Indonesian Journal of Educational Development (IJED)

Implementation of problem-based learning using domino cards to increase learning activity and achievement mathematics

Heri Siswanto — 2026-08-26

Limited classroom participation and low mathematics achievement remain challenges in early elementary education. This study examined (1) the effect of Problem-Based Learning (PBL) using domino cards on mathematics learning activity, (2) its effect on mathematics achievement, and (3) its simultaneous effect on both outcomes. The population comprised 40 first-grade students at SDN 2 Plosorejo, Blora Regency, Indonesia. Using purposive sampling, 20 students participated in each group. A quantitative quasi-experimental method with a Nonequivalent Control Group Pretest–Posttest Design was employed. Learning activity was measured through classroom observation, while achievement was assessed using a 10-item mathematics test. Data were analyzed using descriptive statistics, MANOVA, and univariate analysis. The experimental group obtained higher mean scores for learning activity (M = 88.55) and achievement (M = 82.15) than the control group (M = 78.55 and M = 71.35). PBL using domino cards significantly affected learning activity, F(1, 38) = 103.289, p < .001, and achievement, F(1, 38) = 29.062, p < .001. The simultaneous effect was significant, F(2, 37) = 55.431, p < .001. These findings indicate that PBL using domino cards enhances participation and achievement. Teachers are recommended to integrate domino cards into PBL as a practical medium for early mathematics learning.

Factors influencing students’ digital communication in an online internationalization program

Luh Putu Putrini Mahadewi — 2026-08-25

Limited attention has been given to the factors influencing students’ digital communication in online internationalization programs. The current study aimed to identify the factors influencing students digital communication in an online internationalization program: FIP (Fakultas Ilmu Pendidikan/Faculty of Education) English Camp. The study employed a quantitative exploratory research design. The study used a total sampling technique, including 45 students who met the criteria. Data were collected through a questionnaire and analyzed using exploratory factor analysis with IBM SPSS. The analysis results show two factors with eigenvalues greater than 1: 10.202 and 1.276, respectively. The findings revealed two main factors influencing students' digital communication in the FIP English Camp online internationalisation program: internal and external factors. Internal factors included the ability to receive, compose, and send messages, and motivation to listen to topics. External factors comprised: number of online devices, condition of online devices, internet network connection, topics relevance, topics interestingness, topics mastery by speakers, politeness of speakers’ appearance, speakers’ enthusiasm, ability of speakers to involve participants, allocation of presentation time, allocation of interaction time, start and end time of activities, length of time to start and end activities. These findings provide empirical evidence that both students’ individual competencies and external learning conditions play important roles in shaping effective digital communication during online internationalization activities. This study is limited by its relatively small sample size and the possibility that it did not include other relevant variables in the analysis. The study recommends expanding online internationalization programs and strengthening support for students enrolled in international classes.

Internalization of the historical values of Gamelan Gambang through community-based art and cultural education

I Ketut Lanus — 2026-08-26

Gamelan Gambang is a sacred Balinese musical tradition whose historical, spiritual, and social meanings are sustained through community practice. This study examines how its historical values are internalized through community-based art and cultural education in Banjar Gambang Munggu, Badung, Bali. An ethnographic approach was used to understand cultural practices, meanings, and intergenerational learning within their natural setting. Data were collected from five key informants through semi-structured interviews, participant observation of rehearsals and ritual activities, and document analysis. Data were analyzed through iterative coding, thematic categorization, interpretation, and triangulation. The findings show that historical values are embedded in ritual participation, oral transmission, embodied musical practice, and communal responsibility. Internalization occurs through repeated participation, observation, imitation, storytelling, mentorship, and emotional engagement with cultural practitioners. Intergenerational transmission enables younger members to acquire musical knowledge together with respect for elders, discipline, collective responsibility, and cultural continuity. The study argues that community-based art education sustains Gamelan Gambang as a living heritage rather than a static cultural artifact and strengthens cultural identity through culturally grounded learning.

Culturally responsive teaching assisted by interactive media: Effects on learning activity and mathematics achievement

Aditiyaningtiyas Aditiyaningtiyas — 2026-08-26

Low mathematics learning activity and achievement remain challenges in primary education. Preliminary assessment showed that only 2 of 14 third-grade students (14.3%) achieved the minimum mastery criterion (KKM = 70), with a mean pretest score of 43.50. However, limited evidence has examined the integrated use of Culturally Responsive Teaching (CRT) and interactive media while simultaneously evaluating learning activity and mathematics achievement through MANOVA. This study examined their effects on both outcomes. A quantitative quasi-experimental nonequivalent control group design involved 28 third-grade students, with 14 students each in the experimental and control groups. Data were collected using a learning activity observation sheet and mathematics achievement test and analyzed using descriptive statistics, Shapiro–Wilk, Levene’s test, independent-samples t-tests, and MANOVA. The results showed significant differences in learning activity (t(26) = 5.92, p < .001) and mathematics achievement (t(26) = 3.85, p = .001), favoring the experimental group. MANOVA confirmed a significant simultaneous effect (Pillai’s Trace = .63, F(2, 25) = 21.75, p < .001, partial η² = .63). The study provides a multivariate perspective on both outcomes and a practical instructional alternative for elementary mathematics teachers. Future research should involve larger samples, multiple schools, and longer interventions.

Rasch evaluation of matched positively and negatively worded CTS items among high school students

Ahmad Fauzi — 2026-08-26

Instruments composed of items worded in the same direction may be vulnerable to response bias. This study evaluated a modified Computational Thinking Scale (CTS) comprising 19 matched pairs of positively and negatively worded items. An instrument-development design adapted from ADDIE was used. The study population comprised science-track senior high school students in the Surakarta Residency. The sample included 393 Grade XI students from three purposively selected schools. Data were collected using a 38-item, five-category self-report questionnaire. Five experts assessed content validity, yielding coefficients of 0.80–0.95 and a mean of 0.89. Responses were analyzed using the Rasch model in Winsteps 5.7.3.0. Cronbach’s alpha and person reliability were 0.66, with person separation of 1.40, whereas item reliability was 1.00 and item separation was 14.67. Response categories showed ordered observed averages and Andrich thresholds, with outfit MNSQ values of 0.91–1.07. All items met the primary outfit MNSQ criterion, ranging from 0.82 to 1.21. Three algorithmic-thinking items showed statistically significant but small gender DIF contrasts of 0.30–0.35 logits. The hypothesis was partially supported because the instrument showed acceptable item-level functioning but limited person-level discrimination. Future studies should examine wording effects, matched-pair equivalence, dimensionality, and local dependence in broader, more diverse samples.

Strengthening pre-service teachers' characters through Gusjigang local wisdom: A phenomenological study in Indonesian higher education

Santoso — 2026-08-17

Despite growing interest in integrating local wisdom into teacher education, little research explains how it is institutionalized as an integrated character education ecosystem and how pre-service teachers experience it. This study examines how Gusjigang local wisdom (comprising Gus, Ji, and Gang) is institutionalized as character education for pre-service primary teachers at Universitas Muria Kudus, Indonesia. The study adopted a qualitative phenomenological design to explore participants' lived experiences and the factors influencing character internalization. Data were collected from twelve purposively selected participants through participatory observation, semi-structured interviews, and document analysis, and analyzed using the interactive model. The findings show that Gusjigang operates as an integrated character ecosystem rather than a stand-alone course. Institutional integration in semester learning plans, lecturer role modeling, and peer scaffolding supported internalization. Cultural dissonance among non-local students, uncritical dependence on mobile devices and generative artificial intelligence, and low tolerance for iterative critique constrained the process. The study contributes a context-sensitive conceptual model demonstrating how moral, epistemic, and productive dimensions interact to strengthen future teachers' professional character, extending the theoretical understanding of local wisdom-based character education while informing its implementation in teacher education.

Teaching factory-based video learning to enhance vocational hospitality skills

Endra Gunawan — 2026-08-17

The persistent mismatch between school-based instruction and industry-required competencies remains a critical challenge in vocational hospitality education, particularly in integrating cognitive mastery with professional soft skills. Existing studies predominantly emphasize technical skill acquisition, leaving a research gap in the development of integrated multimedia-based Teaching Factory (Tefa) models that simultaneously enhance knowledge and behavioral competencies. This study aims to develop and rigorously evaluate a Tefa-based video learning model to address this gap. Employing a Research and Development (R&D) design based on the Alessi and Trollip model, the study involved vocational students in hospitality programs (Class XI PH1 and PH3). Data were collected using expert validation instruments, student usability questionnaires, soft skills observation sheets, and pretest–posttest assessments. Data analysis combined descriptive statistics, gain score analysis, and effect size estimation to ensure robust evaluation. The findings demonstrate high validity (media: 96.25%; material: 98%) and strong practicality (student response >90%; teacher response: 92.6%). Learning outcomes improved significantly (PH1: 5.55→6.55; PH3: 6.32→8.14), with effect sizes of 0.44 (moderate) and 0.80 (large). Notably, the model also enhanced students’ communication and service-oriented soft skills through behavioral modeling. This study contributes a scalable, industry-aligned instructional model that effectively bridges the theory-practice divide in vocational education.

Cognitive scaffolding module in the Vilokka virtual laboratory for coding and artificial intelligence learning

Gede Saindra Santyadiputra — 2026-08-26

Indonesia’s Coding and Artificial Intelligence (KKA) curriculum mandate (BSKAP No. 046/H/KR/2025) requires Vocational High School (VHS) students to master Python programming and generative AI, exposing infrastructure inequality and cognitive overload as dual barriers. This study reports five ADDIE phases of developing and evaluating a cognitive scaffolding module integrated with Vilokka, an on-premises virtual laboratory embedding a guardrailed Local Large Language Model (Local-LLM). Participants were recruited through purposive sampling: five KKA teachers (Analysis), three validators (Expert Validation), and 30 VHS students (Implementation and Evaluation). Analysis identified three cognitive barrier patterns: pre-coding abstraction failure, logic-syntax conflation, and AI-induced cognitive passivity. The Design phase produced a 17-module architecture synchronising a three-level scaffolding framework (Sense-making, Process-scaffolding, and Fading) with KKA curriculum elements. The study employed four instruments: a teacher interview guide, an expert validation rubric, pre-test and post-test assessments, and practicality questionnaires. Expert validation yielded a mean validity of 89.72% (Very Valid). The field trial yielded a mean N-Gain of 0.39 (Moderate), confirmed by paired sample t-test (t(29) = 6.385, p < 0.05; Cohen’s d = 1.17). Practicality ratings were Very Practical for teachers (88.12%) and students (86.96%). The findings establish a replicable framework for AI-assisted vocational programming instruction, recommended for schools with infrastructure constraints.

ViLabS: Deep learning AI and computer vision-based smart website for improving basic laboratory techniques

Muhammad Farhan Ivan Phalosa — 2026-08-17

To address excessive cognitive load and the lack of subject-based psychomotor evaluation in chemistry education, this study evaluates ViLabS, a deep-learning and computer vision website, for improving students' cognitive and psychomotor abilities. Using an explanatory sequential mixed-methods design, a quasi-experimental study involved 40 Grade X students selected via purposive sampling. Data were collected through cognitive tests, AI system logs, video-observation rubrics, and practicality questionnaires, followed by in-depth interviews. Results revealed ViLabS is highly feasible and practical (>92%). Cognitively, the experimental group achieved a significantly higher N-Gain (0.71) than the control (0.41) (p<0.05). Autonomously monitored psychomotor accuracy also significantly outperformed classical manual demonstrations (p<0.05). Thematic analysis confirmed the AI's instant corrective feedback minimized cognitive load and fostered precise muscle memory. Despite technical constraints such as internet and lighting dependency, ViLabS shows strong efficacy in accelerating theoretical understanding and kinesthetic proficiency. Future research should expand datasets and develop offline mobile applications. Ultimately, this study contributes a proactive, multimodal AI framework that advances the paradigm of AI-assisted laboratory learning.

Building social attitudes through positive culture and culturally responsive teaching at an elementary school

Murniwati Murniwati — 2026-08-25

Developing students’ social attitudes requires educational approaches that integrate school culture with culturally meaningful pedagogy. However, empirical evidence remains limited on how positive school culture and Culturally Responsive Teaching (CRT) interact through local wisdom to strengthen elementary students’ social attitudes within an integrated educational framework. This qualitative case study investigated how positive school culture is constructed, how CRT is implemented, and how their integration contributes to students’ social attitudes at SDN 1 Gedangdowo, Indonesia. Purposive sampling involved 27 participants, comprising the principal, six teachers, eighteen students, one school committee representative, and one community leader. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using the Miles, Huberman, and Saldaña interactive model supported by NVivo 12. The findings reveal that positive school culture was established through shared values, daily habituation, role modelling, restorative practices, and local wisdom, while CRT connected classroom learning with students’ cultural experiences and community knowledge. Their integration strengthened students’ respect, responsibility, cooperation, empathy, tolerance, and cultural awareness through consistent experiences across school routines and classroom instruction. For primary schools, these findings imply that character education can be strengthened by aligning school-wide cultural practices, classroom pedagogy, and local cultural resources to create consistent and meaningful opportunities for students to practise social values. Theoretically, the study contributes an integrated framework positioning positive school culture, CRT, and local wisdom as mutually reinforcing dimensions of a culturally grounded educational ecosystem for social attitude development.

Comparative effectiveness of STEAM and CTL using MUSI board for cognitive understanding

Choirul Hadiyati — 2026-08-17

Elementary students continue to struggle to understand Least Common Multiple (LCM) and Greatest Common Factor (GCF), highlighting the need for more effective instructional approaches that promote conceptual understanding. Although Science, Technology, Engineering, Arts, and Mathematics (STEAM) and Contextual Teaching and Learning (CTL) have shown positive outcomes, direct comparisons with the same instructional medium remain limited. This study's novelty is the direct comparison of STEAM and CTL using the same manipulative instructional medium (MUSI Board), isolating instructional effects from learning media. Therefore, this study aimed to compare the effectiveness of STEAM and CTL using the MUSI Board to improve cognitive understanding of LCM and GCF. A quasi-experimental pretest–posttest non-equivalent group design involved 30 fifth-grade students assigned through matched-group sampling to STEAM (n = 15) and CTL (n = 15). Data were analyzed using t-tests, normalized gain (N-Gain), and Cohen's d. Both groups improved significantly (p < .001), but STEAM achieved higher learning gains (0.487 vs. 0.352) with a very large educational effect (Cohen's d = 1.975). Conceptually, the findings strengthen evidence on the comparative effectiveness of STEAM and CTL. Practically, MUSI Board-assisted STEAM is recommended for elementary mathematics, while future studies should examine broader topics using larger samples.

Enhancing motivation and mathematics achievement using AI-based Canva tug-of-war game media in deep learning

Ericka Chris Syanti — 2026-08-17

Low learning motivation and limited conceptual understanding of multiplication and division remain persistent challenges in elementary mathematics education, highlighting the need for innovative and engaging instructional approaches. This study examined the effect of Canva AI-based Mathematics Tug-of-War Media integrated with the Deep Learning approach on elementary students' learning motivation and mathematics achievement. The study employed a quasi-experimental pretest–posttest nonequivalent control group design because intact classes could not be randomly assigned. The population comprised all fifth-grade students of SDN 1 Nglanjuk and SDN Sumberpitu. Using total sampling, all 50 students participated in the study: 26 in the experimental group and 24 in the control group. Data were collected using a mathematics achievement test and a learning motivation questionnaire and analyzed using descriptive statistics, N-Gain, ANOVA, and MANOVA. The experimental group achieved a higher mean N-Gain (0.61 ± 0.08) than the control group (0.35 ± 0.09). MANOVA revealed a significant multivariate effect with a very large effect size (Pillai's Trace = 0.810, F(2,47) = 100.257, p < .001, Partial Eta Squared = 0.810). This study contributes to mathematics education by introducing an instructional model that integrates AI-assisted Canva media, a traditional Tug-of-War educational game, and a deep learning approach to improve elementary students' learning motivation and mathematics achievement simultaneously. Future research should examine the long-term effectiveness of this instructional model across different mathematics topics, educational levels, and more diverse educational settings.

Bridging indigenous knowledge and science learning through the tutulena traditional game: A qualitative study

Ni Nyoman Rediani — 2026-08-17

Traditional games are part of indigenous knowledge that has the potential to be a source of contextual learning; however, their use in learning Natural and Social Sciences (IPAS) remains limited. This study aims to explore the ethnoscience dimensions contained in the traditional game of Tutulena and analyze its relevance to science learning in elementary schools. The research used a qualitative approach with an ethnographic design involving 18 informants, consisting of traditional figures, cultural actors, elementary school teachers, the community, and students. Data were collected through participatory observation, in-depth interviews, documentation, and field notes, then analyzed using an interactive analysis model that includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that the Tutulena game contains local knowledge that is reflected in the process of selecting materials, making tools, implementing the game, and using natural resources sustainably. The ethnoscience dimensions found include the concepts of plant diversity, material properties, elasticity, force, motion, energy changes, and ecosystems that are relevant to the learning outcomes of science and natural sciences. This study concludes that the Tutulena game has the potential to be an ethnoscience-based learning resource that connects local knowledge with scientific concepts, thus supporting contextual, meaningful, and culturally preservation-oriented science and natural science learning. It is recommended that educators integrate Tutulena and other indigenous traditional games into science learning and that future studies examine their effectiveness in improving students' conceptual understanding, critical thinking skills, and appreciation of local cultural heritage.

The effects of social media, language attitudes, and group identity on students' abbreviation use

Elsita Lisnawati Guntar — 2026-08-17

The growth of digital communication has encouraged the widespread use of abbreviations on social media. However, the factors influencing students' abbreviation use remain underexplored. This study examined how social media usage intensity, attitudes toward digital language, and group identity affect abbreviation use among IKIP Saraswati students. Using an explanatory quantitative design, the study collected data from 133 students in the Indonesian Language and Literature Education and English Language Education Study Programs through a Likert-scale questionnaire and analyzed them using multiple linear regression. The findings revealed that social media usage intensity, attitudes toward digital language, and group identity positively and significantly influenced abbreviation use, both individually and simultaneously. The model explained 48.4% of the variance in abbreviation use behavior. These results suggest that students' abbreviation use is shaped not only by linguistic factors but also by digital interaction, language attitudes, and social identity. The findings support the need for higher education institutions to strengthen digital language literacy by promoting context-appropriate abbreviation use. Future research should investigate additional factors, including digital literacy, communication context, and cultural influences, to provide a more comprehensive understanding of abbreviation use in digital communication.

Development of a guidebook for implementing the seven habits of great Indonesian children in early childhood education

Ester Tri Lestari — 2026-08-17

Character habituation in early childhood frequently breaks down at home, so the seven habits promoted by the Indonesian Ministry of Primary and Secondary Education are internalized inconsistently. This study aimed to develop a school–family collaborative guidebook for implementing the seven habits in early childhood education and to determine its validity, practicality, and implementation outcomes. The ADDIE model was applied at Rajawali Kindergarten, Juwana, from February to May 2025. Six experts and practitioners assessed the product using a 16-item, four-point questionnaire, while implementation with 46 children aged 3–6 years was studied qualitatively through observation, interviews, and daily journals, with trustworthiness established through triangulation and peer checking. Validation reached 97.7% overall content 97.5%, language 96.9%, presentation and design 96.9%, and 100% for practicality, placing the guidebook in the very feasible category. During implementation, positive responses ranged from 58% to 88% among parents and from 70% to 98% among teachers, the school–home gap reaching 38 percentage points for eating healthy food. The guidebook and its journal are therefore feasible for sustaining habituation across both settings, although habits governed by household routines change more slowly. Schools should pair the guidebook with parenting sessions and periodic journal review.

The effect of Wordwall gamification on students’ motivation and critical thinking in ratio material

Sri Margiyati — 2026-08-17

This study aims to examine the effect of Wordwall gamification on the learning motivation and critical thinking skills of sixth-grade elementary school students in ratio material. A quantitative quasi-experimental design with nonequivalent control group was used. The sample consisted of 50 students selected through purposive sampling, divided into experimental and control groups. Data were collected using a motivation questionnaire and HOTS-based critical thinking test, then analyzed using MANOVA. Results indicate that Wordwall significantly improves both learning motivation and critical thinking skills, both partially and simultaneously. Wordwall media showed a significant positive effect on both variables. For learning motivation, the significance value was p < 0.05 with an effect size of 84.9%. For critical thinking skills, the significance value was also p < 0.05 with an effect size of 64.7%. Pillai's Trace value = 0.864; F(2,47) = 149.672; p < 0.001. This means the combination of dependent variables differs significantly across classes. This finding suggests that Wordwall can serve as an effective, engaging, and practical alternative media to enhance mathematics learning quality in elementary schools.

Improving scientific literacy and collaboration skills through edugame-assisted problem-based learning

Ina Sri Rokayati — 2026-08-17

Primary school students continue to demonstrate low levels of scientific literacy and collaboration skills, highlighting the urgent need for innovative science instruction. This study investigated the effectiveness of Edugame-supported Problem-Based Learning (PBL) in enhancing fifth-grade students' scientific literacy and collaboration skills in learning the Solar System. The study employed a quantitative quasi-experimental pretest–posttest control group design. The population comprised all fifth-grade students at SDN 1 Jurangjero, Indonesia, and purposive sampling selected 60 students: 30 for the experimental group and 30 for the control group. Data were collected through testing, observation, questionnaires, and documentation using scientific literacy tests, collaboration observation sheets, and student questionnaires. The instruments demonstrated good validity (80%) and excellent reliability (Cronbach's alpha = .949). Data were analyzed using descriptive statistics and one-way multivariate analysis of variance (MANOVA) after meeting the assumptions of normality, homogeneity of variance, and homogeneity of covariance. Results revealed a significant multivariate effect of Edugame-supported PBL on both dependent variables (Wilks' Λ = .089, F(2, 57) = 292.98, p < .001). Edugame-supported PBL provides an effective instructional strategy for strengthening scientific literacy and collaboration skills while offering practical guidance for teachers and curriculum developers to implement interactive, student-centered science learning.

Effectiveness of Montessori-based Word Puzzle media on first-grade students' reading skills and motivation

Puji Lestari — 2026-08-17

Many first-grade students are struggling with reading and have very low motivation to learn. This study examined the effectiveness of Montessori-based word puzzle media on students' beginning reading skills and motivation to learn. The study used a quantitative quasi-experimental pretest-posttest control group design. The population consisted of first-grade students from ten elementary schools in Cluster I of Bogorejo District, Blora Regency. Using purposive sampling, the study selected two schools, involving 32 students (16 in the experimental group and 16 in the control group). Data were collected through beginning reading tests, learning motivation questionnaires, observations, and documentation, and analyzed using descriptive statistics and MANOVA. The experimental group achieved higher posttest mean scores in beginning reading skills (90.50) and learning motivation (89.31) than the control group (72.75 and 60.13, respectively). MANOVA indicated a significant simultaneous effect of Montessori-based Word Puzzle Media (Pillai's Trace = 0.985; F = 957.956; p < .001). These findings suggest that the media effectively improves beginning reading skills and motivation to learn. Therefore, teachers are encouraged to integrate Montessori-based Word Puzzle Media into beginning reading instruction. By improving students' literacy skills and motivation to learn, future studies can use larger and more varied samples.

The effect of STEAM-oriented wayground on motivation and problem-solving in elementary math

Ria Yuli Permatasari — 2026-08-17

The low learning motivation and problem-solving ability of elementary students remain significant challenges in Indonesian mathematics education. This study examines the effect of STEAM-oriented Wayground media on both variables among fourth-grade students on the flat shapes topic. A quantitative quasi-experimental pretest-posttest control group design was employed. The sample consisted of 46 students selected using purposive sampling, divided into an experimental group (n=26) receiving STEAM-oriented Wayground instruction and a control group (n=20) receiving conventional instruction. Instruments included an ARCS-based motivation questionnaire (16 items) and a Polya-based problem-solving test (20 items), both validated and reliable (Cronbach's Alpha 0.86 and 0.89). Data were analyzed using independent t-test and MANOVA. Results showed a significant effect on learning motivation (t = 10.662; p < 0.001) and problem-solving ability (t = 12.894; p < 0.001) compared to conventional learning. MANOVA also indicated a significant simultaneous effect (F = 165.468; p < 0.001; η² = 0.885). The experimental group showed moderate to high improvement (N-Gain motivation = 0.53; N-Gain problem-solving = 0.64). This study recommends integrating interactive digital media with a multidisciplinary approach as an innovative learning alternative in areas with limited resources.

Development of ADDIE model-based busy book media to improve children's fine motor skills

Selvi Widiyana — 2026-08-17

Early childhood fine motor skills need early stimulation because they form the foundation for everyday academic and independent skills such as writing, buttoning, and tying ropes. Observations at North Palu State Kindergarten found that some children aged 5-6 years still have difficulty with activities that require hand-eye coordination, such as buttoning, opening zippers, and tying ropes. This condition shows the need for interesting learning media that aligns with children's characteristics to optimally stimulate fine motor development. This research aims to develop a suitable and effective Busy Book media in stimulating children's fine motor skills. The method used is Research and Development (R&D) with the ADDIE development model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects were 15 children in the B1 group of North Palu State Kindergarten, selected using purposive sampling based on the criteria of children aged 5-6 years and actively registered in class B1. Data collection used observation, interviews, documentation, expert validation questionnaires, and children's fine motor tests before and after media use. The results showed that the Busy Book media fell into the very feasible category based on validation by material and media experts, with an average percentage of 98.68%. The effectiveness test results showed that children's fine motor skills increased from an average score of 56.47 in the pretest to 87.05 in the posttest after using the Busy Book media. Thus, Busy Book media can serve as an effective alternative learning medium to support fine motor development in early childhood. This media can also serve as an alternative for PAUD teachers to provide interesting, interactive, and appropriate learning in accordance with the characteristics of child development.