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This study aims to develop an interactive Sparkol VideoScribe learning video integrated with the case method in the Pancasila course, which will enablestudents to understand the Pancasila material better. The problem is the lack of interactive learning media that students can access, especially when learning Pancasila. This research uses the type of research development (Research and Development) with the 4-D development model with the stages of defining, designing, developing and dissemination. The development stages are integrated in the activities of 1) Integration of Pancasila material, namely the History of Pancasila Formulation, Pancasila as an Ethical System and Pancasila as the Basis for Science and Technology Development; 2) Integrating the material that has been developed into the Sparkol VideoScribe application; 3) Development of Sparkol VideoScribe Interactive Video integrated with Case Method; 4) Preparation of validation instruments and validation of Sparkol VideoScribe Interactive Video Integratedwith Case Method by material experts and media experts; 5) Implementing videos that have been developed to students while reflecting and evaluating; 6) Disseminating research products to students. The results of thisstudy arebased on the results of material expert validation obtained a result of 85% with the category "Very Valid". In addition, based on the assessment of media experts, the result is 75% with the category "Valid".Based on the assessment results from material and media expert validators, the interactive video learning media Sparkol VideoScribe is suitable for use in the Pancasila learning process.

Learning media that are generally used are less attractive and cannot be used optimally independently. Meanwhile, at the fourth-grade level of elementary school, students need engaging media that can be used independently at home. Sparkol Videoscribe-based learning media can help students understand the material and foster interest in learning and independent learning. This study aims to develop Sparkol Videoscribe-based learning media in science lessons for fourth-grade of elementary schools and determine its feasibility. The research method used is Research and Development (RD) which was conducted in two elementary schools in Jakarta. The research model used is 4D with define, design, develop, and disseminate stages. The data collection technique used was a questionnaire. The results related to media expert validation were 86.1%, material expert validation results were 88.8%, and linguist validation results were 94.7%, so overall, it became 89.7% with a very decent category. The results of user trials conducted by teachers and students obtained a value of 92.5% for teacher trials and 92.3% for students. These results make Sparkol Videoscribe-based learning media in the fourth grade of elementary school science lessons feasible. If implemented, it will increase learning effectiveness and motivate learners to be more active and creative.

This study aimed to develop and produce video learning media assisted by Sparkol Videoscribe that are valid, practical, and able to facilitate understanding of mathematical concepts. This type of research is development research using the ADDIE model which includes five steps, namely: analysis, design, development, implementation, and evaluation (evaluation).This study was conducted at the Junior High School (SMP) Islam Terpadu Abdurrab Pekanbaru. The subjects of this study are learning materials experts and educational technology experts, as well as VIII grade students of Junior High School (SMP) Islam Terpadu Abdurrab Pekanbaru and the object of this study is video learning media assisted by Sparkol Videoscribe. Data collection techniques include questionnaires and concept understanding ability tests. The data analysis technique used is the descriptive data analysis technique. Based on the results of validation by a team of validators consisting of 2 learning material experts and 3 Education technology experts. The validation results from the learning material expert validators show that the resulting learning videos have very valid criteria with a percentage level of validity of 98%, and the assessment of educational technology experts has very valid criteria with a validity percentage of 84%. Then the results of the practicality test that was tested on VIII grade students of SMP Islam Terpadu Abdurrab were grouped into two groups, namely a small group with a total of 8 students respondents obtaining a score of 86.9% with a very practical category, and a limited group with a total of 34 students receiving a score of 85, 73% with very practical category. Furthermore, from the posttest results, the male class got an average score of 86.38% with high criteria, and the female class got a score of 90.5% with high criteria. Next, a t-test was conducted on the posttest results for male and female classes, with the results tcount (-1.444) ttable(1.694), with the conclusion that there was no significant difference between male and female classes.

In Arabic language learning at school, the role of the teacher in delivering and presenting the materials to be taught has a significant influence on students' learning outcomes. Factors contributing to weak Arabic vocabulary mastery include difficulties in memorizing vocabulary due to students' reliance solely on school-based learning, lack of interest and motivation for learning, memorizing, and recalling Arabic vocabulary, as well as students' school backgrounds without Arabic language subjects. Therefore, it is necessary to employ engaging teaching methods or media to deliver the material to students. This research aims to develop, assess the feasibility, and evaluate the attractiveness of Arabic vocabulary learning material based on Sparkol Videoscribe media. This study is a developmental research that utilizes the ADDIE model, which emphasizes the analysis of how each component interacts coordinatively with the existing phases. The research was conducted at Daarul Ilmi Integrated Islamic Junior High School in Bandar Lampung in November 2022. The developed media has been proven suitable for use, with material expert validation results of 76% or deemed suitable, media expert validation results of 78% or deemed suitable, and educator validation results of 88% or highly suitable. Based on the trial results conducted to determine the attractiveness of Sparkol Videoscribe-based learning media in Arabic language classes for eighth graders, it obtained a score of 86% in small group trials and 89% in large group trials, categorizing it as highly attractive. Thus, the results of Sparkol Videoscribe-based learning media are attractive for student use and can facilitate the mastery of Arabic vocabulary.

Scientific attitude is an important element in learning Natural Sciences (IPA) which must be instilled early on. However, many studies reveal that students in elementary schools still have a low scientific attitude so it takes some effort to improve it. Efforts that can be done include implementing a learning model and media that are thought to facilitate students in developing their scientific attitude, one of which is the Guided Inquiry model with Sparkol Videoscribe learning media. This research has the aim of improving students' scientific attitudes by applying the Guided Inquiry model assisted by Sparkol Videoscribe in science learning. The method used in this study is a quasi-experimental type of experimental research and the Nonequivalent control group design. The population in this study were all grade 5 students of elementary schools in Cigasong Sub-district, Majalengka with the sample being grade 5 students of SDN Cicenang 1, Majalengka of two classes. The results of the study illustrate that the scientific attitude of students who obtained the Guided Inquiry model assisted by Sparkol Videoscribe was better than students who obtained conventional learning. From these results, it can be concluded that the Guided Inquiry model assisted by Sparkol Videoscribe is effective in improving students' scientific attitudes.

The purpose of this study was to determine the use of learning media, namely using Sparkol Videoscribe in Physical Education learning for elementary school students of class V MI Nurul Yaqiin. This research is a qualitative research with descriptive method. Data analysis using observation, interviews and documentation. The research subjects used 22 fifth grade students. The results showed that the use of learning media using Sparkol Videoscribe was good and quite interesting. The material can be understood even though the learning is done from home. The existence of sparkol videoscribe-based learning media, the steps of the practical material presented by the teacher can be seen. The results of the practice carried out by students and then students send videos through the whatsapp group can be seen that students are able to practice the material according to the steps correctly. The Sparkol Videoscribe learning media can make physical education learning interesting and varied. The material provided by the teacher is not monotonous and the students are very interested in participating in the learning. The implication of this research is that sparkol videoscribe-based learning media can be used for learning physical education for elementary school students.

The purpose of this research is to increase students’ economic learning interest and outcomes using digital literacy technology, such as Sparkol Video Scribe (SVc) and media chart (MC). This is an experimental research comprising of the control and treatment classes with international trade discussed as a sub-topic of the economic material. The learning activities method used the ADDIE model. While, the research subjects are high school students in Central Java. N-Gain model was used to determine the most effective level of analysis as well as the modification and path analysis. The main results showed that the application of SVc and MC learning models can attract students' interest in economic learning well. Although the SVc application was not effective in improving their overall performance, the MC literacy model was still effective. However, students' interest in learning about the second model has not been able to improve its performance significantly. The results further showed that the digital literacy method was not always able to improve student learning and performance effectively and efficiently.

ENHANCEMENT OF TEACHERS PROFESSIONALISM THROUGH SPARKOL VIDEOSCRIBE LEARNING MEDIA WORKSHOP IN MALANG DISTRICT. The program of activities proposed by the group of KKM 68 and 105 UIN Maulana Malik Ibrahim Malang, in the form of assistance in making sparkol videoscribe learning media. Through these activities, it is expected that the product of the development can add learning resources for teachers and students, and become an encouragement for students in learning. The method used in this service is service learning. Service learning is learning for students based on understanding and the process of recognizing a community. Community service activities in the form of ICT media development workshops can improve the understanding of elementary school teachers in Tulusbesar Village, Malang District in making and using learning media with sparkol videoscribe applications. The products produced in these activities are in the form of learning media in the form of sparkol videoscribe which are interesting in material grades 1 to 6 of elementary school. This service activity received a positive response from teachers as workshop participants.

Learning media can determine the quality of education, one of the digital media revolution with the development era 4.0. So that the required media interesting and appropriate media learning needs. One of the instructional media used is a dynamic learning media and digital nature, i.e., sparkol videoscribe instructional media as media that is flexible. This study aims to determine the ability to analyze the learners after the learning intervention with learning models Project, Activity, Cooperative Learning, Exercise (PACE) class X Mathematics learners SMAN 6 Purworejo. This study used a quasi-experimental design with pre-test and post-test. The results showed that the average value of the pre-test students on the material Enterprises and Energy before the implementation of PACE is learning to use the model of implementation is 46.28 and after 80.75. The highest post-test value of 95 indicated by the attribute aspect. The amount of the lowest post-test that is 72 represented by aspects of organizing the linking indicator of a problem.