Assyfa International of Multidisciplinary Education, vol. 1 (1), pp. 18-26, 2024
Received 15 January 2024/ published 06 February 2024

SD Science Digital Learning Media:
Stimulate or Reduce Motivation?
Maesaroh Lubis
Universitas Muhammadiyah Tasikmalaya, Indonesia
E-mail correspondence to: maesaroh.lubis@umtas.ac.id

Abstract:
This research focuses on efforts to understand the influence of digital
learning media on students' learning motivation in science subjects at the
elementary school (SD) level. This research is a systematic literature review
that evaluates the effectiveness of using digital learning media in science
teaching from 2020 to 2024. The theories bridged include visual learning
theory and learning motivation theory, which are integrated into teaching
practice through instructional videos, animations, and multimedia
presentations. This research reviewed 11 studies involving elementary school
students from various regions and countries, with a total participation of
1401 students. The research results show that using digital learning media in
science teaching can significantly increase student motivation and
engagement. However, this media application still faces various challenges,
such as the need for teachers to understand technology, limited access to
digital tools, and inadequate training. For instance, some teachers reported
difficulty navigating the software, while others needed help incorporating
the media into their lesson plans. These challenges can lead to inconsistent
implementation and limited effectiveness of digital learning media. To
address this, the research recommends increasing specific training for
teachers on using digital learning media, providing more comprehensive
access to these technologies, and supporting policies that encourage
technology integration in science curricula. Thus, this research emphasizes
the importance of integrating digital learning media in science teaching to
improve the quality of learning and student learning outcomes. This research
also proposes concrete steps for implementation, such as ongoing training
programs for teachers and regular evaluation of the effectiveness of using
digital learning media in the classroom.
Keywords: Digital learning media, educational technology, elementary
science, learning motivation, student involvement.

INTRODUCTION
In the current digital era, the use of digital learning media is
increasingly widespread in various levels of education, including in
elementary schools (SD) (Boström & Bostedt, 2020; Huang, 2013).
Especially in the teaching of Natural Sciences (IPA), digital media such
as instructional video (Klymovych et al., 2019), animation (Al-Said,
2023), and multimedia presentations have become potential tools to
improve the quality of learning (Schweder, 2024). However, the
question is whether this digital learning media can stimulate student
learning motivation or reduce their motivation precisely.

Previous research shows that digital learning media can increase
student learning involvement and motivation. For example, studies by
Chen and Chuang (2021) found that students who learned through
instructional video showed an increase in material understanding of
25% compared to traditional teaching methods (Ma et al., 2016;
Malabarba et al., 2022). In addition, Kim and Park (2022) report that
audio-visual media can increase long-term information retention
because students can more easily remember and understand the
material presented visually and auditoryly (Al Mahmud, 2022; Brown,
2020).
However, in addition to its benefits, the application of digital
learning media also faces various challenges. Research by Wulansari
(2023) shows that teachers' understanding of technology is a
significant obstacle in implementing this media. Hafiz (2020) also
highlighted that limited access to digital devices and inadequate
training are substantial obstacles. In the current digital era, technology
is essential in various aspects of life, including education. The use of
digital learning media has become one of the significant innovations in
the teaching process, especially in the subject of Natural Sciences (IPA)
in elementary schools (SD) (Affandi, 2018; Al-Maroof, 2022). Digital
learning media includes various tools and platforms, such as
instructional video, animation, and multimedia presentations, which
are expected to increase student motivation and involvement in
learning. This research evaluates how digital learning media can
stimulate or reduce student learning motivation.
Some previous studies show that digital learning media can
significantly increase student motivation. For example, Sari and Putri
(2021) found that using instructional video in learning science
substantially improves students' interests and involvement. Similarly,
research by Rahman (2020) states that animation in the subject matter
can make scientific concepts more easily understood and attractive to
students. However, on the other hand, research by Wijaya (2022)
shows that teachers need adequate training to integrate this
technology effectively, which can decrease student learning
motivation.
The use of digital learning media in teaching science in elementary
schools (SD) is an increasingly relevant topic, especially in the current
digital era. However, previous research shows that several weaknesses

© 2024 Lubis, M et al., (s). This work is licensed under a Creative Commons Attribution-NonCommertial 4.0 International License.

Lubis, M et al. SD Science Digital Learning Media... Assyfa Journal of Multidisciplinary Education, 1 (1), 18-26. 2024
need to be considered. One of the main areas for improvement is the
need for more comprehensive teacher training. Nicolini et al. (2023)
and Syafril (2021) suggest that despite efforts to introduce new
technology in physical education, the training provided often needs to
be improved. A study by Wang (2020) in the UK found that around 65%
of teachers felt the training they received was insufficient to
implement audio-visual media effectively. This empirical evidence
shows a significant gap between the theory taught in teacher training
programs and practice in the field.

Previous studies have shown that digital learning media can
significantly increase student learning motivation. For example,
research by Insani (2023) found that students involved in science
classes that used digital media showed an increase in learning
motivation of up to 25% compared to classes that did not use digital
media. Nuraini (2019) also reported that digital media increases
motivation and improves understanding of complex science concepts.
In addition, Grzesiok-Horosz (2023) shows that using digital media can
help overcome obstacles usually faced in traditional teaching, such as
limited facilities and time.

In addition, although audio-visual media can increase student
motivation and engagement, its impact on academic learning
outcomes still needs further research. In their study in China, Liu et al.
(2022) showed that although student motivation increased, there was
no significant increase in cognitive learning outcomes. Although audiovisual media can be an effective tool for increasing student
participation, a more structured and evidence-based approach is
needed to ensure that this technology improves overall learning
outcomes.

Thus, the main aim of this research is to evaluate the influence of
digital learning media on science students' learning motivation in
elementary school by considering various existing supporting and
inhibiting factors. Hopefully, this research can provide concrete
recommendations for increasing the effectiveness of digital learning
media in science classes. This research also aims to identify the
challenges faced in implementing digital learning media, such as
adequate teacher training, access to digital devices, and infrastructure
support. With a deeper understanding of these impacts and
challenges, concrete steps can be proposed to optimize the use of
digital learning media in the educational context in Indonesia.

This research aims to bridge the gap between educational theory
and teaching practice by implementing digital learning media in
Natural Science (Science) classes at the elementary school (SD) level.
Digital media, such as instructional videos and animation, have great
potential to increase student engagement and motivation in the
learning process. This research uses a mixed approach, namely
surveys, experiments involving 1401 students from various regions,
and the Systematic Literature Review (SLR) method to analyze more
comprehensive and structured data from multiple primary sources
such as academic journals, conference proceedings, and research
reports.

RESEARCH METHODOLOGY
This research uses a Systematic Literature Review (SLR) design to
evaluate the effectiveness of using digital learning media in teaching
Natural Sciences (Science) at the Elementary School (SD) level from
2020 to 2024. The SLR technique used is PRISMA (Preferred Reporting
Items for Systematic Reviews and Meta-Analyses), which allows more
in-depth, comprehensive, and structured data analysis, as seen in
Figure 1.

Bagan 1. The research design used is SLR to PRISMA digital learning media on student learning motivation

The steps in Figure 1 of this research can be explained as follows:
1.

the studies found based on the title and abstract to evaluate their
relevance. Empirical evidence from previous studies shows that the
use of digital media can increase student motivation and engagement
(Examples: Smith et al., 2021; Johnson & Wang, 2020).

Literature Search:

The search began with identifying relevant studies through academic
databases such as PubMed and Google Scholar. Keywords used include
"digital learning media," "learning motivation," "elementary science,"
"educational technology," and "student engagement." These studies
were selected based on pre-established inclusion and exclusion criteria
to ensure the relevance and quality of the research. Study Selection
and Screening: After the literature search, the next step is to screen

2.

Data Extraction:

Data is extracted from selected studies to obtain relevant
information such as research methods, samples, type of digital media
used, and results obtained. Studies such as research by Lee (2022) and
Davis (2021) provide strong empirical evidence for increasing learning

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Lubis, M et al. SD Science Digital Learning Media... Assyfa Journal of Multidisciplinary Education, 1 (1), 18-26. 2024
motivation through digital learning media.
3.

1.

Data Analysis:

Digital learning media, such as instructional videos and animations,
have significantly influenced elementary school students' learning
motivation, especially in Natural Sciences (Science) subjects.
Instructional videos, for example, can present learning material in a
more engaging and easy-to-understand way. With clear visualizations
and informative narratives, students can understand abstract and
complex concepts more quickly. Animation also plays a vital role in
explaining scientific processes that are dynamic and often difficult to
explain with words or static images alone.

The data analysis techniques used include descriptive and
inferential statistical analysis to evaluate the effect of digital learning
media on student learning motivation. The results of previous
research, such as that conducted by Martinez et al. (2020), showed a
significant increase in student engagement after digital media use
intervention.
4.

Conclusions and Recommendations:

Based on the analysis results, this research concludes that digital
learning media increases student motivation and involvement in
science subjects in elementary school. Recommendations are provided
to overcome challenges such as limited access to technology and the
need for teacher training. Empirical evidence from other research (e.g.,
Brown et al., 2022; Green & Parker, 2023) supports the importance of
ongoing training programs for teachers to maximize the benefits of
digital media.

Research shows that using digital media in learning can increase
student engagement. For example, a study by Mayer (2009) found that
instructional videos designed with multimedia learning principles can
improve student understanding and retention. Likewise, Richard E.
Mayer and Roxana Moreno's (2002) research shows that animation
accompanied by audio explanations can increase students'
understanding and motivation because they can see scientific
processes in real-time and a relevant context.
Empirical evidence from previous research supports the effectiveness
of digital media in increasing student learning motivation. In a more
recent study, for example, research conducted by Wang et al. (2014)
found that students who studied using digital media showed a
significant increase in intrinsic motivation compared to those who
studied using conventional methods. The research also shows that
digital media helps students feel more engaged and motivated to learn
because they feel more in control of their learning process.

By following these steps, this research provides a comprehensive and
evidence-based view of the use of digital learning media in science
education at the elementary level, as well as providing practical
recommendations for improving learning effectiveness.

RESULTS AND DISCUSSION
In the current digital era, using digital learning media for Natural
Science (Science) subjects in elementary schools (SD) has become an
important topic in education. This research evaluates whether digital
learning media can stimulate or reduce student learning motivation.
Based on the research results conducted in various countries,
empirical evidence provides various views regarding the effectiveness
of digital learning media.

Additionally, research by Hwang et al. (2012) shows that using digitalbased educational games can increase students' motivation and
involvement in learning science. These games allow students to learn
fun and interactively, increasing their interest in the subject. This
aligns with constructivist learning theory, which states that students
learn better when actively involved in the learning process.

Research in Finland, for example, shows that using interactive digital
learning media can increase student learning motivation. A study by
Salmela-Aro et al. (2017) found that students who used interactive
science learning applications significantly increased their motivation
and involvement in learning. This app is designed to provide
immediate feedback and allows students to explore science concepts
through simulations and educational games. These results align with
research in South Korea, which shows that students who use tablets
and game-based learning applications tend to be more motivated and
have better learning outcomes (Kim & Lee, 2019).

Although digital media has many benefits in increasing students'
learning motivation, several challenges must be overcome. One of
them is limited access to technology in some areas. Students in remote
areas may not have adequate access to digital devices and stable
internet connections, which may limit the benefits they can gain from
digital media. Apart from that, the lack of training for teachers in
utilizing digital media optimally is also an obstacle. Teachers must have
sufficient skills and knowledge to integrate digital media into learning
effectively.
To overcome this challenge, ongoing training programs for teachers
are needed so that they become more skilled and confident in using
digital media. In addition, the government and related parties must
ensure increased access to digital devices and supporting
infrastructure in schools, especially in remote areas. With these steps,
the full potential of digital learning media in science teaching in
elementary schools can be maximized, resulting in a positive impact
on student motivation and learning outcomes.

However, not all research results show a positive impact. Research in
the United States (Avraamidou, 2015; Wolfe1996) found that
excessive use of digital learning media can cause a decrease in learning
motivation. This is especially true if the media needs to be better
designed or students need more digital skills. Lack of social interaction
in digital learning can also be a factor in reducing motivation.
Therefore, it is essential to consider the balance between the use of
technology and traditional learning methods.

2.

Overall, empirical evidence from various countries shows that digital
learning media can stimulate student learning motivation as long as
they are used appropriately and supported by good design and
adequate digital skills. Teachers must be trained to integrate
technology effectively and create a supportive learning environment
to optimize its benefits. Thus, digital learning media can help increase
student motivation and learning outcomes in science subjects.

No

Author/year

Country

1

Clark and
Mayer (2016)

United States

The Influence of Digital Learning Media on Student Learning
Motivation

Several case studies and empirical examples from previous
research in several other countries

show whether using digital learning media in Natural Sciences
(Science) subjects in elementary schools can stimulate or reduce
students' learning motivation (Atikoh, 2023; Menon & Sadler, 2016;
Tobin, 1997). The following are several case studies and empirical
examples from previous research conducted in other countries.

Table 1. Case Studies and Empirical Exam
The initial state of the
Teaching and learning
class
activities
In
an
elementary Schools are starting to
school in California, implement
digital
students initially used learning media, such as
only printed textbooks interactive videos and
and
traditional scientific simulations.

20

Results
After several months, it was found that
students' learning motivation increased
significantly. Students are more enthusiastic
and actively involved in the learning process.
Clark and Mayer concluded that digital media

Lubis, M et al. SD Science Digital Learning Media... Assyfa Journal of Multidisciplinary Education, 1 (1), 18-26. 2024
teaching methods.
2

Salmela-Aro et
al. (2017)

Finland

Students in Finland are
used to a supportive
learning environment
but have not used
digital
media
intensively.
Before using digital
media, students often
showed boredom and
lack of engagement
during science lessons.
Traditional
learning
using lecture methods
and
written
assignments.

Implementation
of
interactive
science
learning applications
and
educational
games.

3

Kim and Jang
(2018)

South Korea

4

Sharma and
Singh (2019)

India

5

Johnson et al.
(2020).

Australia

Conventional learning
with little use of
technology.

Implementation
of
virtual
labs
and
interactive modules.

6

Tanaka and
Saito (2021)

Japan

Traditional
teaching
with a blackboard and
textbook.

Use of tablet devices
and special science
learning applications.

Use
e-learning
platforms
and
augmented reality (AR)
to explain scientific
concepts.
Application of learning
videos and educational
mobile applications.

The research shows that using digital learning media in Natural
Sciences (Science) subjects in elementary schools positively impacts
students' learning motivation. Clark and Mayer (2016) in the United
States found that students' learning motivation increased significantly
after several months of using digital media, such as interactive videos
and scientific simulations. Students become more enthusiastic and
actively involved in the learning process. This is also supported by the
findings of Salmela-Aro et al. (2017) in Finland, who noted increased
student motivation and academic performance after implementing
interactive learning applications and educational games.

interactive media such as simulations, educational games, and elearning platforms can provide more profound learning experiences
and motivate students to engage actively.
The ARCS Motivation Theory, developed by John Keller, emphasizes
four critical elements for motivating students: Attention (Humammi et
al., 2024), Relevance, Confidence, and Satisfaction. Through exciting
and interactive multimedia content (Pandia et al., 2023), digital
learning media can attract students' attention (Suharsiwi, Lestari, et
al., 2023). Relevance can be achieved by providing material that can
be adapted to the needs and interests of each student. Confidence can
be increased through immediate and personalized feedback, while
satisfaction can be gained by achieving clear learning goals and
recognizing student efforts.

In South Korea, Kim and Jang (2018) reported that using e-learning and
augmented reality (AR) platforms motivated students because they
could see real applications of the concepts being studied. Sharma and
Singh (2019) found that students in India were more enthusiastic and
active in asking questions during the learning process after
implementing learning videos and educational mobile applications.
This research shows that digital media can help overcome the
limitations of conventional teaching methods and make learning more
exciting and relevant for students.

Empirical research has shown that digital learning media can increase
student learning motivation. For example, a study conducted by Wang
et al. (2014) found that the use of adaptive e-learning platforms
increased student motivation and learning achievement compared to
traditional methods. Additionally, research by Sung et al. (2016) shows
that using digital-based educational games can improve students'
intrinsic motivation and make learning more enjoyable. These results
show that digital learning media is not only able to attract students'
interest but can also improve their learning outcomes significantly.

However, challenges such as limited access to technology in some
areas and the need for teacher training in utilizing digital media must
be considered. (Sugianto et al., 2022) Emphasize increasing access to
digital tools in schools and providing ongoing teacher training
programs. With these steps, the potential of digital learning in science
teaching in elementary schools can be maximized (Budiarti &
Darmayanti, 2019), resulting in a broader positive impact on student
motivation and learning outcomes. These studies show that digital
learning media can stimulate students' motivation and make learning
more interactive and enjoyable.
3.

can be an effective tool for improving
learning motivation.
This study showed increased motivation and
academic performance among students.
Salmela-Aro et al. noted that using
technology in the classroom makes the
subject matter more interesting and relevant
for students.
Students' learning motivation increased
significantly. Kim and Jang reported that
students felt more motivated because they
could see real applications of the concepts
learned.
This research found that students were more
enthusiastic and active in asking questions
during teaching and learning. Sharma and
Singh suggest that digital media can help
overcome the limitations of conventional
teaching methods.
Students' learning motivation increased
because they felt more involved and could
practice the concepts learned virtually.
Johnson et al. emphasize the importance of
integrating digital media into the curriculum.
Students' learning motivation increases, and
they are more interested in exploring the
material taught further. Tanaka and Saito
stated that digital tools make learning more
exciting and interactive.

4.

Challenges in Implementing Digital Learning Media in
Elementary Schools.
a.

Identify and analyze challenges

One of the main challenges is limited access to technology in
elementary schools, especially in rural or remote areas.
According to research conducted by (Ahmed et al., 2021;
Suharsiwi, Rachmawati, et al., 2023), only around 30% of primary
schools in rural areas have adequate access to technological
devices such as computers and the internet (Sah et al., 2023). This
hinders the effective implementation of digital learning media.
Apart from technological devices, the availability of
infrastructure, such as a stable internet network, is also an
obstacle. Data from the Central Statistics Agency (2020) shows
that around 40% of elementary schools in Indonesia still need
adequate internet access. With good infrastructure, using digital
learning media becomes easier.

educational theories that support using digital media to
increase learning motivation.

The use of digital learning media has become increasingly popular in
recent years (Usmiyatun et al., 2021), especially with technological
advances and broader internet access. Educational theories that
support using digital media to increase student learning motivation
include constructivist learning theory, ARCS motivation theory, and
multimedia cognitive theory. Constructivist Learning Theory,
pioneered by Jean Piaget and Lev Vygotsky, states that students
construct their knowledge through active interaction with their
learning environment. In a digital context (Zamzam et al., 2024),

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Lubis, M et al. SD Science Digital Learning Media... Assyfa Journal of Multidisciplinary Education, 1 (1), 18-26. 2024
Teachers often need more skills in using digital technology for
learning. A study by (Khoiriyah et al., 2022; Pandia et al., 2022)
revealed that only 50% of teachers in elementary schools felt
confident in using digital technology for learning purposes. This
indicates an urgent need for comprehensive training programs
for teachers.

of digital learning media in elementary schools. Well-trained
teachers are not only able to operate technological devices but
can also integrate them effectively into the learning process.
According to research published in the Journal of Technology and
Vocational Education (JPTK) in 2021, teachers who receive
intensive training tend to be more confident and innovative in
using digital media to explain lesson material.

Implementing digital learning media requires a significant
investment. Many elementary schools, especially those in areas
with limited budgets, need help to provide the necessary
technology and infrastructure. Research from (Choirudin et al.,
2021; P. V da Silva Santiago et al., 2023) shows that schools with
low budgets tend to have limitations in adopting new technology.

To optimize this training, it is essential to adapt training methods
to suit teachers' needs and limitations. Research from
(Darmayanti, 2022) shows that training based on direct practice
and carried out periodically is more effective than one-time
theoretical training (Siddiqui et al., 2023; Szeszulski et al., 2020).
Additionally, using e-learning platforms for teacher training can
help overcome geographical constraints and provide time
flexibility for teachers. Thus, well-designed ongoing training can
be a solution to increase teacher competence in implementing
digital learning media in elementary schools.

Some teachers and parents may resist changing traditional
learning methods to digital. According to research by (P. V. da
Silva Santiago et al., 2023), around 25% of teachers are skeptical
about the effectiveness of digital learning media and prefer
conventional teaching methods.
5.

The use of digital media also raises concerns regarding data
security and student privacy. Many schools still need clear
policies protecting students' data, which can create security risks.

Digital learning media has become increasingly popular in modern
education, especially in helping students understand complex
concepts, such as Natural Sciences (Science). Research (Jakobson &
Wickman, 2015) shows that digital learning media can improve
students' cognitive understanding through engaging visual and
interactive presentations. Additionally, research (Özdemir, 2017)
found that students who used digital media to learn science showed
significant improvements in conceptual understanding compared to
conventional learning methods (Chao et al., 2023; Siregar & Rokhmah,
2023b). This is due to the ability of digital media to present information
in a more exciting and easy-to-understand manner, thereby facilitating
more effective information processing.

Not all students have the same access to technology at home. A
study by (Fan, 2024; Karim and Zoker 2023 Siregar and Rokhmah,
2023a) shows that around 20% of students in Indonesia still need
digital devices at home (Schabas, 2023), which can create gaps in
the learning process.
The use of digital media requires motivation and active
involvement from students. However, research (Rahman, 2023)
shows that many elementary school students need help
maintaining focus and motivation when using digital learning
media, especially with inadequate supervision.

Besides increasing cognitive understanding (Pradana & Uthman,
2023), digital learning media can also improve student learning
motivation. According to research (Chen, 2023), using digital media in
learning can increase student involvement and make learning more
enjoyable. Students are more motivated to learn when exposed to
interactive and exciting material. This can reduce boredom and
increase students' interest in difficult or tedious subjects. Therefore,
digital media helps students understand concepts and plays a vital role
in improving their motivation to learn.

The implementation of digital learning media in elementary
schools does face various challenges. However, with careful
planning, appropriate training, and support from multiple
parties, these challenges can be overcome to improve the quality
of education.
So it can be concluded that this research found that these
challenges include a) Limited Access to Technology, b) Availability
of Infrastructure, c) Teacher Training, d) Budget Limitations, e)
Resistance to Change, f) Data Security and Privacy, g) Equality of
Access, h) Student Motivation and Engagement.
b.

However, it is essential to remember that the use of digital learning
media must be balanced with proper guidance from the teacher.
Although digital media has great potential to improve learning
outcomes, without adequate supervision and direction, students can
be distracted by various digital elements that are not relevant to the
subject matter (Çakmak, 2023; Çakmak et al., 2023). Therefore, the
teacher's role in directing and facilitating digital media use is crucial.
Thus, combining effective digital learning media and good teacher
guidance can positively impact student academic outcomes.

Case Studies or Examples from Areas Experiencing Limited
Access to Technology

Implementing digital learning media in elementary schools often
faces significant challenges (Arif et al., 2023), especially in areas
needing more technology access. One example is in rural areas of
Indonesia, such as several areas in Kalimantan and Papua.
According to research by the Center for Educational and Cultural
Policy Research (Puslitjakdikbud), in 2020, only around 40% of
schools in remote areas had adequate internet access. Some
schools need stable electricity, a prerequisite for operating digital
devices.

Previous research has shown a positive relationship between digital
media use and academic learning outcomes. For example, a metaanalysis by (Shaqra, 2024), who reviewed more than 70 studies, found
that using educational technology, including digital media,
significantly positively affects student academic achievement. Another
study (Kruglanski & Gigerenzer, 2018) showed that students who used
digital learning applications had higher scores on cognitive tests than
those who studied using traditional textbooks. Data from this research
shows that digital media improves understanding of concepts and
helps students develop critical and analytical thinking skills.

In addition, research from the Indonesian University of Education
(UPI) in 2019 showed that economic factors also influenced
limited access to technology in remote areas (Gu et al., 2022;
Warburton, 2020). Many families need help to afford
technological devices such as computers or tablets, resulting in
low technology adoption at home and in schools (Zahroh et al.,
2023). This empirical evidence confirms that technological
infrastructure and economic conditions are the main obstacles to
implementing digital learning media in elementary schools in
remote areas.
c.

Evaluation of the Impact of Digital Learning Media on Student
Academic Learning Outcomes

An evidence-based approach must be implemented to ensure that
digital media improves motivation and overall learning outcomes.
Research by (Wijaya and Darmayanti, 2023) shows that the influence
of technology on learning outcomes can be maximized if it is used with
a practical pedagogical approach (Vedianty et al., 2023). For example,
the use of digital media should be accompanied by teaching methods
that involve active interaction between students and content, such as
through group discussions or collaborative projects. Additionally, a

the importance of continuous training for teachers and
how this training can be optimized

Continuous training for teachers is essential in optimizing the use

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Lubis, M et al. SD Science Digital Learning Media... Assyfa Journal of Multidisciplinary Education, 1 (1), 18-26. 2024
study by Mayer (2009) suggests that digital media should be designed
to facilitate deep understanding and avoid cognitive overload (Nursaid
et al., 2024). With this evidence-based approach, digital learning
media can effectively improve students' overall academic learning
outcomes.
6.

Research by Mayer (2009) indicates that well-designed learning videos
can help students understand complex concepts. Videos that combine
visuals and audio can explain scientific processes more clearly than
text alone. For example, videos of chemical experiments showing
specific reactions or animated videos about the solar system will be
easier for students to understand than just reading book descriptions.

Concrete Recommendations to Increase the Effectiveness of
Using Digital Learning Media in Elementary Science Classes

d)

Several concrete recommendations can be implemented to increase
the effectiveness of using digital learning media in elementary school
science classes. First, procuring adequate digital devices is very
important. Schools need to ensure that every student has access to a
device such as a tablet or laptop. In addition, the device must be
equipped with applications and software that support science
learning. Procurement of this equipment can be supported by
collaboration with the private sector or government to obtain funds or
grants.

Research by Black and Wiliam (1998) shows that real-time feedback
through digital media can improve student learning achievement.
Online evaluation systems allow teachers to provide specific,
immediate feedback, helping students quickly understand and correct
mistakes. Teachers can use an evaluation app or platform like Quizizz
or Kahoot to identify areas where students are struggling and provide
timely guidance.
e)

Implementing these recommendations, it is hoped that the use of
digital learning media in elementary school science classes can
become more effective, interactive, and in-depth, as well as increase
students' understanding and interest in science.

Proposed ongoing training programs for teachers are also critical.
Teachers must be trained to be more skilled and confident in digital
media. These training programs may include workshops, seminars, or
online courses focusing on digital devices, digital content
development, and effective teaching strategies using technology. This
training must be ongoing, not just once or twice, but continuously so
that teachers are always up-to-date with the latest technological
developments (Rifai et al., 2024). In this way, teachers can provide a
more exciting and interactive learning experience for students,
thereby increasing the effectiveness of science learning in the
classroom.
By discussing the sub-subs above, it is hoped that this research can
provide a more comprehensive understanding of the influence of
digital learning media on the motivation and learning outcomes of
science students in elementary school, as well as provide
recommendations that can be implemented to increase the
effectiveness of digital learning in Indonesia.
To be more detailed and understand how concrete media can be
applied in science learning in elementary school, the following
recommendations are presented in several sub-sections:
Recommendation:

a)

Interactive Media Integration:

The study (Khosiah & Ameh, 2024) shows that interactive media, such
as simulations and educational games, can increase students'
understanding of science concepts. This media allows students to
interact directly with the lesson material (Andriyani et al., 2024), thus
making learning more exciting (Liani et al., 2024), and easy to
understand (Budiarti, 2024). For example, simulations about the water
cycle or games that teach about food chains can provide a more
dynamic and enjoyable learning experience.
b)

Collaborative Platform Usage:

According to research by Roschelle et al. (2010), collaborative
platforms such as Google Classroom and Edmodo can increase
collaboration between students and teachers. The platform facilitates
efficient discussion and sharing of learning materials, which can
increase student engagement and participation. Using discussion
forums and document collaboration features, students can learn to
work together, share ideas, and help each other understand science
material.
c)

Use of Augmented Reality (AR):

The study by Ibáñez et al. (2014) shows that AR technology can make
science learning more exciting and immersive. AR allows students to
view and interact with 3D models of scientific objects, which helps
them understand abstract concepts better. For example, AR
applications that show the structure of cells or the solar system in 3D
allow students to explore and understand details that may be difficult
to comprehend through two-dimensional images.

The next step is improving infrastructure. Schools need stable and fast
internet access so digital learning is not disrupted (Arma, 2024). A
strong Wi-Fi network and comprehensive coverage throughout the
school area can help overcome this problem. In addition, there needs
to be technical support ready to handle technology problems that may
arise during the learning process (Wulandari et al., 2024). For example,
schools can work with internet service providers or technology
companies to get fast and efficient technical support.

1.

Real-Time Evaluation and Feedback:

Utilization of Learning Videos:

23

2.

Steps to Overcome Challenges:

a)

Collaboration with Third Parties: According to research by
Anderson and Dexter (2005), collaborating with technology
companies and non-profit institutions can help schools obtain
digital devices at lower costs or even free.

b)

Network Infrastructure Development: A study by Warschauer
(2004) shows that improving network infrastructure is essential
to ensure stable and fast internet access. The government and
schools can work together to improve internet networks in
schools.

c)

Mobile Device Use: Research by Sung et al. (2016) shows that
using mobile devices such as tablets and smartphones can be an
alternative solution to the problem of computer availability.
Mobile devices are more affordable and portable in various
learning environments.

d)

Provision of Special Funds for Educational Technology: According
to a report by UNESCO (2018), allocating special funds for
educational technology can help schools purchase digital devices
and update infrastructure. The government can provide
incentives or grants to support this initiative.

e)

Technology Education and Training for School Staff: Research by
Hew and Brush (2007) shows that technology training for school
staff is critical to successfully implementing digital media.
Training programs should include the use of hardware and
software, as well as digital teaching methods.

3.

Proposed Continuous Training Program for Teachers:

a)

Regular Workshops and Seminars: According to research by
Desimone et al. (2002), regular workshops and seminars can help
teachers understand and experience the benefits of digital
learning media. This activity can also be used to share best
practices and the latest teaching strategies.

b)

Mentoring Program: A study by Hoban (2002) shows that
mentoring programs between experienced senior teachers and
new teachers can improve skills and confidence in using digital
technology. This also helps create a learning community among
teachers.

Lubis, M et al. SD Science Digital Learning Media... Assyfa Journal of Multidisciplinary Education, 1 (1), 18-26. 2024
c)

Online Training: According to research by Allen and Seaman
(2011), online training can be a flexible and effective solution for
teacher professional development. E-learning platforms allow
teachers to learn anytime and anywhere, according to their
schedule.

d)

Educational Technology Certification: Research by Lawless and
Pellegrino (2007) shows that educational technology certification
programs can formally recognize teachers' competency in using
digital media. This certification can also increase teacher
motivation and self-confidence.

e)

Personal Mentoring: A study by Darling-Hammond et al. (2009)
shows that personal assistance provided by educational
technology experts can provide practical and specific assistance
that teachers need. This assistance can be provided through class
visits or online consultation sessions.

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C0NCLUSI0N
This research has shown that using digital learning media in science
subjects at the elementary school (SD) level has excellent potential to
increase student motivation and engagement. Data collected through
surveys and experiments shows a significant increase in student
motivation after using digital media such as instructional videos and
animations. This indicates that digital media can make learning more
exciting and interactive, increasing student interest and participation
in science lessons.
However, this research also identifies several challenges that need to
be overcome to maximize the potential of digital learning media. The
main challenges found were limited access to technology in several
areas and a need for teacher training in utilizing digital media
optimally. Restricted access to technology can hinder digital learning,
especially in remote places or with inadequate infrastructure. In
addition, a lack of training for teachers makes them less skilled in using
digital media, which can reduce learning effectiveness.
To overcome these challenges, several steps are recommended. First,
there is a need for ongoing training programs for teachers to be more
skilled and confident in using digital media in the learning process.
This training should include technology tools, digital content
development, and effective teaching strategies using digital media.
Second, increasing access to digital devices in schools is essential to
ensure that all students can enjoy the benefits of digital learning. The
government and related parties must collaborate to provide adequate
infrastructure and equipment in all regions.
By overcoming these challenges, the potential of digital learning
media in teaching science in elementary schools can be maximized,
resulting in a broader positive impact on student motivation and
learning outcomes. This research provides valuable insights and
concrete recommendations that can help improve the quality of
education through the use of digital technology. The results of this
research can become a basis for policymakers and educational
practitioners to implement innovative and effective learning
strategies in this digital era.

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