Assyfa Learning Journal, vol. 3(1), pp.1-21, 2025
Received 1 Dec 2024/ published 21 Jan 2025
https://doi.org/10.61650/alj.v3i1.142

Integration of Educational Technology:
Enhancing Prose and Poetry Creativity
Through Digital Media in Elementary
Schools
Balqis Shintarahayu
Hiroshima University, Japan
*Corresponding Author: balqis@unhas.ac.id

Abstract
Technology integration in the Indonesian Language curriculum in
elementary schools is becoming increasingly important in today's digital
era. This study examines the use of creative applications and digital
platforms to enrich prose and poetry learning for grade 5 students. With a
Research and Development (R&D) approach using the ADDIE (Analysis,
Design, Development, Implementation, and Evaluation) model, we
developed a web-based learning media called "SastraOnline" and
interactive software such as "PuisiKreatif" to enhance student creativity
and engagement. This study collected longitudinal data from 10
elementary schools to identify patterns of 5th-grade students' engagement
and creativity in technology-based learning. Results showed a significant
increase in student engagement by 25% and self-expression skills by 20%.
However, variations in implementation across schools affected the results,
indicating the importance of local curriculum adaptation. To address the
challenges of teacher training, we propose a continuous training program
tailored to schools' needs. Collaboration between schools, government,
and technology providers is proposed to facilitate the development of a
dynamic and responsive curriculum. Further research is needed to measure
long-term impacts and tailor effective implementation strategies across
educational contexts.
Keywords: technology integration, creativity, Indonesian, basic education,
R&D, digital applications, interactive software.

INTRODUCTION
In the rapidly developing digital era (Pandia et al., 2023;
Viana et al., 2021), technology integration in education has
become a necessity that cannot be ignored. This study

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focuses on integrating technology into Indonesian language
learning, especially in improving prose and poetry creativity
in elementary schools (Fauzan et al., 2024; Irmansyah et al.,
2021; D. Yulianti & Herpratiwi, 2024). Technology has great
potential to enrich students' learning experiences (Wulan et
al., 2021; D. Yulianti & Herpratiwi, 2024), but the challenges
and problems in its application require serious attention
(Rahmawati et al., 2021; Rasdiana et al., 2024; Sari et al.,
2024).
Several studies have shown that technology can increase
students' motivation and engagement in learning
(Humalanggi et al., 2025; Purwanto et al., 2020; Rifdarmon et
al., 2024). For example, research by Kurniawan (2021) shows
that using technology in learning Indonesian can increase
students' interest by up to 30%. However, there is a gap in
how the technology is integrated into the curriculum.
Research by Sari and Hadinoto (2019) shows that many
elementary schools still face infrastructure constraints and a
lack of teacher training in implementing technology
(Mar’atussolichah et al., 2024; Murti et al., 2020; Ramlan et
al., 2023). Therefore, integrating technology into learning
Indonesian must be implemented with a mature strategy and
adequate support from all related parties.

Shintarahayu, B. (2025). Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital
Media in Elementary Schools, 3 (1). 1-21. https://doi.org/10.61650/alj.v3i1.145
2986-2906
CV. Bimbingan Belajar Assyfa

One of the main challenges in implementing technology in
elementary schools is the inequality of access and technical
skills (Dewi et al., 2024; Hidayawanti et al., 2024; Sui et al.,
2024). Research by Susanto (2020) revealed that around
40% of schools in remote areas still do not have adequate
internet access. In addition, teachers' digital skills are also a
significant problem (Sudigdo et al., 2024; Winarni et al.,
2021). According to research by Lestari (2018), more than
60% of elementary school teachers feel less confident in
using technology to teach. This shows the need for a
comprehensive and ongoing training program for teachers.
Although many studies highlight the importance of
technology in education (Arif et al., 2024; Asgarova et al.,
2024; Pratiwi et al., 2024), few specifically discuss its
integration in prose and poetry learning in elementary
schools (Anis et al., 2022; Basundoro & Afdholy, 2023;
Fitriana et al., 2024). Research by Wijaya (2017) and
Pratama (2019) focuses more on using technology in
teaching mathematics and science. Therefore, this study fills
the gap by exploring how technology can enhance creativity
in Indonesian language learning (Harista et al., 2024; Peng et
al., 2023; Winarni et al., 2021).
Various studies have been conducted by Santoso (2019),
Lestari and Pratama (2020), Yulianto (2021), Rahmawati and
Nugroho (2020), Sutanto (2022), Sari (2023), Wijaya (2023),
and several other studies such as by Hasanah (2021) who
explored the use of mobile applications in learning
Indonesian, and Budiarto (2022) who examined the impact
of social media use on students' language skills (Harista et
al., 2024; Peng et al., 2023; Winarni et al., 2021). In addition,
research by Fitriani (2023) also highlights the importance of
teacher training in implementing technology to improve
students' reading skills in elementary schools (Ardianto et
al., 2024; Astrid et al., 2022; Bulkani et al., 2022).
Research by Santoso (2019) shows that using digital
applications can increase student engagement in learning
Indonesian (Basana et al., 2024; Harianto et al., 2024), but
this study focuses more on technical aspects than student
creativity. Meanwhile, a survey by Lestari and Pratama
(2020) highlights the increase in students' reading interest
through e-learning platforms. Still, it has been noticed how
technology can be applied to prose and poetry learning.
Research by (Muharudin et al., 2023; Rasikawati et al., 2024;
Tambaip et al., 2020) focuses on using software in language
teaching in general without delving further into the aspects
of prose and poetry.
Furthermore, a study by (Adi Pratama et al., 2023)underlines
the importance of teacher training in using technology in the
classroom. Still, it does not delve deeply into integrating
technology with literature learning materials (Sumardi et al.,
2023; Susanti et al., 2024). Research by Sutanto (2022) also

shows that technology can increase student participation but
does not explicitly discuss creativity in writing prose and
poetry. In addition, the results of research by Sari (2023)
highlight that although there is an increase in student
engagement, there has been no specific focus on selfexpression in learning Indonesian. This is also seen in research
by Wijaya (2023), which states that technology is applied
more to mathematics and science subjects than literature
(Andayani & Gilang, 2020; Fauziah et al., 2023;
Mar’atussolichah et al., 2024).
This study offers novelty by developing web-based learning
media "SastraOnline" and interactive software "PuisiKreatif",
specifically designed to enhance students' creativity and selfexpression in writing prose and poetry (Novelti et al., 2024;
Piscayanti et al., 2024a, 2024b). This innovation differs from
previous studies that emphasize technical aspects more
because they emphasize students' creative processes and the
development of self-expression skills. Thus, this study fills the
gap in the literature by exploring how technology can be
integrated into literature learning in elementary schools
(Salimi & Fauziah, 2023; Sarwanto et al., 2020; Siregar et al.,
2023), as well as providing practical solutions to the
challenges in its implementation (Anastasia et al., 2024;
Irhadtanto et al., 2024; Rosmi et al., 2024).
This study offers innovation by developing web-based
learning media "SastraOnline" and interactive software
"PuisiKreatif". This innovation provides an engaging learning
platform to facilitate deeper interactions between students
and learning materials (Jayanti et al., 2023). Unlike previous
studies that focused more on technical aspects, this study
emphasizes students' creativity and self-expression, as shown
in research by Setiawan (2021), highlighting the importance
of self-expression in learning Indonesian (Idawati et al., 2025;
Sudianto, 2024; Wibowo et al., 2024).
The use of technology in learning Indonesian has shown
positive results. Research by Rahmawati (2020) shows that
using digital applications in poetry learning can improve
students' analytical skills by 15%. In addition, research by
Nugroho (2019) revealed that web-based learning media can
increase student participation in teaching and learning
activities, especially in lower grades (Pratiwi & Waluyo, 2022;
Santoso et al., 2024; Zuhriyah & Pratolo, 2020).
This study also explores the long-term impact of technology
integration in primary education. According to research by
Hakim (2022), the long-term use of technology can develop
students' critical and analytical thinking skills. However, this
study also highlights the importance of adapting local
curricula to ensure technology is used effectively in different
contexts (Ghazali et al., 2024; Pudjiadi et al., 2024; Sungkono
et al., 2024).
To address the challenges faced, this study proposes a

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

2

continuous training program for teachers tailored to the
school's
needs.
Collaboration
between
schools,
government, and technology providers is also expected to
facilitate the development of a dynamic and responsive
curriculum. Research by (Dewanty et al., 2024; Nurhidayat
et al., 2024; Rahmat et al., 2024) confirms that this kind of
collaboration can increase the effectiveness of technology
implementation in education.
Integrating technology into Indonesian language learning in
elementary schools offers excellent opportunities to
enhance student creativity and engagement (Budiarto et al.,
2024; Guixia et al., 2024; Mali, 2024). While there are

challenges to overcome, this study shows that technology can
be an effective tool in education with the right strategies and
adequate support. Further research is needed to measure the
long-term impact and adapt implementation strategies to suit
the diverse educational contexts in Indonesia.

MATERIALS AND METHODS
In this study, we applied the Research and Development
(R&D) approach using the ADDIE (Analysis, Design,
Development, Implementation, and Evaluation) model to
develop technology-based learning media. The design flow of
this study can be described in the following flowchart:

Figure1.is designed steps in research method

Figure 1 shows the steps of research which will be explained
below:
3.1 Research Paradigm
This study adopts qualitative and quantitative paradigms
combined in the Research and Development (R&D)
approach. The selection of this paradigm is very relevant,
considering that the purpose of the study is to explore in
depth the phenomenon of technology integration in
Indonesian language learning (Kusmanto et al., 2024; Putri
et al., 2024; E. Yulianti et al., 2024). The qualitative approach
allows researchers to understand students' and teachers'
context, perceptions, and experiences in using technology in
learning. In addition, using quantitative methods,
researchers can measure the impacts of the technology
intervention, such as increased motivation and student
learning outcomes. According to Creswell (2014), combining
these two approaches produces a more comprehensive

understanding of a phenomenon.
Figure 1 shows a flowchart that illustrates the research
process involving both approaches. This diagram includes
steps ranging from intervention planning and implementing
technology in the classroom to collecting qualitative and
quantitative data. This process allows researchers to obtain
more prosperous and more diverse data. The results of this
study are expected to provide a clear picture of the
effectiveness of technology integration in Indonesian
language learning and make recommendations for educators
to design more innovative curricula. This study also aligns
with a survey by Hwang et al. (2019), which showed that
technology integration can improve student engagement and
learning outcomes (Segara et al., 2023). Thus, the results of
this study are expected to contribute to the development of
better educational practices in the future.

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

3

3.1.1 Model ADDIE
Analysis: In the needs analysis stage, the needs of students
and teachers in learning Indonesian are identified. Data
collection techniques used include interviews and surveys.
Interviews were conducted with 10 teachers from various
elementary schools to gain an in-depth view of the
challenges faced in teaching and learning and the
opportunities available for technology integration (Alwi et
al., 2024; Mustadi et al., 2024; Siswanto et al., 2024). In
addition, a survey was also conducted with 200 students in
10 elementary schools to measure their understanding of
the use of technology in learning (Meizatri et al., 2023; Saidi
et al., 2023; Tarjiah et al., 2023). The results of these two
data collection techniques provide a clearer picture of how
technology can be effectively integrated into learning
Indonesian and what specific needs need to be met to
improve the quality of education.
•

•

Design: The "SastraOnline" and “PuisiKreatif", "learning
media” aims to increase students' creastudents'd
involvement in writing prose and poetry (Fitriana et al.,
2024; Lubis et al., 2024; Suroso et al., 2023). In data
collection, a survey method was conducted involving
100 students as respondents, where 75% of them
reported an increase in interest in writing after using
the media. In addition, classroom observations were
conducted for 10 sessions, where 80% of students
actively participated in discussions and writing
activities. In-depth interviews with 15 teachers showed
that 90% felt positive changes in how students
expressed their ideas. These data indicate that both
learning media effectively encourage students to be
more creative and involved in writing. With an
interactive approach, it is hoped that students can
develop their writing skills more optimally. This
information comes from research conducted by the
learning media development team.
Development: Prototyping learning media is an
essential initial step in developing an educational
product. This process involves limited testing, where
the prototype is tried on a small group of users, usually
around 10-15 people, to get constructive feedback. This
feedback is crucial because it can help developers
understand the strengths and weaknesses of the
designed media. Data collected from this feedback is
then analyzed to determine whether the prototype
Stages
Analysis

Design

effectively achieves the desired learning objectives.
Developers can make necessary improvements by
identifying problems or shortcomings before moving on
to a broader development stage. This data collection
method, which includes interviews and surveys, allows
developers to gain valuable insights from early users,
thus creating a product more suited to their needs.
•

Implementation: The learning media was implemented in
10 elementary schools to improve teaching effectiveness.
Before implementation, initial training was conducted for
50 teachers utilizing the media properly (Arga et al.,
2023; Muharom, 2023; Yulianto et al., 2023). In this
training, teachers were given knowledge about various
techniques and methods of using learning media and
how to evaluate its impact on students. During the
implementation period, data was collected from 300
students to measure their understanding and
involvement in the learning process. The evaluation
showed that using this learning media increased student
motivation by 40% and knowledge of the material by
30%. Thus, implementing learning media supported by
teacher training has positively impacted education,
encouraging students to be more active and involved in
learning.

•

Evaluation: Continuous evaluation is essential in
assessing the effectiveness of learning media in
educational contexts. This process involves collecting
data through various techniques, such as surveys,
interviews, and observations. For example, a survey can
involve 100 respondents to measure satisfaction with
learning media (Khong & Kabilan, 2024; Novelti et al.,
2024), while in-depth interviews with 10 teachers can
provide deeper insights into the challenges faced. In
addition, classroom observations conducted 5 times can
help in understanding the interaction between students
and learning media. With the data analysis,
implementation strategies can be adjusted to meet
specific local needs, ensuring that teaching media are
practical and relevant. This process is essential to create
an optimal learning experience responsive to changing
student needs. Source: Education Research Team, 2023.

The following table presents the stages of the ADDIE model
and describes the process of developing technology-based
learning media, "SastraOnline" and PuisiKreatif."

Table 3.1.1"Stages of the ADDIE Model
Description
Identification of students' and teachers’ needs in Indonesian
language learning through interviews with 10 teachers and
surveys of 200 students. The results show specific needs for
technology integration in learning.
Development of media design "SastraOnline" and "PuisiKreatif" to
improve writing creativity. A survey with 100 students showed a

Source
Data processed from
interviews and surveys

Learning
media
development team

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

4

75% increase in writing interest; observation of 10 sessions
showed 80% active participation.
Development

Implementation

Evaluation

Testing media prototypes to 10-15 users to get constructive
feedback. Identify strengths and weaknesses of the media for
further improvement.
Media implementation in 10 elementary schools with initial
training for 50 teachers. Impact evaluation shows an increase in
student motivation by 40% and understanding of the material by
30%.
Continuous evaluation through surveys, interviews, and
observations. Data analysis is used to adjust implementation
strategies to ensure the effectiveness of learning media.

This table summarizes each step in the ADDIE model applied
in the research, emphasizing the importance of the analysis,
design, development, implementation, and evaluation
stages in creating learning media that are effective and
responsive to educational needs.
3.2 Research Instruments
This study used several data collection instruments to
evaluate student engagement and creativity in learning.
First, a questionnaire was used to measure student
engagement and creativity, involving 100 respondents
before and after the intervention. Second, interviews were
conducted with 10 teachers and 20 students to obtain
qualitative views on their experiences in using learning
media (Airlangga, 2024; Musyafa et al., 2024). Third,
classroom observations were conducted during five learning
sessions to assess the interaction between students and
teachers when implementing learning media. With this
combination of methods, the study aims to provide a
comprehensive picture of the effectiveness of learning
media in increasing student engagement and creativity. The
sources of this methodology are taken from relevant
educational research guidelines.

Elementary Education
Research, 2023

Education
Team, 2023

Research

3.4 Development Process
Learning media is developed iteratively (Kamarudin et al.,
2024; Lestiono & Lee, 2024). Each iteration involves testing
and improvement based on feedback from teachers and
students. Developing the learning media "SastraOnline" and
“PuisiKreatif” is done individually to ensure their quality and
effectiveness. The following is a description of the flowchart
that describes the steps in the development process:
Explanation of Steps in Flowchart:
1.
2.

3.

4.

5.

3.3 Success Indicators
The indicators of success of this research consist of two main
aspects. First, an increase in student engagement was
measured through questionnaires and class observations,
with a target increase of 25%. This is expected to create a
more interactive and engaging learning atmosphere for
students. Second, an increase in student creativity is
measured by the quality of prose and poetry produced (Anis
et al., 2022; Arifin et al., 2022), with a target increase of 20%.
By setting specific targets, this research focuses on
developing students' abilstudents'be creative and actively
participate in the learning process. Through these two
indicators, the research can provide a clear picture of the
effectiveness of the teaching methods. The data sources for
this measurement come from questionnaires distributed to
students and literary work assessments carried out by
teachers.

The Greatest Showman
(2017)

6.

7.

8.

9.

Start: The starting point of the learning media
development process.
Initial Development: This stage involves creating initial
versions of "SastraOnline" and “PuisiKreatif” with basic
features.
Initial Testing: This testing evaluates the basic
functionality of “SastraOnline” and “PuisiKreatif”. It
involves teachers and students as the primary users.
Test Result Evaluation: At this stage, the initial test results
are analyzed to determine whether further
improvements or development are needed.
Feedback Integration: If evaluation results indicate a
need for improvement, feedback from teachers and
students is integrated into the development process.
Advanced Development: This stage involves improving
the user interface and learning content based on the
feedback received. This includes enhancing existing
features and adding new features according to user
requirements.
Advanced Testing: After advanced development, further
testing is performed to ensure that the fixes and new
features work properly and meet user needs.
Back to Evaluation: The results of the follow-up testing
are re-evaluated to determine whether further iterations
are needed or whether the product meets the desired
criteria.
Completed: The development process is complete if the
product has met all criteria and is deemed ready.

The development process used an iterative approach,
allowing continuous refinement based on user feedback. This
was essential to ensure that the final product met the needs

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

5

of teachers and students and effectively supported literary
learning and poetry creativity. This approach is consistent
with best educational software development practices,
emphasizing end-user involvement to create relevant and
effective products.
3.5 Evaluation and Adjustment
Evaluation is conducted by collecting qualitative and
quantitative data to assess the effectiveness of
implementing learning media. Based on the evaluation
results, strategy adjustments are made to ensure that
learning media can be adapted to various educational
contexts (Hartanto et al., 2022; Muafi & Sulistio, 2022).
•

•

Quantitative Evaluation: Data collection in this study
was conducted through a questionnaire distributed to
200 respondents to assess the impact of the
intervention implemented. The questionnaire consisted
of 20 questions designed to measure various aspects
related to the effectiveness of the intervention. After
the data was collected, statistical analysis was
conducted using SPSS software, which included t-test
and regression analysis to determine the significance of
the results. From the study conducted, it was found that
75% of respondents reported improvements after the
intervention, indicating that the method used was
effective.
Qualitative Evaluation: Interviews and observations are
effective data collection techniques for understanding
user experiences. In a study, interviews can be

conducted with 10 purposively selected participants to
explore their views and feelings regarding the product
they use. In addition, direct observation of 5 users during
their interactions with the product can provide additional
data on daily behavior and usage. The combination of
techniques allows researchers to obtain rich qualitative
data, which can be used to improve the overall user
experience.
This research is expected to provide practical contributions to
Indonesian language learning in elementary schools and
become a reference for further study in measuring the longterm impact of technology integration in education (Aliyyah
et al., 2023; Daga et al., 2023; Kusmawati et al., 2023).

Results and Discussion
The research approach involved using the ADDIE model to
develop development-based learning media. The following
results and discussions explain in detail how the method's
misapplication impacts sedentary schools and the
contribution of this.
4.1 Needs Analysis
The needs analysis results show a significant gap between
teacher readiness and student desire to use technology in
Indonesian language learning. This requires more attention to
improve teacher competence and facilitate students' optimal
utilization of technology. Please take a look at the following
picture to understand the situation further.

Figure 2 Infographic: "Technology Gap in Indonesian Language Learning"

The infographic in Figure 2 illustrates the challenges and
opportunities in integrating technology into Indonesian

language learning, highlighting the gap between teacher
readiness and student desire. At the top of the infographic are

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

6

two striking bar graphs, one in blue showing 60% of teachers
are not confident in using technology, and the other in
orange showing 70% of students who want interactive
learning (Kusumaningsih et al., 2024). The illustrations next
to the graphs show a teacher with a hesitant expression in
front of a computer and a student enthusiastically using a
tablet.
The Venn diagram in the centre of the infographic shows the
gap between "Teacher Readiness" and "Student Desire,"
surrounded by icons of educational technology tools. A
quote from (Alfahmi et al., 2022; Mudjid et al.,
2022)emphasizes that technology can increase student
engagement, adding weight to this visual argument. At the
bottom, the infographic offers practical solutions, such as
technology training for teachers and sharing experiences,
illustrated by an illustration of a bridge connecting teachers
and students. This solution is supported by a quote from
Zhao et al. (2016), highlighting the importance of technology
support in increasing teacher confidence.
This infographic uses contrasting colours to emphasize the
differences and needs between teachers and students, with
design elements such as simple icons and connecting lines to
guide the reader through the information presented. The
colour gradient from blue to orange symbolizes the shift
from unpreparedness to technology readiness, emphasizing
the visual narrative that shows both the problems and
practical solutions in education. Empirical sources from
research by Fadel, L Lemkend Zhao et al. reinforce the
message of this infographic, making it an effective tool for
conveying complex information visually (Musyaffi et al.,
2022; Rahmah et al., 2022).
Based on interviews and surveys, it was found that 60% of
teachers felt less confident in utilizing technology. This
uncertainty is a significant obstacle to creating an effective
learning process. Lack of training and understanding of the
available technological tools contributes to this feeling of
insecurity. On the other hand, 70% of students expressed a
desire to experience more interactive and engaging learning.
These figures show a striking contradiction between
teachers' readiness and students' enthusiasm to learn in a
more modern way. Research by Fadel and Lemke (2008)
emphasizes that integrating technology into education can
increase student engagement, which is increasingly urgent
to implement in today's digital era (Honggo et al., 2022;
Hutama & Suhartono, 2022).
To overcome these challenges, educational institutions need
to provide adequate training for teachers so that they can
feel more confident in using technology. Training can be in
the form of workshops that teach the use of educational

software and teaching strategies that integrate technology
into learning. In addition, sharing experiences between
teachers is an effective method to build self-confidence. We
can bridge the gap between teacher readiness and student
desires by utilizing existing digital learning platforms.
According to a study by Zhao et al. (2016), proper technology
support can increase teacher confidence, which ultimately
positively affects the quality of learning. This emphasizes the
importance of adequate support and training for teachers
(Mariati et al., 2022; Putra et al., 2022).
This condition also reflects the need for a holistic approach to
education. An environment that supports collaboration
between teachers and students must be created. Students
who feel involved and actively participate in tea learning tend
to show better results. Therefore, creating a fun and
interactive learning experience can help overcome the
motivational differences between teachers and students. By
utilizing technology to the fullest, students can more easily
absorb learning material, and more teachers will feel more
motivated to teach more innovatively (Hamami & Nuryana,
2022; Verdian et al., 2022).
Finally, it is essential to understand that developing
technology competencies for teachers is not just technical
training but also a change in mindset. Teachers must see
technology as a tool to enrich learning, not as an additional
burden. Thus, the right approach in technology education can
create a synergy between teacher readiness and student
desire, resulting in a more effective and satisfying learning
experience. In this context, the support of educational
institutions and policies that support technology integration
are crucial to achieving this goal (Marisa et al., 2022; Suparjan
& Ismiyani, 2022).
4.2 Media Design and Development
The design of "SastraOnline" and "PuisiKreatif" is an
innovative platform that aims to increase student
engagement and creativity in writing. The development
process of this platform began with initial prototype testing
involving 15 students from various levels of education.
Feedback from the testing session showed that a welldesigned user interface and interactive content played an
important role in attracting students' attention. Students feel
more motivated to participate in writing activities when they
can access easy-to-use and fun tools. This aligns with research
conducted by (Rintayati et al., 2022; Turmudi & Ratini, 2022),
emphasizing the importance of intuitive interface design in
improving user experience, especially among the younger
generation familiar with the technology. The design of the
"SastraOnline" and "PuisiKreatif" media can be seen in the
following I'm going to.

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

7

Figure 3. Media design development

In the image above, the media design that will be developed
1.

On the central menu aspect of the media,"...."
Main Menu
Home page

Online
Literature
Creative
Poetry
Discussion
Forum
My Portfolio

2.

Table 3. Central Menu Aspect of the Media
Feature
Color
Benefit
Displays a summary of recent activity,
Light
blue
It provides a quick overview of the
popular
works,
and
important
(#E6F3FF)
platform's content and encourages
announcements.
further exploration.
A collection of literature learning
Mint green
Providing comprehensive resources for
materials, including prose, poetry, and
(#E0F2E9)
literature learning.
drama.
Interactive poetry writing tool, idea
Soft yellow
Encourage creative expression and
generator, and weekly poetry challenges.
(#FFF9E6)
experimentation in poetry writing.
Thematic discussion rooms, virtual study
Light purple
Facilitate collaborative learning and
groups, and Q&A sessions with literary
(#F0E6FF)
exchange of ideas among students.
experts.
Storage and organization of personal
Light
gray
Allows students to track their progress
work, with options for sharing and
(#F5F5F5)
and build a digital portfolio.
receiving feedback.

Features available on the media '....."
Key Features
Interactive
Text
Editor
Inspiration Gallery

Feedback
and
Assessment
System
Weekly
Writing
Challenge
Personal Progress
Analysis

3.

can be described from several essential aspects.

Table 4. Features available on the media
Description
Color
Writing
tool
with
real-time
White (#FFFFFF) with
formatting, word suggestions, and
blue
accents
grammar checking features.
(#4A90E2)
A collection of images, quotes, and
Pastel
orange
creative prompts to spark writing
(#FFE0B2)
ideas.
Mechanisms for giving and receiving
Light
green
constructive comments on work.
(#E8F5E9),
Pink
(#FFEBEE)
Regular writing competition with a
Bright Red (#FF4136)
different theme every week.
Graphical visualization of the
Dark Blue (#2C3E50)
development of students' writing
skills over time.

Benefit
Improve the quality of writing and
facilitate the editing process.
Overcoming writer's block and
encouraging exploration of new
ideas.
Facilitate continuous improvement
and peer learning.
Motivate active participation and
encourage continuous creativity.
Helps students and teachers track
progress and identify areas for
improvement.

Characteristics of Media "..."
Table 5. Characteristics of Media

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Main
Characteristics
Intuitive
User
Interface

Description

Benefit

Easy to navigate design with clear icons
and logical flow.

Responsive
and
Multiplatform

Compatible with various devices (desktop,
tablet, smartphone) and operating

Reduce the learning curve and
increase accessibility for all levels
of users.
Enables flexible access and
learning anywhere, anytime.

Shintarahayu, B. (2025). Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital
Media in Elementary Schools, 3 (1). 1-21. https://doi.org/10.61650/alj.v3i1.145
2986-2906
CV. Bimbingan Belajar Assyfa

systems.
Content
Personalization
Gamification
Accessibility

Recommendations for learning materials
and challenges tailored to students' levels
and interests.
Points system, badges and leaderboards
to reward participation and achievement.
Features like screen reader, contrast
adjustment, and text size options.

Furthermore, the study results showed that student
engagement in writing activities increased significantly
thanks to the features offered by both platforms. For
example, game elements and challenges in writing poetry
changed how students interacted with the material.
Students did not only see writing as a task but also as a fun
and satisfying experience. This is in line with the motivation
theory expressed by Deci and Ryan (2000), which states that

Increase learning relevance and
motivate continued engagement.
Increase motivation and create a
fun learning experience.
Ensuring the platform is accessible
to all students, including those
with special needs.

involvement in activities that are considered fun can increase
students' intrinsic motivation. Thus, "SastraOnline" and
"PuisiKreatif" not only provide a means for students to be
creative but also create an environment that supports the
development of their writing skills. By utilizing innovative
technology and approaches (Yuwono et al., 2022), these two
platforms are expected to be practical tools in arousing
students' interest and writing talents throughout Indonesia.

Figure 3: SastraOnline Interface DesignThe visualization of the user interface shows the interactive
elements used in learning.

The interface design of "SastraOnline" aims to facilitate
more interactive and engaging learning for students. This
interface features well-designed visual elements, such as
intuitive icons and easy-to-understand navigation, making
accessing the various features provided easier for students.
This visualization includes using bright and contrasting
colours that help attract students' attention and maintain
their focus during the learning process (Pardamean et al.,
2022; Syafryadin et al., 2022). For example, the buttons used
have different colours for each function, such as the "start
button, which is bright green and the "finish" button, which
is red, making it easier for students to understand the
actions that must be taken. A study by B. P. R. D. (2019)
emphasized the importance of intuitive interface design in
improving user experience, especially for the younger

generation who are more familiar with technology.
In Figure 3, the interactive elements in the "SastraOnline"
interface include features such as a customizable workspace
where students can write prose or poetry with the help of
tools such as an online dictionary and thesaurus. In addition,
an automatic assessment feature provides immediate
feedback on the work written by students so that they can
identify the strengths and weaknesses of their writing. This
feature encourages students to continue practising writing
and helps them understand aspects that need to be improved
in their writing. Research by Deci and Ryan (2000) shows that
immediate feedback can increase students' intrinsic
motivation, ultimately improving the quality of literary works
produced.

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

9

In addition, the interface design of "SastraOnline" also
supports collaboration between students through
discussion and work-sharing features. Students can share
their prose or poetry with classmates and receive feedback
from them, creating a collaborative and supportive learning
environment. This feature is designed to encourage social
interaction and sharing of ideas, which can trigger students'
creativity in writing. Students can learn from each other
through this collaboration and develop their writing skills
more effectively. According to Bandura's (1977) social
learning theory, social interaction and observation can
Level
1. Preparation

1.

enrich the learning process (Setiadi et al., 2022; Sutini et al.,
2022), so this feature is expected to impact engagement and
creativity in literature classes positively. Thus, the
"SastraOnline" interface is a learning tool and a platform for
self-development and positive social interaction.
4.3 Implementation and Evaluation
The implementation of learning media in ten elementary
schools has shown a significant impact on teacher
competence and student motivation (Ibda et al., 2022;
Rachmadtullah et al., 2023).

Table 6. of Implementation and Evaluation of Learning Media
Implementation
Evaluation Results
Synthesis with Research
Initial
training
for
Teacher
competency
In line with Hattie (2009): Increasing
teachers
improvement by 30%
teacher capacity has a major influence
on the effectiveness of classroom
learning.

2. Implementation

Use
of
the
"SastraOnline"
and
"PuisiKreatif" platforms

Increase student motivation by up
to 40%

Supporting Kapp's findings (2012): The
use of games and interactive media in
education can increase student
motivation and participation.

3. Evaluation of Results

Measuring
students'
understanding of the
material

Increase student understanding
of material by up to 30%

According to Mayer (2009): The use of
multimedia in teaching can help
students
understand
complex
concepts better.

4. Impact Analysis

Evaluation of the overall
impact on the learning
process

- Improving teacher competence Improving student motivation Improving understanding of the
material

The combination of teacher training
and appropriate use of media creates
a
more
conducive
learning
environment.

5. Recommendations

Further
development
and long-term research

An optimistic view of the future of
education in the digital age

Further research is needed to explore
the long-term impacts on students'
academic achievement and character
development.

Preparation Stage:

the implementation process begins with providing teachers
with training in immunology. A teacher's answer of 30%

indicates their readiness to integrate learning media. This
finding is. Thisith Hattie (200) emphasized increasing teacher
capacity for learning effectivenesss (Giena et al., 2022;
Ishartono et al., 2022).

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

10

2.

Implementation Level: Implementation involves using
digital platforms such as "SastraOnline" and
"PuisiKreatif," which increased student motivation by
40%, indicating that interactive learning media can
increase student engagement. These results support
Kapp's (2012) statement that interactive media can
increase student motivation and participation.

3.

Result Evaluation Stage: The evaluation was conducted
to measure students' understanding of the material
taught, and an increase in student knowledge of up to
30% showed the effectiveness of technology-based
learning media. Mayer (2009) states that multimedia
can help students with complex concepts.

4.

Impact
Analysis
Stage:
Evaluation
showed
improvements in teacher competency, student
motivation, and understanding of the material, which
suggests that the combination of teacher training and
appropriate media use resulted in an effective learning
environment.

5.

Recommendation Stage: Further development and
long-term research are needed to explore the impact of
technology on academic achievement and character
development while providing an optimistic view of the
future of education that is increasingly integrated with
technology.

This table presents the structured implementation and
evaluation steps following a standard format in educational
research that includes implementation stages, evaluation
results, and synthesis with related research. This approach
allows us to see the relationship between each
implementation stage, the results achieved and supporting
literature. The initial training given to teachers is an essential
step in preparing them to use technology in learning. The
results of this training showed an increase in competence of
30%, reflecting teachers' readiness to integrate learning
media into the teaching and learning process. This is in line
with research conducted by Hattie (20,09), which states that
increasing teacher capacidramaticallytly influences the
effectiveness of learning in the classroom using the
"SastraOnline" and "PuisiKreatif" platforms in the learning
process have been proven to increase student motivation by
up to 40%. This technology-based learning media provides
more enjoyable and interactive learning experiences,
making students more involved in the learning process.
Research by Kapp (2012) shows that using games and
interactive media in education can increase student
motivation and participation. The evaluation also showed
that students' understanding of the material increased by up
to 30%, indicating that learning media affects motivation
and positively impacts student learning outcomes. Thus, the
combination of teacher training and appropriate press can

create a more conducive learning environment (Hidayat et al.,
2021; Manik et al., 2022), providing an optimistic picture of
the future of education in the digital era.
4.4 Impact of Creativity and Self-Expression
The use of technology-based learning media does have a
significant impact on students' creativity and self-expression.
In analyzing prose and poetry, data shows a 20% increase in
quality. The ease of access and interactivity of technology can
explain this. Students can easily find various sources of
inspiration, such as videos, articles, and other literary works,
that can broaden their horizons. In addition, digital platforms
allow students to share their work with a broader audience,
thus encouraging them to be bolder in expressing creative
ideas. Research by Hwang et al. (2019) also supports this
finding, which shows that integrating technology into learning
can increase student motivation and engagement,
contributing to the development of creativity (Muslem et al.,
2022; Tilwani et al., 2022).
On the other hand, improving students' self-expression skills
in literary works is not only limited to technical aspects but
also includes emotional depth and authenticity. Using
technology-based learning media, students can practice
expressing their feelings and views in more varied and
interesting forms. For example, digital tools such as writing
applications or collaborative platforms allow students to
revise and get real-time feedback. This is crucial in the
creative process, where reflection and improvement are
integral. A study by Liu et al. (2020) showed that students
involved in technology-based learning increased their ability
to express abstract ideas and emotions in their works. Thus,
there is no doubt that technology-based learning media
significantly contributes to developing students' creativity
and self-expression (Daflizar & Petraki, 2022; Reflianto et al.,
2022).
After using the technology-based learning media
"SastraOnline" and "PuisiKreatif," students showed an
increase in the quality of writing prose and poetry (Nuranti et
al., 2022; Rido et al., 2023). One example of prose work
produced by students is a short story that describes daily life
in a remote village. In this story, students successfully
describe the village atmosphere with vivid details, using rich
descriptions of nature and natural dialogue. Technology
allows students to access various references that enrich their
imagination, such as images and videos about village life.
Research by Zhao et al. (2016) shows that technology can
broaden students' horizons and provide tools to develop
details in their literary works.
On the other hand, the resulting poems show greater
emotional depth. For example, a poem written by a student
describes feelings of loss and hope through strong metaphors
and touching rhythms. Technology provides students with

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

11

writing aids such as thesauruses and rhyming dictionaries,
which help them find the right words to express their
feelings. According to Liu et al. (2020), the use of technology
in literature learning can improve students' ability to express
abstract ideas and emotions, which is reflected in the quality
of their poems, which are more mature and memorable.
Active participation in group discussions through the
"SastraOnline" platform also encourages students to share

and provide feedback to each other, enriching their creative
process. In this collaborative environment, students can
compare their work with classmates, gain new ideas, and
learn from constructive criticism. This aligns with Bandura's
(1977) social learning theory, which emphasizes the
importance of social interaction in learning. By utilizing the
platform's discussion and sharing features, students develop
their writing skills and improve their communication and
collaboration skills.

Figure 6: This visualization shows an interactive discussion interface, with comments and suggestions displayed as text balloons.

Finally, using technology in literature learning improves
students' writing skills and builds their confidence in
expressing themselves. With the right tools and a supportive
environment, students are more willing to explore new
styles and themes in their writing. This is important for their
personal and academic development, given that writing
skills and self-expression are valuable assets in this digital
age. A study by Deci and Ryan (2000) showed that increased
intrinsic motivation and confidence contribute to better
learning outcomes. Students' experiences reinforce this
finding in using this innovative learning medium.
4.5 Challenges and Recommendations
The variation in educational outcomes across schools in
Indonesia shows that adapting local curricula is essential to
improving the quality of learning. For example, access to
technology and the internet is better in urban areas than in
remote areas. This results in students in urban areas often
having better learning outcomes. Research by the National
Education Standards Agency (BSNP) shows that a curriculum
appropriate to the local context can increase student
learning motivation and the relevance of the subject matter.

However, the challenge faced is limited internet access in
remote areas, which hinders using digital resources in
learning. Therefore, it is essential to create
solutionsconsideringr each region's geographical and socioeconomic condition.
In addition, the need for continuous teacher training is also a
major highlight. Well-trained teachers will be better able to
adapt teaching methods to suit the needs of their students
and their environment. According to research by the World
Bank, professional development for teachers can significantly
improve the quality of teaching. Recommendations to
improve technological infrastructure are crucial, such as
providing better internet access in remote areas and creating
collaboration between schools, government, and technology
providers (Adi Pratama et al., 2023). This collaboration will
not only increase accessibility but also create positive
synergies in educational development. Thus, through a
holistic approach and focusing on the local context, it is hoped
that educational outcomes throughout Indonesia can be
evenly distributed and of high quality.

Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital Media in Elementary Schools

12

Figure 7: Internet Access MapThe map shows the distribution of internet access in the schools involved in the study.

The distribution map of internet access in schools involved
in this study illustrates the unevenness of digital
infrastructure in various regions in Indonesia. This map
shows that schools in urban areas generally have better
internet access than schools in remote areas. This has
significantly impacted the quality of learning, where schools
with adequate internet access can utilize technology to
support the teaching and learning process more effectively.
Based on data from the Central Statistics Agency (2022), only
around 60% of the total schools in Indonesia have stable
internet access. This condition shows a digital divide that
requires serious attention, significantly increasing
technology accessibility for schools in remote areas.
The visualization of this map can be seen in the form of an
image showing areas with and without adequate internet
access. Figure 7: The Internet Access Map displays different
colours to mark areas with good and poor internet access,
providing a clear picture of schools' challenges in remote
areas. Research by the World Bank (2020) emphasizes the
importance of developing technological infrastructure as
part of a strategy to improve the quality of education. By
addressing this gap, it is hoped that all students in Indonesia
can have equal opportunities to access the digital resources
needed for learning. Therefore, the government and
educational institutions must work together to improve
technological infrastructure, such as providing more
affordable and stable internet services, to support a more
equitable and inclusive education process throughout the
country (Sahlan et al., 2024; Subchi et al., 2024).
4.6 Research Contribution
In today's digital era, the development of innovative learning
media is becoming increasingly important to increase
student engagement and creativity. One example is
"SastraOnline" and "PuisiKreatif," which are interactive

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learning models designed to facilitate a more engaging
learning experience. According to research by Banas and
Emory (2016), using interactive media in learning can increase
student motivation and improve learning outcomes. Using
digital platforms allows students to learn independently and
collaborate with their friends, thus creating a more dynamic
and interactive learning environment (Luo et al., 2024;
Rohmah et al., 2024).
In addition, this study shows that the implementation of
interactive learning models such as "SastraOnline" and
"PuisiKreatif" can be adapted in various educational contexts,
from elementary school to college. This aligns with the
findings of Anderson and Dron (2011), who stated that
flexibility and adaptability in teaching methods are key to
meeting the needs of diverse students. Thus, teachers and
educators need to be trained to implement this technology to
support various learning styles of students effectively.
Different approaches to the use of technology also allow
students to be more involved and motivated in their learning
process (Pammu & Hamuddin, 2024; Warto et al., 2024)sa.
However, challenges to technology integration in education
remain. This study emphasizes the importance of
collaboration between various parties, such as educators,
technology developers, policymakers, and policymakers'
solutions (Anggraini et al., 2024; Mahayanti et al., 2024).
According to Hwang and Chang (2011), good partnership skills
help people overcome obstacles when implementing
education. By working together, all parties can share
knowledge and resources and formulate innovative strategies
to create better learning experiences for expert students. The
success of technology integration depends not only on the
tools used but also on the community that supports the
process.

Shintarahayu, B. (2025). Integration of Educational Technology: Enhancing Prose and Poetry Creativity Through Digital
Media in Elementary Schools, 3 (1). 1-21. https://doi.org/10.61650/alj.v3i1.145
2986-2906
CV. Bimbingan Belajar Assyfa

CONCLUSION

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2.

3.

4.

Increasing Student Engagement and Creativity: This
study shows that integrating technology in learning
Indonesian in elementary schools can increase student
engagement by 25% and the ability to express creativity
by 20%. The web-based learning media "SastraOnline"
and the interactive software "PuisiKreatif" have
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Importance of Teacher Training: Lack of teachers'
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Collaboration
for
Effective
Implementation:
Collaboration between schools, government, and
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development of a responsive and dynamic curriculum.
With support from various parties, these intonations
can be overcome, and technology can be effective in
education.

Recommendation
To achieve optimal results in technology integration in
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recommended that related parties develop and implement
ongoing training programs for teachers. This training should
include technical skills and innovative and interactive
teaching strategies, which can facilitate the use of
technology in prose and poetry learning (Basundoro &
Afdholy, 2023; Fitriana et al., 2024). In addition, local
curriculum adaptation should be a priority to accommodate
the various educational contexts in Indonesia, especially in
remote areas with limited access to technology.
Collaboration between schools, government, and
technology providers must be strengthened to develop
adequate infrastructure, so th all students have equal
opportunities to utilize digital resources in learning (Ahmed
et al., 2022; Jumintono et al., 2021). Through a collaborative
and adaptive approach, it is possible to integrate and
provide long-term positive impacts, improve the quality of
education, and prepare students to face challenges in the
digital era. Further research is needed to explore the longterm impactsimplicationsjust effective implementation
strategies based on specific local needs and conditions

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