Interactive Multimedia Learning and Understanding Intrinsic Elements of Stories: A Phenomenological Analysis Among Fifth-Grade Students
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Abstract
This study aims to analyze the use of Interactive Multimedia Learning (IML) in supporting students’ understanding of intrinsic elements of stories in Indonesian language learning for fifth-grade students at UPT SDN 064994 Medan in the 2024–2025 academic year. This research employed a qualitative approach with a phenomenological design, focusing on the lived experiences of students and teachers in using IML developed through Canva and Microsoft PowerPoint. The research subjects consisted of one classroom teacher and ten fifth-grade students. Data were collected through video-based classroom observations, in-depth interviews, and documentation, and analyzed using descriptive-analytic techniques involving data reduction, data display, and conclusion drawing. The findings reveal that the use of Interactive Multimedia Learning creates a more meaningful, contextual, and enjoyable learning environment. Students demonstrated active engagement in operating the media, selecting learning pathways, and interacting with learning materials through content menus, educational games, and interactive exercises. The integration of interactive features such as Froggy Jumps and Zap Quiz encouraged students to understand the intrinsic elements of stories gradually and comprehensively, while also enhancing their learning motivation and self-confidence. From the teacher’s perspective, IML was perceived as effective in facilitating the delivery of learning materials in a visual, systematic, and engaging manner, as well as supporting student-centered learning practices. In conclusion, this study confirms that Interactive Multimedia Learning plays a strategic role in supporting elementary school students’ understanding of intrinsic elements of stories. Theoretically, these findings reinforce constructivist learning perspectives that emphasize the importance of interactive multimedia in fostering active engagement and meaningful learning. Practically, the results provide valuable implications for teachers to develop and implement Interactive Multimedia Learning as an innovative alternative in Indonesian language instruction
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