Improving Elementary School Students' Science Literacy through Office Sway Interactive Learning Media
DOI:
https://doi.org/10.35719/educare.v5i2.306Keywords:
Instructional Media, Office sway, Science LiteracyAbstract
This study aims to develop an interactive learning media based on Office Sway to enhance the science literacy of fourth-grade students at Elementary School. The method employed is Research and Development (R&D) using the APPED development model, which consists of five stages: needs analysis, design (including creating outlines, flowcharts, screen designs, and storyboards); media production; evaluation through ongoing alpha testing and beta testing; and dissemination through product trials and media distribution. The research results indicate that the developed media has a validity level of 86.38%, showing high suitability for learning. The students' science literacy skills improved significantly, with an average pretest score of 40.4 and a posttest score of 76.37, indicating a moderate increase category. The students' responses to the media were very positive, with a feasibility percentage reaching 96.74%. These findings confirm that the interactive learning media based on Office Sway effectively supports science literacy in digital-era learning. Educational institutions and teachers should assess how student demographics affect the effectiveness of Office Sway and compare it with other digital platforms to find the best fit. Additionally, fully integrating Office Sway into the curriculum and understanding its psychological impact on students is crucial for maximizing its educational benefits. This study's contribution shows Office Sway as an effective interactive learning tool for improving students' science literacy. The findings invite educational institutions and teachers to evaluate the influence of student demographics on Office Sway's effectiveness and compare it with other digital platforms to optimize its use in the learning process.
References
Abdallah, A. K., Kaabi, A. M. A., & Ramadan, R. S. (2023). The Critical Role Of Principals In Leading Effective Inclusive Schools. In Inclusive Phygital Learning Approaches And Strategies For Students With Special Needs (pp. 256-281). IGI Global. https://doi.org/10.4018/978-1-6684-8504-0.ch012
Abrori, F. M., Prodromou, T., Alagic, M., Livits, R., Kasti, H., Lavicza, Z., & An?i?, B. (2023). Integrating mathematics and science to explain socioscientific issues in educational comics for elementary school students. Journal of Graphic Novels and Comics, 15(4), 508–524. https://doi.org/10.1080/21504857.2023.2292734
Adawiyah, E. R., Winarno, A., & Onia, S. I. (2024). Effectiveness of Interactive Learning Media Development Based on Articulate Storyline 3 in Elementary School Education. EDUCARE: Journal of Primary Education, 5(2), 83–96. https://doi.org/10.35719/educare.v5i2.253
Aini, E., Evendi, E., Halim, A., Syukri, M., & Yusrizal, Y. (2023). The Relationship between Misconceptions and Students’ Scientific Literacy Abilities on Global Warming Material. Jurnal Penelitian Pendidikan IPA, 9(10), 8051–8058. https://doi.org/10.29303/jppipa.v9i10.5156
Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., Mallek, F., & Hamam, H. (2024). Role Of Activity-Based Learning And Chatgpt On Students' Performance In Education. Computers and Education: Artificial Intelligence, 6, Article 100219. https://doi.org/10.1016/j.caeai.2024.100219
Alalwan N. (2022). Actual Use Of Social Media For Engagement To Enhance Students' Learning. Education and information technologies, 27(7), 9767–9789. https://doi.org/10.1007/s10639-022-11014-7
Ariyatun, A., Winarto, W., Syaifuddin, S., & Krityaningrum, D. H. (2024). Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams. European Journal of Education and Pedagogy, 5(4), 55–61. https://doi.org/10.24018/ejedu.2024.5.4.853
Aulia, A. N. (2023). Pengembangan Media Interaktif Berbasis Microsoft Sway Untuk Kemampuan Membaca Pemahaman Materi Teks Nonfiksi Siswa Kelas IV Sekolah Dasar. Joyful Learning Journal, 12(4), 236-241. https://doi.org/10.15294/jlj.v12i4.74351
Azevedo, J. (2020). Teaching Media Literacy Through Scientific Controversies. In The Handbook of Media Education Research (eds D. Frau-Meigs, S. Kotilainen, M. Pathak-Shelat, M. Hoechsmann and S.R. Poyntz). https://doi.org/10.1002/9781119166900.ch18
Badawy, H. R., Al Ali, F. M., Khan, A. G., Dashti, S. H., & Al Katheeri, S. A. (2024). Transforming Education Through Technology and School Leadership. In A. Abdallah, A. Alkaabi, & R. Al-Riyami (Eds.), Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment (pp. 182-194). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-0880-6.ch013
Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2016). A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students. International Journal of Emerging Technologies in Learning (iJET), 11(04), pp. 48–55. https://doi.org/10.3991/ijet.v11i04.5325
Brame C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE life sciences education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
Budiarto, F., & Jazuli, A. (2021). Interactive Learning Multimedia Improving Learning Motivation Elementary School Students. ICONESS, EAI. https://doi.org/10.4108/eai.19-7-2021.2312497
Carlos, J. (2024). Impact Of Digital Learning Tools On Student Engagement In High School Classrooms In Peru. American Journal of Education and Practice, 8(4), 25–35. https://doi.org/10.47672/ajep.2246
Chang, Y. -S., Chen, C. -N., & Liao, C. -L. (2020). Enhancing English-Learning Performance through a Simulation Classroom for EFL Students Using Augmented Reality—A Junior High School Case Study. Applied Sciences, 10(21), 7854. https://doi.org/10.3390/app10217854
Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded Theory Research: A Design Framework For Novice Researchers. SAGE Open Medicine, 7. https://doi.org/10.1177/2050312118822927
Contrino, M. F., Reyes-Millán, M., & Vázquez-Villegas, P. (2024). Using An Adaptive Learning Tool To Improve Student Performance And Satisfaction In Online And Face-To-Face Education For A More Personalized Approach. Smart Learning Environments, 11(1), Article 6. https://doi.org/10.1186/s40561-024-00292-y
Cosby, A., Fogarty, E. S., & Manning, J. (2023). Digital Literacy and Digital Self-Efficacy of Australian Technology Teachers. Education Sciences, 13(5), 530. https://doi.org/10.3390/educsci13050530
da Cunha, R. A., Rangel, L. A. D., Rudolf, C. A., & dos Santos, L. (2022). A Decision Support Approach Employing The PROMETHEE Method And Risk Factors For Critical Supply Assessment In Large-Scale Projects. Operations Research Perspectives, 9, Article 100238. https://doi.org/10.1016/j.orp.2022.100238
Darling-Hammond, L. (2017). Teacher Education Around The World: What Can We Learn From International Practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications For Educational Practice Of The Science Of Learning And Development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Davies, R.S., & West, R.E. (2014). Technology Integration in Schools. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_68
Dayu, D. P. K., Nafisah, D., & Cindy, A. H. (2024). Microsoft Sway Media for Students’ Independent Learning in The Independent Curriculum Era. Journal of Learning and Technology, 3(1), 10–18. https://doi.org/10.33830/jlt.v3i1.9730
Daza, V., Gudmundsdottir, G. B., & Lund, A. (2021). Partnerships As Third Spaces For Professional Practice In Initial Teacher Education: A Scoping Review. Teaching and Teacher Education, 102, Article 103338. https://doi.org/10.1016/j.tate.2021.103338
Domogen, J. C. (2023). Authenticity in Language Learning: A Study of Language Materials in Public High Schools. OKARA: Jurnal Bahasa Dan Sastra, 17(2), 193-211. https://doi.org/10.19105/ojbs.v17i2.8577
El-Sabagh, H. A. (2021). Adaptive E-Learning Environment Based On Learning Styles And Its Impact On Development Students' Engagement. International Journal of Educational Technology in Higher Education, 18(1), Article 53. https://doi.org/10.1186/s41239-021-00289-4
Feijoo, B., Zozaya, L., & Sádaba, C. (2023). Do I Question What Influencers Sell Me? Integration Of Critical Thinking In The Advertising Literacy Of Spanish Adolescents. Humanities and Social Sciences Communications, 10(363). https://doi.org/10.1057/s41599-023-01872-y
Gaceri, M., Njina, A., & Kang'aru, E. (2022). Incorporating Social-Media to Enhance Collaboration in Online Learning. Journal of Computer Science and Technology Studies, 4(1), 35-40. https://doi.org/10.32996/jcsts.2022.4.1.3
Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing Students’ Learning Process Through Interactive Digital Media: New Opportunities For Collaborative Learning. Computers in Human Behavior, 51(Part B), 652-663. https://doi.org/10.1016/j.chb.2014.12.048
Gligorea, I., Cioca, M., Oancea, R., Gorski, A. -T., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
Goldshaft, B., Sjølie, E., & Johannesen, M. (2022). Student Teachers’ Research And Development (R&D) Practice - Constraining And Supporting Practice Architectures. Pedagogy, Culture & Society, 32(3), 853–873. https://doi.org/10.1080/14681366.2022.2140698
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Grimus, M. (2020). Emerging Technologies: Impacting Learning, Pedagogy and Curriculum Development. In: Yu, S., Ally, M., Tsinakos, A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-15-0618-5_8
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding The Role Of Digital Technologies In Education: A Review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hamaker, E. L., Mulder, J. D., & van IJzendoorn, M. H. (2020). Description, Prediction And Causation: Methodological Challenges Of Studying Child And Adolescent Development. Developmental Cognitive Neuroscience, 46, 100867. https://doi.org/10.1016/j.dcn.2020.100867
Harefa, E. P., Waruwu, D. P., Hulu, A. H., & Bawamenewi, A. (2023). Pengembangan Media Pembelajaran Bahasa Indonesia Berbasis Website dengan Menggunakan Model ADDIE. Journal on Education, 6(1), 4405-4410. https://doi.org/10.31004/joe.v6i1.3581
Harris, D., Coleman, K., & Cook, P. J. (2023). Radical Rubrics: Implementing The Critical And Creative Thinking General Capability Through An Ecological Approach. Australian Educational Researcher, 50(3), 729–745. https://doi.org/10.1007/s13384-022-00521-8
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use For Teacher Professional Development In Low- And Middle-Income Countries: A Systematic Review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Heo, C. Y., Kim, B., Park, K., & Back, R. M. (2022). A Comparison Of Best-Worst Scaling And Likert Scale Methods On Peer-To-Peer Accommodation Attributes. Journal of Business Research, 148, 368-377. https://doi.org/10.1016/j.jbusres.2022.04.064
Holincheck, N., Galanti, T. M., & Trefil, J. (2022). Assessing the Development of Digital Scientific Literacy With a Computational Evidence-Based Reasoning Tool. Journal of Educational Computing Research, 60(7), 1796-1817. https://doi.org/10.1177/07356331221081484
Hsiao, H.-S., Chen, J.-C., Lin, C.-Y., Zhuo, P.-W., & Lin, K.-Y. (2019). Using 3D Printing Technology With Experiential Learning Strategies To Improve Preengineering Students' Comprehension Of Abstract Scientific Concepts And Hands-On Ability. Journal of Computer Assisted Learning, 35(2), 178-187. https://doi.org/10.1111/jcal.12319
Karolcik, S., Cipkova, E., Hrusecky, R., & Veselsky, M. (2015). The Comprehensive Evaluation Of Electronic Learning Tools And Educational Software (CEELTES). Informatics in Education, 14(2), 243-264. https://doi.org/10.15388/infedu.2015.14
Kurniawan, D., Masitoh, S., Bachri, B. S., wahyuningsih, T., Mulawarman, W. gede., & Vebibina, A. (2024). Evaluation of Digital Project Based Blended Learning Model to Improve Students’ Critical Thinking and Problem Solving Skills. Journal of Ecohumanism, 3(8), 1875–1895. https://doi.org/10.62754/joe.v3i8.4847
Lee, J., Choi, H., Davis, R. O., & Henning, M. A. (2022). Instructional media selection principles for online medical education and emerging models for the new normal. Medical Teacher, 45(6), 633–641. https://doi.org/10.1080/0142159X.2022.2151884
Lei, G. (2023). Influence of ASSURE Model In Enhancing Educational Technology. Interactive Learning Environments, 32(7), 3297–3313. https://doi.org/10.1080/10494820.2023.2172047
Levrini, O., Tasquier, G., Branchetti, L., & Barelli, E. (2019). Developing future-scaffolding skills through science education. International Journal of Science Education, 41(18), 2647–2674. https://doi.org/10.1080/09500693.2019.1693080
Liu, Q. (2024). Strategy Transformation of Teachers as Facilitators in English Classrooms. Journal of Educational Research and Policies, 6(10), 56–59. https://doi.org/10.53469/jerp.2024.06(10).15
Liu, Y., Zhan, Q., & Zhao, W. (2023). A Systematic Review of VR/AR Applications In Vocational Education: Models, Affects, And Performances. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2023.2263043
Markamah, M., & Nugraheni, E. P. (2022). Pengembangan Media Pembelajaran Berbasis Microsoft Sway Mupel Seni Rupa Materi Menggambar Ilustrasi Di Sekolah Dasar. Jurnal Sitakara, 7(1), 64-72. https://doi.org/10.31851/sitakara.v7i1.7468
Martinez-Pelaez, R., Ochoa-Brust, A., Rivera, S., Felix, V. G., Ostos, R., Brito, H., Felix, R. A., & Mena, L. J. (2023). Role of Digital Transformation for Achieving Sustainability: Mediated Role of Stakeholders, Key Capabilities, and Technology. Sustainability, 15(14), 11221. https://doi.org/10.3390/su151411221
Matteson, S., & Grant, M. M. (2024). Integrating Student Response Technology Into A Large Undergraduate Course: Students’ Perceptions Of Their Motivations And Feedback. TechTrends, 68, 1013–1032. https://doi.org/10.1007/s11528-024-00996-5
Menon, D., Shorman, D. A. A., Cox, D., & Thomas, A. (2023). Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM. Education Sciences, 13(5), 529. https://doi.org/10.3390/educsci13050529
Merino, M., Tornero-Aguilera, J. F., Rubio-Zarapuz, A., Villanueva-Tobaldo, C. V., Martín-Rodríguez, A., & Clemente-Suárez, V. J. (2024). Body Perceptions and Psychological Well-Being: A Review of the Impact of Social Media and Physical Measurements on Self-Esteem and Mental Health with a Focus on Body Image Satisfaction and Its Relationship with Cultural and Gender Factors. Healthcare, 12(14), 1396. https://doi.org/10.3390/healthcare12141396
Mondal, A. S., Zhu, Y., Bhagat, K. K., & Giacaman, N. (2022). Analysing User Reviews Of Interactive Educational Apps: A Sentiment Analysis Approach. Interactive Learning Environments, 32(1), 355–372. https://doi.org/10.1080/10494820.2022.2086578
Mulder, W. R. S., Khoiri, N., & Hayat, M. S. (2023). Validitas media pembelajaran IPA berbasis web dengan pendekatan STEAM untuk meningkatkan kemampuan berpikir kreatif peserta didik: The validity of web-based science learning media using the STEAM approach to improve students’ creative thinking ability. Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan, 2(1), 11-17. https://doi.org/10.58362/hafecspost.v2i1.31
Nor, M. Z. M., & Mahmud, S. N. D. (2024). Empowering Scientific Literacy of Science Teachers: Systematic Literature Review (SLR). International Journal of Academic Research in Progressive Education and Development, 13(1), 676–697. http://dx.doi.org/10.6007/IJARPED/v13-i1/20434
Ojong, A. S. (2023). Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions. International Journal of Linguistics, Literature and Translation, 6(6), 75-82. https://doi.org/10.32996/ijllt.2023.6.6.8
Quadir, B., Chen, N. S., & Isaias, P. (2020). Analyzing The Educational Goals, Problems And Techniques Used In Educational Big Data Research From 2010 To 2018. Interactive Learning Environments, 30(8), 1539–1555. https://doi.org/10.1080/10494820.2020.1712427
Qushem, U. B., Christopoulos, A., Oyelere, S. S., Ogata, H., & Laakso, M. -J. (2021). Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges? Education Sciences, 11(7), 338. https://doi.org/10.3390/educsci11070338
Rice, M. F., & Ortiz, K. R. (2021). Evaluating Digital Instructional Materials For K-12 Online And Blended Learning. TechTrends, 65, 977–992. https://doi.org/10.1007/s11528-021-00671-z
Rosenthal, S. (2020). Media Literacy, Scientific Literacy, and Science Videos on the Internet. Front. Commun. 5:581585. https://doi.org/10.3389/fcomm.2020.581585
Sjolie, E., & Ostern, A. L. (2020). Student Teachers’ Criticism Of Teacher Education – Through The Lens Of Practice Architectures. Pedagogy, Culture & Society, 29(2), 263–280. https://doi.org/10.1080/14681366.2020.1729842
Strojny, P., & Du?ma?ska-Misiarczyk, N. (2023). Measuring The Effectiveness Of Virtual Training: A Systematic Review. Computers & Education: X Reality, 2, Article 100006. https://doi.org/10.1016/j.cexr.2022.100006
Sujanem, R., & Suwindra, I. N. P. (2023). Problem-based Interactive Physics E-Module in Physics Learning Through Blended PBL to Enhance Students' Critical Thinking Skills. Jurnal Pendidikan IPA Indonesia, 12(1), 135-145. https://doi.org/10.15294/jpii.v12i1.39971
Sunarti, S., Anggraini, D., Sarie, D., & Jana, P. (2023). The Effectiveness Of Pop-Up Book Media In Learning Reading Skills Of Grade 2 Elementary School. Jurnal Cakrawala Pendidikan, 42(2), 493-506. https://doi.org/10.21831/cp.v42i2.50381
Taye, M. M. (2023). Understanding of Machine Learning with Deep Learning: Architectures, Workflow, Applications and Future Directions. Computers, 12(5), 91. https://doi.org/10.3390/computers12050091
Tetteh, C. K. (2024). R&D, Innovation And Labour Productivity: Evidence From The Manufacturing Sector in Ghana. Scientific African, 24, e02136. https://doi.org/10.1016/j.sciaf.2024.e02136
Tlili, A., Agyemang Adarkwah, M., Salha, S., Garzón, J., Kinshuk, & Burgos, D. (2024). The Effect Of Educational Mobile Games On Learning Performance: A Meta-Analysis And Research Synthesis. Interactive Learning Environments, 1–23. https://doi.org/10.1080/10494820.2024.2310135
Tlili, A., Ofosu, S., & Zhang, J. (2021). Pedagogical Beliefs, Teaching Practices And Use Of Open Educational Resources In The Republic Of Ghana. Interactive Learning Environments, 31(5), 2665–2677. https://doi.org/10.1080/10494820.2021.1894453
Tulchinsky, T. H., & Varavikova, E. A. (2014). Expanding the Concept of Public Health. The New Public Health, 43–90. https://doi.org/10.1016/B978-0-12-415766-8.00002-1
Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended Learning Compared To Traditional Learning In Medical Education: Systematic Review And Meta-Analysis. Journal of Medical Internet Research, 22(8), e16504. https://doi.org/10.2196/16504
Viberg, O., Grönlund, Å., & Andersson, A. (2020). Integrating Digital Technology In Mathematics Education: A Swedish Case Study. Interactive Learning Environments, 31(1), 232–243. https://doi.org/10.1080/10494820.2020.1770801
Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher Collaboration In Curriculum Design Teams: Effects, Mechanisms, And Conditions. Educational Research and Evaluation, 22(3–4), 121–140. https://doi.org/10.1080/13803611.2016.1247725
Wahjono, H., Wiyono, B. B., Maisyaroh, & Mustiningsih. (2021). Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service. Information, 12(12), 511. https://doi.org/10.3390/info12120511
Wu, M.-J., Zhao, K., & Fils-Aime, F. (2022). Response Rates Of Online Surveys In Published Research: A Meta-Analysis. Computers in Human Behavior Reports, 7, Article 100206. https://doi.org/10.1016/j.chbr.2022.100206
Xue, L., Rashid, A. M., & Ouyang, S. (2024). The Unified Theory of Acceptance and Use of Technology (UTAUT) in Higher Education: A Systematic Review. Sage Open, 14(1). https://doi.org/10.1177/21582440241229570
Zafar, S., Manjurekar, B., Kumar, N. P., & Khan, Z. A. (2014). Effects of FFCS (Fully Flexible Credit System) on Learning Experience And Academic Performance. Procedia -Social and Behavioral Sciences, 143, 4-7. https://doi.org/10.1016/j.sbspro.2014.07.347
Zhou, Q., Zhang, H., & Li, F. (2024). The Impact of Online Interactive Teaching on University Students’ Deep Learning—The Perspective of Self-Determination. Education Sciences, 14(6), 664. https://doi.org/10.3390/educsci14060664
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dewi Sulastri, Encep Andriana, A Syachruroji
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
The author holds the copyright and grants the journal the right of first publication of the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 License which allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
All material contained on this site is protected by law. It is prohibited to cite part or all of the contents of this website for commercial purposes without the approval of this journal's editorial board.
If you find one or more articles contained in EDUCARE: Journal of Primary Education that violates or has the potential to violate your copyright, please report it to us via email at Principle Contact.
The formal legal aspect of access to any information and articles listed on this journal website refers to the terms of the Creative Commons Attribution-Share-Alike (CC BY-SA) license.
All Information contained in EDUCARE: Journal of Primary Education is academic. EDUCARE: Journal of Primary Education is not responsible for any losses incurred due to misuse of information from this site.
1.png)
