Design and Implementation of TPACK-Based Differentiated Interactive Multimedia for Enhancing Pancasila Education in Elementary Schools

Bunga Aulia; Surya Dharma; Sriadhi Sriadhi

doi:10.35445/alishlah.v17i3.7161

Design and Implementation of TPACK-Based Differentiated Interactive Multimedia for Enhancing Pancasila Education in Elementary Schools

Bunga Aulia, Surya Dharma, Sriadhi Sriadhi

Abstract

This study aimed to develop and evaluate TPACK-based interactive differentiated multimedia for Pancasila Education in Grade V elementary schools. The goal was to enhance students' understanding of the application of Pancasila values within family and school environments. Employing a Research and Development (R&D) approach, the study followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. Participants included content, language, and media experts; teachers of classes V-A and V-C; and 33 fifth-grade students at Alwashliyah Private Elementary School Rentang 80. The result of the development process was an interactive learning application based on TPACK principles and differentiated instruction. This multimedia resource could be accessed via laptops or smartphones, both online and offline. Expert validation confirmed its feasibility, with material experts rating it at 90.6%, language experts at 85%, and media experts at 95%, all categorized as "Very Appropriate." Practicality assessments by classroom teachers yielded an average score of 94.95%, while student responses averaged 96.88%, both rated as "Very Practical." These findings indicate that the multimedia is both effective and practical for classroom use. It not only facilitates the teaching of Pancasila values but also serves as a valuable reference for the integration of TPACK and differentiated instruction in the development of future educational media.

Keywords

Interactive Multimedia, Differentiated Learning, TPACK, Pancasila

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DOI: https://doi.org/10.35445/alishlah.v17i3.7161