International Journal of Learning Reformation in Elementary Education Vol.
No.
02, pp.
org/index.
php/IJLREE DOI: 10.
56741/ijlree.
Interactive Multimedia Based on Android: A Learning Management System in Elementary School 1 Kukuh Andri Aka* Corresponding Author: * kukuh.
andri@unpkediri.
1 University of Nusantara PGRI Kediri.
Kediri.
Indonesia
ARTICLE INFO
ABSTRACT
Article history Received 4 April 2025 Revised 11 May 2025 Accepted 15 May 2025 This study aims to improve student learning outcomes through the development of an interactive multimedia application based on Android as an online learning management system for elementary school students that is valid, practical, and effective.
The application development uses the ADDIE model (Analysis.
Design.
Development.
Implementation.
Evaluatio.
The subjects of the study consisted of expert validators, teachers, and fourth-grade students of the elementary school Laboratory University of Nusantara PGRI Kediri.
The research instruments included a media and language expert validation questionnaire, teacher and student response questionnaires, and student learning outcome tests.
The results showed that the developed multimedia application met the valid criteria with an average score of 85.
The practicality of the application is classified as very practical based on the positive responses of teachers of 85% and students of 82%.
The application effectiveness test showed a significant increase in student learning outcomes with an N-gain score of 66%, included in the fairly effective category.
Thus, this application is feasible and recommended as an alternative online learning medium at the elementary school level.
Further research is recommended to expand the scope and variety of application Keywords Android Elementary School Learning Management System Online Learning Media This is an open-access article under the CCAeBY-SA license.
IJLREE Vol.
No.
August 2025, pp.
Introduction The essence of effective learning is a teaching and learning that is not only focused on the results achieved by students, but how an effective learning process can provide a good understanding, intelligence, perseverance, opportunity, quality, and can provide changes in behavior, and apply it in the lives of students .
Various problems during the teaching and learning process in the school are at the time of learning, the teacher only uses image media, the attention of students in following the learning process is very minimal, where this is marked by the number of students who are not pay attention and playing with their seatmates.
The same problem was also found in other studies .
, .
However, in contrast to learning that uses audio-visual media, the response shown by students is very enthusiastic, where this is indicated by students willing to listen to orders from the teacher, and students are not play with friends next to, this was also found in other studies .
Based on data from the BPS-Statistics Indonesia.
National Socioeconomic Survey, the number of cell phone users in Indonesia .
rban and rura.
currently reaches 90,54%, which is a very significant increase compared to 2018, which was 88.
46% .
If viewed from the data, it can be said that the facilities for conducting online learning are already fulfilled.
The solution that can be done to improve the quality of online-based learning is very simple that is, it takes a learning medium that can facilitate learning so that it runs practically, effectively, and can attract students' interest in learning.
Media is a tool to convey all information or messages from one party to another or from one place to another .
, .
, while learning media is an integral component of the learning system.
It can be interpreted that the learning process can not be separated from the learning media.
Without learning media, the teaching and learning process becomes monotonous, and students are less motivated in learning activities .
Learning media that can facilitate learning in the digital era are media in the form of applications on mobile smartphones .
An application is a subclass of computer software that utilizes direct computer capabilities to perform a task that the user wants.
Applications are software programs designed to run on a computer/tablet/mobile phone for a particular purpose .
Of these various applications, the most popular in Indonesian society is an application on the Android operating system .
,85%) .
There that the factors that cause the popularity of Android applications are as follows: speed factors, productivity aspects, design creativity, flexibility, and reliability.
One of the smartphone applications that can be used is the Android-based application.
This application can be developed to support the online learning process that presents material in the form of text, images, audio, video, and multimedia.
The Android application developed in this study has the following components:
Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
contains access for grades one to six elementary school, and contains a theme section, each theme is assigned a sub-theme section, and each sub-theme is assigned a section for each lesson.
contains two different user interfaces, namely the user view as a teacher and the user view as a student.
The view as a teacher contains a menu of managing schedules, assignments, lessons, and student lists.
The view as a student contains a menu of the homepage, meetings, schedules, and flexibility of application content that can be filled in as needed.
can be accessed openly, provided that the application has been installed on the smartphone and has been registered.
easy to use because it is specially designed for elementary school learning.
The Android application is an online mobile learning media platform, this application can be used as a learning medium in the classroom by teachers, this application can also be accessed anywhere and anytime, the display presented is managed concisely and flexibly, and contains various media such as video, audio, and so on that can be tailored to the needs of Based on the above, this study aims to develop a valid, practical, and effective multimedia application based on the Android application in elementary school.
In contrast to previous applications, which prioritized certain content in partial learning.
This application focuses on managing learning management in one full school year.
Literature Review In ensuring the feasibility of this application, that to find out whether an applicationbased learning media is suitable for use by end-users, which can be reviewed through several Appropriateness, which is an aspect that states: the suitability of the material possessed by the media with the characteristics and curriculum of the local school or school.
Accuracy and clarity are aspects that state the appropriateness of the media in terms of accuracy, timeliness, and clarity in explaining the material, so as not to cause bias.
In addition, the media must be by the level of difficulty of the students.
Screen presentation and design is an aspect that states the feasibility of the media in terms of the display .
ser interfac.
, such as the combination of colors used, images and writing that are coherent and harmonious with one another, the text that is presented is clear and easy to read by students, the existence of narration and at the same time videos that can provide direct examples that can be applied in everyday life .
In addition, it is important to consider the principles of interactive multimedia.
The principle of coherence emphasizes the use of only relevant words, images, sounds, and videos P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
that directly support the material being presented.
The principle of segmenting involves breaking down complex and complicated content into simpler, more manageable parts to enhance student understanding.
The multimedia principle suggests that learning materials are more effective when they include images, audio, video, or animation, rather than relying solely on text.
Lastly, the principle of interactivity highlights that students learn more effectively when they can control and adjust the pace at which learning materials are presented .
interactive learning multimedia programs, the role of the navigation buttons on each frame is very important, this is because students can adjust their learning speed, so students can learn more optimally.
In addition, the application of interactive principles in multimedia learning, including quizzes, simulations, games, and others, is very much needed.
Materials and Methods Research Design Android app development procedure uses stages from the ADDIE model .
The ADDIE model was chosen because the steps of this model are structured, flexible, emphasize learners, are suitable for learning frameworks, are easy to implement, and use a centered evaluation phase that can more easily produce measurable and specific results.
According to a survey it shows that the ADDIE model is the most widely used instructional design model .
3%) .
Table 1 summarizes the stages and associated activities, tools, and requirements.
Table 1.
The ADDIE Phases Stages Analyze Design Development Implementation Evaluation Description and Activities Data collection on student characteristics, teacher and student technological readiness, school facilities, and multimedia Creation of a draft or sketch of the media to be developed.
Realization of the conceptual framework into a product after evaluating the design.
Software and hardware tools are selected and utilized.
The Android app-based learning media is integrated into the school learning process.
Conducted throughout all development stages to validate the Involves data collection from validators and users .
eachers and student.
Tools / Technologies / Requirements Software Tools:A macOS Catalina (OS)A Firebase .
A Java .
rogramming languag.
A Android Studio .
obile app edito.
A Adobe XD (UI desig.
Minimum Hardware:A MacBook Air 13inch (Mid 2.
A 1.
3 GHz Dual-Core Intel Core i5A 4GB RAMA Intel HD Graphics 5000Android Device Requirements:A OS: Android v5.
0 Lollipop (API Level .
A RAM: 3GBA Storage: 32GB Android mobile devices Validation instruments.
data collection from users and validators Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
Participants Data was collected from May to August 2024.
The subjects of this study were two expert validators, fourth-grade teachers, and 20 fourth-grade elementary students in the elementary school laboratory University of Nusantara PGRI Kediri.
In this study, the data collection instruments used were questionnaires and tests.
Questionnaires are used to determine the validity of the expert validator and the practicality of the developed media from the teacher and the student.
The test is used to determine the level of effectiveness of the media to be Research Instrument The questionnaires needed in this research are media construction validation questionnaires based on the theory above .
, linguist validation questionnaires, teacher response questionnaires, and student response questionnaires.
Measurement validation questionnaire using a Likert scale with five levels .
of agreement.
Teacher and student response questionnaires use AuyesAy and AunoAy questions.
Table 2 outlines the types of validation questionnaires used to assess the quality of an interactive learning media product.
It includes two main data types: media construction validation and linguist validation.
Each type is evaluated across specific aspects such as coherence, segmentation, multimedia, and interactivity principles .
or media constructio.
, and language relevance .
or linguistic validatio.
A total of 24 indicators are used to ensure that the media is visually appealing, functionally interactive, and linguistically appropriate for the target student audience.
Table 2.
Instrument Grid of Validation Data Type Media Construction Validation Questionnaires Aspect Coherence Principle Segmentation Principle Multimedia Principle Interactivity Principle Linguist Validation Questionnaires Language Relevance Aspect Indicators The choice of font style Font size accuracy Media attractiveness design Neat presentation of learning Learning menu management flow Consistency in the distribution of learning The effectiveness of the presentation of theme There is a feature to upload images There is a feature for uploading videos Accurate use of navigation buttons Navigation performance accuracy on each feature Ease of using Android Compatibility of feature functions Flexibility .
an be used independently and guide.
Using good and correct language rules Use common terms The language used is straightforward, and at the level of students P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
Data Type Aspect Indicators Use communicative and informative language The accuracy of the use of local terms or language in describing the contents The sentences used can convey the content of the material or information properly Sentences used are simple, according to the target Spelling accuracy Consistency in the use of terms Accurate and consistent use of punctuation and Table 3 shows the structure of the response questionnaires used to evaluate the effectiveness of an Android-based learning application from two perspectives: teachers and The Teacher Response Questionnaire includes 10 items assessing the appAos alignment with instructional needs, content organization, assessment facilitation, and usability in online teaching.
The Student Response Questionnaire also includes 10 items focused on user motivation, readability, accessibility, engagement, and overall user satisfaction.
These questionnaires are designed to gather feedback on the appAos practical value in enhancing the teaching and learning experience.
Table 3.
Instrument Grid of Teacher and Student Respons Data Type Teacher Response Questionnaire Student Response Questionnaire Questions The features provided by the Android App are by the needs of online The material in the Android App is by learning outcomes The material in the Android App is by the learning objectives The Android App makes learning mapping easy Learning materials on the Android App are neatly organized Android App can motivate educators to develop learning materials The Android App makes it easy for educators to provide an assessment of the results of student assignments The Android App helps educators evaluate students' disciplinary The menu presented on the Android App is easy to understand Features in the Android App help educators carry out online learning The Android App increases my study motivation The writing on the Android App can be read clearly Illustrative images on the Android App can be seen clearly The menu presented on the Android App is easy for me to understand The Android App helps me collect assignments more easily The Android App can motivate me to study hard I can access the Android App anywhere and anytime The Android App makes studying at home fun Through the Android App, the learning material provided is no longer disturbed by inappropriate advertisements or news I like using the Android App Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
The learning outcomes test instrument was used to measure the effectiveness of the This effectiveness test uses a one-way pre-test post-test design.
There are two tests, namely the pre-test and the post-test.
The purpose of the learning outcomes test in this study was to obtain data on the differences in student learning outcomes before and after using the mobile Android app as a learning medium.
The material used for the test questions is thematic material about .
ethnic and cultural diversity, .
natural resources, and .
interpreting The number of questions is 20.
Data Analysis Data analysis in this study used quantitative analysis.
This data is in the form of a validation score and a practicality score .
Validity and practicality using the formula from .
Equation 1 was used to calculate the validity and practicality.
Table 4 is used to interpret the Validity and Practicality formula = yceycoycyycnycycnyca ycycaycuycyce x 100% .
max ycycaycuycyce Table 4.
Interpretation of Validity and Practicality Score Achievement Criteria 00 % - 100.
00 % - 80.
00 % - 60.
00 % - 40.
00 % - 20.
Practicality Level Very valid/ practical Quite valid/ practical Less valid/ practical Not valid/ practical Very valid/ impractical Pretest and posttest results to test the effectiveness.
Pre-test and post-test were conducted to determine the results of students' abilities in learning the learning material.
The pre-test is used to determine students' prior knowledge before using the media platform Android app.
The post-test is used to determine students' knowledge after using the media platform Android app.
The results of the students' pre-test and post-test experiments were analyzed using the one-group pretest-posttest design.
First, the prerequisite tests for normality (Kolmogorov-Smirno.
and homogeneity (Levene's Statistic.
were carried out.
After fulfilling the prerequisites, the tests were continued with the Paired T-test and Normalized Gain (N-gai.
The difference between pre-test and post-test tested by the paired T-test, is very significant if sig.
2-tailed <0.
The media is said to be effective in increasing from pre-test to post-test if the N-gain gets the "moderate" category, the interpretation of the N-gain (%) is "quite effective", and the classical posttest average is at least 75 points.
N-gain uses the formula from .
Equation 2 was used to calculate the N-gain.
Table 5 was used to categorize the results.
N-gain = ycyycuycyc ycyceycyc ycycaycuycyce Oe ycyycyce ycyceycyc ycycaycuycyce .
ycnyccyceycayco ycycaycuycyceOe ycyycyce ycyceycyc ycycaycuycyce P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
Table 5.
Normalized Gain Category Quality Greatly increased Increased Quite increased Ngain g Ou 0.
3 < g < 0.
g O 0.
Category High Medium Low The N-gain in percent was calculated using Equation 3.
Table 6 was used to interpret the N-gain Score (%) = ycyycuycyc ycyceycyc ycycaycuycyce Ae ycyycyce ycyceycyc ycycaycuycyce x 100%.
ycnyccyceycayco ycycaycuycyceOe ycyycyce ycyceycyc ycycaycuycyce Table 6.
Interpretation of the N-gain Effectiveness Percentage (%) Less than 40.
More than 75.
Interpretation Ineffective Less Effective Quite Effective Effective Results and Discussion Analysis-Evaluation Stage Based on the analysis stage, it is known that currently the use of Android smartphones has started to be widely used .
, but their utilization in education is still lacking.
Even though specifically designed technology .
n this case is smartphone.
can make an effective contribution to learning and can help students reach their highest potential .
Technology has been playing an increasingly important role in teaching and learning due to its ability to boost students' motivation and provide them with opportunities to explore and acquire new knowledge and skills .
Mobile technology has emerged as a potential tool that supports the application of learning in the contemporary era .
, .
With mobile smartphone-based media, students did not have difficulty in using lecture notes, videos, and course materials related to online education .
Besides the rarity of education-based applications, teachers are also hesitant to use smartphones in class.
The teacher thinks that if the smartphone is held by students, it is only about games that are not educational.
AoConcern for studentsAo was identified as a major barrier by non-users .
The rapid development of technology makes it impossible to prohibit students from carrying smartphones in class.
Even though it was banned, students still violated it and continued to carry smartphones .
, .
Instead of prohibiting it, teachers should direct smartphones as educational tools while still providing rules so that smartphones do not become an interference .
Android application development on smartphones is still mostly found in partial development of one material at a time .
Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
However, such concerns were not found in the elementary school Laboratory University of Nusantara PGRI Kediri.
Based on school observations and teacher interviews, this school has shown readiness to integrate smartphone-based learning.
This is supported by reliable technological infrastructure, including stable Wi-Fi access and institutional policies that allow the use of smartphones for educational purposes only.
Most students come from middle to upper-class families, allowing them to access personal smartphones for learning.
In addition, teachers, mostly from Generation Z, who have good technological literacy to utilize digital media in the classroom.
The visual learning characteristics of students also support the selection of this class.
Design-Evaluation Stage At this stage, a draft/sketch of the media to be developed is formed.
Application Contents mapped becomes two parts, that is page for teachers and a page for students.
As for designing an Android app, which will be developed using Adobe XD.
The main purpose of this media is not only to deliver material and quizzes on one particular competency .
, .
, but can also be used for a full school year, so the interface of this media is more like a simple learning management system, where there are main features for teachers and students.
In this design stage, the researcher pays attention to the concepts of media construction principle questionnaires .
oherence, segmentation, multimedia, interactivit.
and Linguist Principle.
Researchers also pay attention to the principles of visual media and aspects of suitability with the developmental stages of elementary school students, which are childfriendly and attractive to them.
Development-Evaluation Stage Homepage On the main page (Fig.
, there is a login system, which is useful to ensure that users have registered to access this media.
If the user does not have access to log in to the application, then they can register by pressing the house icon in the upper right corner of the application, and then the school admin registers the school using the required school P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
Insert the user account and password menu Fig.
Application Main Page Pages for Teacher On this page, several sub-menus can be accessed, including: .
manage a schedule where teachers can fill in the schedule according to the learning schedule that has been made previously.
Theme management, in this section there are several sections, namely each theme contains a subtheme section, each subtheme consists of a learning section, in the learning section the teacher can fill in the learning materials to be achieved according to the indicators and learning objectives and the teacher can give assignments to students.
Manage assignments, in this section contains a collection of tasks that have been given by the teacher by the order of learning.
Manage students, in this sub menu the teacher can add and remove students.
Schedule management Theme management Task management Fig.
Pages for Teachers Pages for Students This page has four main menus, namely the home menu, the theme menu, the schedule menu, and the profile menu.
The page menu displays today's lesson schedule and nearby assignments to be completed by students.
The theme menu contains a sub-theme section.
Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
and each sub-theme contains a learning section.
On this learning page, students can download materials and submit assignments.
The schedule menu displays the overall schedule for the week and today's schedule.
The profile menu contains the student's identity and a button to exit the Android account.
Here's the design on the student page.
Task and material management Fig.
Pages for Students Validity Results After the development stages above have been completed, validation is carried out by The validity of the media can be determined by finding the average of the two values of the results from the validator.
Fig.
5 shows the results of the average calculation of the media validation results.
Indicator 14 Indicator 13 Indicator 12 Indicator 11 Indicator 10 Indicator 9 Indicator 8 Indicator 7 Indicator 6 Indicator 5 Indicator 4 Indicator 3 Indicator 2 Indicator 1 Indicator 10 Indicator 9 Indicator 8 Indicator 7 Indicator 6 Indicator 5 Indicator 4 Indicator 3 Indicator 2 Indicator 1 Score Score Fig.
The validity of Media and Language Aspects Based on Table 7, the average value of media validity is 85.
57%, so the Android media is included in the category of very valid.
From media construction validation data with a score of P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
14%, the principle aspect of multimedia .
ndicator 6-.
gets a score of "5", compared to other aspects that still have a score of "4" (Fig.
Table 7.
Recapitulation of Media Validity Test Results No.
Aspect of Validation Media Construct Validation Language Validation Total Value Average Score This is the strength of this media that this media has accommodated the concept of multi-media, meaning that the media contains elements of text, images, graphics, sound, animation, video interaction and others packaged into digital files, with these circumstances add strength to the delivery of material received by students (Edgar Dale's pyramid of Even so, other aspects still get high scores.
The language aspect has a value of 84.
The aspect of language is something that needs to be considered in media development, because good and correct language will make it easier for users to understand the contents and instructions of the media.
In addition to providing features for material for one academic year, this media also developed a thematic learning material with ethnic and cultural diversity, natural resources, and interpreting poetry.
These three materials are only for testing validity, practicality, and effectiveness.
Teachers can add material or assignments independently, thus making this media very comprehensive, stand-alone, and not too dependent on other media.
Implementation-Evaluation Stage At the implementation stage, measurements are taken to assess the practicality of the media and the effectiveness of the media.
The implementation was carried out at the fourthgrade elementary school.
To support the system, an operational guidebook was developed.
The operational guidebook was trained to the teachers who would implement the multimedia.
Then the teacher trains the students in the steps of using multimedia along with the implementation of learning.
Media Practicality The practicality of the Android application can be determined by calculating the average response from teachers and students.
Based on the trial results, it can be seen that the teacher gave a positive response to the Android application, as evidenced by the results of a percentage score of 85%, which is included in the very practical criteria and does not require revision.
Then, for student responses, they gave a positive response, as evidenced by the score reaching 82%, which is included in the very practical criteria.
Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
Effectiveness of Media The process of testing the effectiveness of the media was carried out by analyzing the results of the students' pretest and posttest experiments with a one-group pretest-posttest Tables 8 through 12 present a comprehensive analysis of the effectiveness of the developed Android-based learning application through a series of descriptive and inferential statistical tests.
These results are based on a pre-test and post-test design administered to measure improvements in students' learning outcomes after using the app.
Table 8 presents the descriptive statistics of both pre-test and post-test scores.
The data indicate a substantial improvement in students' performance after the implementation of the learning media.
The average pre-test score was 45.
00 with a standard deviation of 14.
43, while the post-test average rose significantly to 81.
00 with a standard deviation of 12.
Notably, the post-test mean exceeded the Minimum Completeness Criteria (MCC) of 75, demonstrating that the learning objectives were achieved by most students following the intervention.
Table 8.
Descriptive Effectiveness Test Data Type Min Max Pre-test Post-test * above the minimum completeness criteria of 75 Mean Standard Deviation Table 9 shows the results of the normality test using the KolmogorovAeSmirnov method.
The significance values for both pre-test and post-test scores were 0.
200, which is greater than the threshold of 0.
These results confirm that the data are normally distributed and suitable for parametric statistical analysis, such as the paired t-test.
Table 9.
Prerequisite Test Results: Normality Type Pre-test Post-test Sig.
KolmogorovSmirnova Conclusion Sig.
200 > 0.
05, normal Sig.
200 > 0.
05, normal Table 10 displays the results of the homogeneity of variance test using Levene's The significance value (Sig.
= 0.
is also greater than 0.
05, indicating that the variances between the pre-test and post-test scores are homogeneous.
This further validates the use of parametric tests for analyzing the effectiveness of the application.
Table 10.
Result Based on the Mean Prerequisite Test Results: Homogeneity Levene Statistic Sig.
Conclusion Sig.
963 > 0.
05, homogeneous P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
Table 11 reports the results of the paired sample t-test, comparing the means of pretest and post-test scores to determine the statistical significance of the learning gains.
The mean difference between the two tests is 36.
43 with a standard deviation of 11.
The two-tailed significance value (Sig.
= 0.
is less than 0.
05, which confirms a statistically significant improvement in students' scores after using the learning application.
This suggests that the app had a meaningful impact on student learning.
Table 11.
Mean Std.
Deviation Paired sample t-test Sig.
-taile.
Conclusion Sig.
000 < 0.
05, there is a significant Table 12 provides the N-Gain analysis, which quantifies the effectiveness of the The N-Gain index score of 0.
66 falls within the Aumedium increaseAy category, corresponding to a 66% gain in learning performance.
According to standard interpretation guidelines, this score is classified as AuQuite Effective,Ay indicating that the media significantly enhanced studentsAo understanding and learning achievement.
Table 12.
N-Gain Index.
Classification.
N-Gain Percent, and Interpretation N-Gain Index N-Gain Index Classification Medium Increase N-Gain (%) N-Gain (%) Interpretation Quite Effective Overall, the statistical results summarized across these five tables demonstrate the effectiveness of the Android-based learning media.
The application not only improved students' academic performance significantly but also met statistical criteria for normality, homogeneity, and meaningful learning gains.
These findings validate the use of the developed digital media as an effective instructional tool in the learning process.
This finding is supported by previous research that demonstrates the positive impact of interactive multimedia on learning outcomes.
As highlighted by Arum et.
al, such media can significantly enhance student engagement and understanding .
Moreover, interactive multimedia integrated into Learning Management Systems (LMS) has been shown to yield good performance, proving its efficiency in various aspects, including system robustness, device compatibility, and scalability .
Additionally, the Cognitive Theory of Multimedia Learning (CTML) explains that combining visual and auditory elements in multimedia enhances comprehension and retention, further contributing to the effectiveness of this medium in improving learning outcomes .
Interactive Multimedia Based on Android: A Learning Management System A (Ak.
IJLREE Vol.
No.
August 2025, pp.
This media contains multi-media elements, meaning that there are many channels to maximize the delivery of material, so that it has a fairly good impact on student post-tests, and concluded that the media can be used in further learning.
Learning has a complex nature because it involves pedagogical, psychological, and didactic aspects simultaneously.
Therefore, online learning is not just conveying material through internet media, nor just giving assignments and questions sent through social media applications.
Online learning must be planned, implemented, and evaluated just like learning that occurs in the classroom .
mobile learning is not managed well, it will cause excessive cognitive load on students and have negative effects .
Online learning with smartphones must be managed using a good system, and teachers must make clear rules, so that instead of smartphones aiming to help learning, they interfere with learning.
Conclusion Based on the analysis of the research results and discussions that have been carried out, the Android-based interactive multimedia application developed is suitable for use as an alternative online learning medium at the elementary school level.
This conclusion was obtained through three main aspects of the feasibility evaluation, namely validity, practicality, and effectiveness.
In terms of validity, this application achieved a very valid category with an average validation score from construction media and language experts of 85.
The practicality aspect also showed very good results, with a positive response from teachers of 85% and students of 82%, indicating that the application is easy to use and meets the needs of the online learning process.
In terms of effectiveness, the implementation of the application has a significant impact on improving student learning outcomes, as evidenced by the results of the pretest and posttest tests, which showed an average student posttest score of 81.
00, exceeding the minimum completeness criteria .
Analysis of the increase in learning outcomes through the N-gain index of 66% indicates that the application has a level of effectiveness in the fairly effective Thus, this application not only facilitates the management of learning materials for a full school year flexibly, but is also proven to be able to increase student motivation and academic achievement.
Limitations and Suggestions This research is limited by its narrow focus on the University of Nusantara PGRI Kediri.
The sample size was relatively small, in elementary school, which may limit the generalizability of the findings to broader educational contexts.
Despite these limitations, this research provides valuable insight into how learning using a learning management system can make learning more effective.
Further research is recommended to test this application on a wider P-ISSN 2961-9092 a E-ISSN 2961-8665 IJLREE Vol.
No.
August 2025, pp.
scale with various educational backgrounds.
In addition, it is also recommended to develop additional content and features to improve the functionality and effectiveness of the application in supporting various learning contexts.
Conflict of Interest The authors declare that there is no conflict of interest.
References