and students, who awarded it scores of 97.03% and 98.52% respectively. The intervention demonstrated effectiveness through a 16% increase in student interest and enhanced memorisation proficiency, characterised by moderate N-gain scores in written (0.62) and oral (0.43) assessments. The distinct advantage of this board game lies in its integration of five interactive challenge types, specifically memorisation, composition, writing, questioning, and insight, organised within a 14-category chapter system
Character education is a foundational pillar in students' moral and social development, particularly at the primary education level. This study examined the role of Sundanese local wisdoms silih asah (mutual enlightenment), silih asih (mutual affection), and silih asuh (mutual care) in shaping students' character across the cognitive, affective, and behavioural dimensions. A qualitative case study design was employed to enable an in-depth exploration of how these values are integrated into the learning ecosystem of a public primary school in Nunuk Baru Village. Data were collected through classroom observations, in-depth interviews, and document analysis conducted within the school setting. Qualitative data were systematically analyzed using NVivo software to support coding, thematic analysis, and data triangulation. The findings indicate that teacher empathy accounted for 30% of compassion-based interactions, peer support behaviours emerged in 25% of observed incidents, and practices reflecting silih asuh, such as a buddy system, were documented 21 times. In addition, spontaneous acts of care and active participation in extracurricular communal activities reflected the authentic internalization of these values. This study highlights the importance of embedding local wisdom into formal schooling as a sustainable approach to fostering prosocial behaviour and strengthening students' moral resilience amid the challenges of globalization.
Character education is a foundational pillar in students' moral and social development, particularly at the primary education level. This study aims to evaluate the role of Sundanese local wisdom, silih asah (mutual enlightenment), silih asih (mutual affection), and silih asuh (mutual care) in shaping the cognitive, affective, and behavioral dimensions of student character. Employing a mixed-methods approach, the research combines qualitative and quantitative techniques, including field observations, social interaction coding, and document analysis conducted at SDN Nunuk Baru. Findings reveal that teacher empathy was present in 30% of compassion-based interactions, peer support behavior emerged in 25% of observed incidents, and the practice of silih asuh, such as through the buddy system, was documented 21 times. Moreover, spontaneous acts of care and significant participation in extracurricular communal activities indicated authentic internalization of these values. The study underscores the importance of embedding local wisdom into the formal curriculum as a sustainable strategy to enhance prosocial behavior and fortify students’ moral resilience amidst the challenges of globalization. Further research is recommended in urban settings and should include longitudinal evaluations to assess the long-term impact of such value integration
