Resyi Abdul Gani, Tustiyana Windiyani

Empowering Elementary Science Learning Through Articulate Storyline 3-Based Interactive Digital Media

Introduction

Empowering elementary science learning through articulate storyline 3-based interactive digital media. Empower elementary science/IPAS learning with interactive digital media developed using Articulate Storyline 3. This study proves high feasibility and effectiveness.

Abstract

Development of Interactive Learning Media Using Articulate Storyline Three in the learning of social studies landscape materials aims to strengthen the learning of social studies the development and feasibility of a product development through interactive learning media. The research methodology used was the ADDIE (Analyze, Design, Development, Implementation, Evaluation) approach with the research subjects of grade IV-B SDN Julang Bogor City, the instruments used were validation sheets of media experts, linguists and subject matter experts with a total of three experts, student response instruments and teacher responses, and pre-test and post-test instruments. The validation results produced an average of 94% with the criterion of "Very Feasible", then the results of the pre-test and post-test assessments produced an N-Gain score of 0.70 with the criterion of "High" and the response of students who obtained 98.7% and the teacher 88% with the criterion of "Very Good". Based on the results obtained, the development of interactive learning media using Articulate Storyline Three meets the valid and feasibility criteria for the development of IPAS learning landscape materials: characteristics and their relationship with the community profession.

Review

This paper presents a valuable and timely contribution to the field of educational technology, particularly concerning its application in elementary education. The authors detail the development and evaluation of an interactive digital learning medium, leveraging Articulate Storyline 3, designed to enhance learning outcomes and student engagement. The abstract clearly indicates a successful endeavor, demonstrating high feasibility and effectiveness based on robust validation and assessment metrics. A key strength lies in its practical focus on creating a tangible tool for educators. However, an immediate point of clarification needed for the full paper is the precise subject matter, as the title emphasizes "Elementary Science Learning" while the abstract initially mentions "social studies landscape materials" before concluding with "IPAS learning landscape materials." Clarifying whether the primary focus is pure science, social studies, or an integrated IPAS curriculum is crucial for accurate reader interpretation. The research methodology, based on the well-established ADDIE model, provides a systematic and credible framework for the product's development and evaluation. The study effectively employs a multi-faceted approach to data collection, incorporating expert validation from media, linguistic, and subject matter specialists, alongside student and teacher response instruments, and pre-test/post-test assessments. The reported results are highly encouraging: an average validation score of 94% indicates "Very Feasible" media, while the N-Gain score of 0.70 signifies a "High" level of learning improvement. Furthermore, overwhelmingly positive student (98.7%) and teacher (88%) responses underscore the media's user-friendliness and perceived educational value. While these quantitative results are strong, the abstract would benefit from slightly more detail on the specific "landscape materials" covered and specific examples of how Articulate Storyline 3's interactive features contribute to this high engagement and learning gain. Overall, this study offers compelling evidence for the efficacy and feasibility of using Articulate Storyline 3 to create impactful interactive learning media for elementary students. The findings suggest a promising avenue for curriculum enhancement, providing educators with a validated tool to foster deeper understanding and engagement in what appears to be an integrated science and social studies (IPAS) context. The research lays a solid foundation for further exploration, potentially through qualitative studies examining student interactions with the media, a deeper analysis of specific learning objectives addressed, and the long-term impact on knowledge retention. This work is a commendable step towards empowering elementary learning through innovative digital resources and warrants attention from educators and educational technologists alike, provided the full paper clarifies the subject matter focus and elaborates on the instructional design details.

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