Feasibility of Articulate Storyline-Based Interactive Learning Media for Introduction to Maps in Grade IV

Abstract

The rapid advancement of technology in education has encouraged the use of interactive learning media to improve the quality of the learning process. However, before being implemented in classroom instruction, learning media must undergo a validation process to ensure their feasibility. This study aimed to analyze the feasibility of an Articulate Storyline based interactive learning media on the topic of map introduction for fourth-grade elementary school students. The study employed a quantitative approach using a descriptive research design. The research subjects consisted of three validators, namely a material expert, a media expert, and a language expert. Data were collected using a five-point Likert scale validation questionnaire and analyzed descriptively using percentage analysis. The results indicated that the interactive learning media obtained feasibility scores of 94.5% from the material expert, 98.5% from the media expert, and 100% from the language expert, all of which were categorized as highly feasible. These findings demonstrate that the developed media met the feasibility criteria in terms of content, media design, and language aspects, making it suitable for use as a learning medium in Natural and Social Sciences (IPAS) on the topic of map introduction. However, this study is limited to expert validation involving three validators and has not yet been field tested on elementary school students or actual users. The findings imply that Articulate Storyline based interactive learning media has the potential to serve as a high quality instructional medium for map introduction in this specific context, while further empirical evidence is required to generalize these development frameworks to other learning topics and educational levels.