Background: Technological innovations have transformed education by integrating digital tools and constructivist principles, fostering interactive and adaptive learning environments. Despite these advancements, challenges persist, particularly in hands-on subjects like media production, where traditional models often fail to bridge theory and practice.
Aims: This study proposed the doing knowledge online learning model, designed to enhance media production education through active learning and social interaction.
Methods: To evaluate the validity and effectiveness of the proposed model, the ADDIE Model was used as the instructional design framework, and a quasi-experimental design was employed for its implementation. A total of 80 students were assigned to two groups: the experimental group using the doing knowledge online learning model and the control group using the conventional learning model.
Result: Results indicated that experts rated the model with a 93% agreement, classifying it as "very good," indicating its high suitability for educational use. Additionally, students who learned with the doing knowledge online learning model had significantly better learning performance than those who learned with the conventional learning model. Moreover, even when categorized by high and low prior knowledge, students in the doing knowledge online learning model consistently outperformed their peers in the conventional learning group.
Conclusion: The doing knowledge online learning model is a valid and effective approach for improving students' learning outcomes in media production and has the potential to support more engaging and practice-oriented online learning.

Background: This systematic needs analysis forms the foundational phase in developing a problem-posing multimedia package to improve senior secondary students' understanding of organic chemistry, specifically hydrocarbons. Grounded in a phenomenological approach, the study captures students' authentic learning challenges to ensure that the intended package addresses the real educational needs of the targeted students.
Aims: The paper aims to identify and analyze prevalent student misconceptions in hydrocarbon concepts, providing diagnostic insights to guide the pedagogical design of the multimedia tool so it directly targets learning gaps.
Methods: A qualitative approach was used with a purposive sample of ten chemistry students. Thematic analysis of students’ written documents (tests and exercises) was conducted to identify recurring errors and underlying misconceptions regarding hydrocarbon nomenclature, structure, and properties.
Results: Six major error categories emerged: incorrect compound naming; misidentification of functional groups; poor understanding of isomerism; inappropriate hybridization assignment; erroneous carbon chain numbering; and inaccurate structure drawing. These reflect deeper conceptual gaps, such as difficulty recognizing parent chains, differentiating bonding types, identifying homologous series, and applying IUPAC rules consistently.
Conclusion: The findings confirm that students' difficulties are systematic and conceptual, underscoring the necessity for a tailored instructional intervention. Developing a problem-posing multimedia package designed to explicitly address these identified challenges is essential for enhancing student comprehension and mastery of hydrocarbon concepts.

Background: The rapid development of digital technology has transformed online learning, making digital learning media and Learning Management Systems (LMS) important components in supporting scientific literacy. However, previous studies have reported fragmented findings regarding the effectiveness of integrating digital learning media and LMS in enhancing students' scientific literacy.
Aims: This study aims to systematically review the current literature on the integration of digital learning media and Learning Management Systems in online learning and to identify research trends, implementation strategies, and their contributions to improving scientific literacy.
Methods: This study employed a Systematic Literature Review (SLR) following the PRISMAguidelines. Relevant publications from 2020–2026 were retrieved from the Scopus database using keywords related to scientific literacy, online learning, digital learning, and technology/media/platform. The retrieved data were refined using OpenRefine, analyzed bibliometrically through Biblioshiny and  VOSviewer, and synthesized using Elicit AI. After applying the inclusion and exclusion criteria, eight eligible articles were included in the final review.
Results: The review indicates that integrating digital learning media with LMS positively contributes to scientific literacy by improving conceptual understanding, learning outcomes, scientific data interpretation, and student engagement in online learning. Most studies employed Research and Development (50%), followed by quantitative (25%), qualitative (12.5%), and mixed-methods (12.5%) approaches.
Conclusion: Integrating digital learning media and Learning Management Systems has significant potential to enhance scientific literacy in online learning. Future research should expand implementation across diverse educational contexts and strengthen methodological rigor to support sustainable digital learning innovations.

Background:Digital transformation has accelerated the adoption of online learning, making digital literacy and e-modules essential for effective learning. However, research trends on their integration remain insufficiently explored.
Aims:This study analyzes research trends, intellectual structures, and the role of digital literacy and e-module integration in online learning through bibliometric analysis and a systematic literature review (PRISMA)
Methods:A bibliometric analysis and PRISMA-based SLR were conducted using articles from Scopus and Google Scholar. Data were screened, cleaned with OpenRefine, and analyzed using Biblioshiny and VOSviewer to examine publication trends, collaborations, citations, and research themes.
Results:Publications increased during 2024-2026, with digital literacy, e-learning, online learning, and e-modules as dominant themes. The findings show that digital literacy improves online learning effectiveness, while e-modules enhance engagement, independent learning, and critical thinking. Artificial intelligence and adaptive learning emerged as promising future research topics.
Conclusion:Digital literacy and e-module integration are key factors in improving online learning. This study highlights current research trends, identifies research gaps, and provides recommendations for future technology-enhanced education

Background: The rapid development of information and communication technology (ICT) has fundamentally transformed the learning process in education. Digital integration enables learning to be flexible, interactive, and student-centered, aligning with the demands of 21st-century skills. This transformation has been further accelerated by the COVID-19 pandemic, which encouraged the widespread adoption of online learning, digital media, and innovative learning methods. However, the implementation of educational technology still faces various challenges related to human resources and infrastructure readiness.
Aims: This study aims to comprehensively examine the recent development of learning technologies, learning media, and instructional methods, as well as their implications for the quality of the learning process within formal education contexts.
Methods: The research employed a library research design using a qualitative descriptive approach. Data were collected from national accredited journals and reputable international journals published within the last 10–15 years. The data were analyzed using qualitative content analysis to identify patterns, trends, and key findings related to technology, media, and learning methods.
Result: The results indicate an increasing use of Learning Management Systems (LMS), artificial intelligence, and virtual and augmented reality technologies to support flexible and personalized learning. Learning media have shifted toward interactive digital formats that enhance student motivation and engagement. Innovative instructional methods such as blended learning, flipped classroom, project-based learning, and problem-based learning are increasingly implemented to promote active and collaborative learning, although challenges related to access inequality and digital literacy persist.
Conclusion: The integration of technology, learning media, and innovative instructional methods plays a crucial role in educational transformation. Effective implementation requires adequate pedagogical readiness, digital competence, and equitable infrastructure support to ensure meaningful and high-quality learning outcomes.