Flash-Based KWL Interactive Media For TIMSS Oriented Reading Comprehension Skills
Abstract
Purpose of the study: This study aims to develop and validate Flash-based interactive learning media integrated with the K-W-L strategy to enhance eleventh-grade students’ reading comprehension skills and align instructional practices with higher-order cognitive demands reflected in international assessments such as the Trends in International Mathematics and Science Study (TIMSS).
Methodology: This research employed a Research and Development (R&D) design adapted from the Borg and Gall model. The study involved eleventh-grade students in a public senior high school. Data were collected through expert validation sheets, reading comprehension tests (pre-test and post-test), and student response questionnaires. Data analysis included descriptive percentage analysis and N-Gain calculation.
Main Findings: The developed media achieved an average expert validation score of 88.18%, categorized as good and feasible for classroom implementation. The effectiveness test showed a mean N-Gain score of 0.51, indicating moderate improvement in students’ reading comprehension. Significant gains were observed in higher-order indicators, including inference-making, interpretation of implicit meaning, and evaluation of contextual information aligned with TIMSS cognitive demands.
Novelty/Originality of this study: This study integrates the K-W-L metacognitive strategy systematically within Flash-based interactive media to support analytical reading skills aligned with international assessment competencies. Unlike prior studies focusing solely on strategy use or media feasibility, this research bridges digital instructional design, structured reading strategy, and global literacy challenges in secondary education.
References
M. Degner, S. Moser, and D. Lewalter, “Digital media in institutional informal learning places : A systematic literature review,” Comput. Educ. Open, vol. 3, no. December 2021, p. 100068, 2022, doi: 10.1016/j.caeo.2021.100068.
A. Qazi, G. Hardaker, I. S. Ahmad, J. Z. Maitama, and A. Dayani, “The role of information & communication technology in elearning environments: a systematic review,” IEEE Access, vol. 9, no. 1, 2021, doi: 10.1109/ACCESS.2021.3067042.
R. Van De Schoot et al., “An open source machine learning framework for efficient and transparent systematic reviews,” Nat. Mach. Intell., vol. 3, no. February, pp. 125–133, 2021, doi: 10.1038/s42256-020-00287-7.
L. B. Bilius and L. Bilius, “The age-reward perspective: a systematic review of reward mechanisms in serious games for older people,” in ACM International Conference on Interactive Media Experiences, 2026. doi: 10.1145/3639701.3656327.
S. J. Haberman, S. Meinck, and A. K. Koop, “Teacher-centered analysis with timss and pirls data: weighting approaches, accuracy, and precision,” Large-scale Assessments Educ., vol. 29, no. 12, 2024, doi: 10.1186/s40536-024-00214-x.
F. S. Costabal, Y. Yang, P. Perdikaris, and D. E. Hurtado, “Physics-informed neural networks for cardiac activation mapping,” Front. Art Res., vol. 8, no. February, pp. 1–12, 2020, doi: 10.3389/fphy.2020.00042.
Suliyanah et al., “Literature review on the use of educational physics games in improving learning outcomes,” in Seminar Nasional Fisika (SNF) Unesa 2020, 2020. doi: 10.1088/1742-6596/1805/1/012038.
P. Plavčan, “The comparison of pirls, timss, and pisa educational results in member states of the european union,” in CBU INTERNATIONAL CONFERENCE ON INNOVATIONS IN SCIENCE AND EDUCATION 2020 (SOCIAL SCIENCES), 2020, pp. 191–195. doi: 10.12955/pss.v1.70 Keywords:
J. Marôco, H. Harju-lukkainnen, J. Rautopuro, J. Marôco, and H. Harju-lukkainnen, “Worldwide predictors of science literacy in lower- secondary students: a TIMSS 2019 analysis,” Int. J. Sci. Educ., vol. 0693, pp. 1–19, 2024, doi: 10.1080/09500693.2024.2394239.
T. M. Ibragimovna, “As an example of the role and place of international research pirls in improving students’ reading literacy,” Cent. ASIAN J. Lit. Philos. Cult. eISSN, vol. 3, no. 1, pp. 133–136, 2022, doi: 10.51699/cajlpc.v3i11.570.
D. P. Utomo, “An analysis of the statistical literacy of middle school students in solving TIMSS problems,” Int. J. Educ. Math. Sci. Technol., vol. 9, no. 2, pp. 181–197, 2021, doi: 10.46328/ijemst.1552.
M. O. Martin and M. Von Davier, TIMSS 2023 Assessment Frameworks TIMSS 2023 Assessment Frameworks. Boston Collage: TIMSS & PIRLS International Study Center, 2023.
J. Cenoz and D. Gorter, “Pedagogical translanguaging and its application to language classes,” RELC J., vol. 53, no. 2, pp. 342–354, 2022, doi: 10.1177/00336882221082751.
H. H. Luukkainen, J. Vettenranta, J. Wang, and S. Garvis, “Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 finland,” Large-scale Assessments Educ., vol. 8, no. 3, 2020, doi: 10.1186/s40536-020-00081-2.
Y. Wang and H. Kong, “Generalizing from a few examples: a survey on few- shot learning,” ACM Journals, vol. 53, no. 3, 2026, doi: 10.1145/3386252.
C. Dignath and M. V. J. Veenman, “The role of direct strategy instruction and indirect activation of self-regulated learning—evidence from classroom observation studies,” Educ. Psychol. Rev., vol. 33, no. 6, pp. 489–533, 2021, doi: 10.1007/s10648-020-09534-0.
N. D. Bowman, S. J. Ahn, L. M. M. Kollar, and N. D. Bowman, “The paradox of interactive media: the potential for video games and virtual reality as tools for violence prevention,” Front. Commun., vol. 5, no. November, pp. 1–15, 2020, doi: 10.3389/fcomm.2020.580965.
C. Banditvilai, “The effectiveness of reading strategies on reading comprehension,” Int. J. Soc. Sci. Humanit., vol. 10, no. 2, 2020, doi: 10.18178/ijssh.2020.10.2.1012.
S. Müller-dott et al., “Expanding the co v er ag e of regulons from high-confidence prior kno wledg e f or accur at e estimation of tr anscription factor activities,” Nurcleic Acids Res., vol. 51, no. October, pp. 10934–10949, 2023, doi: 10.1093/nar/gkad841.
A. Dengel, M. Z. Iqbal, S. Grafe, and E. Mangina, “A review on augmented reality authoring toolkits for education,” Front. Virtual Real., vol. 3, no. April, pp. 1–15, 2022, doi: 10.3389/frvir.2022.798032.
C. Hattan, P. A. Alexander, and S. M. Lupo, “Leveraging what students know to make sense of texts: what the research says about prior knowledge activation,” Rev. Educ. Res., vol. 94, no. 1, pp. 73–111, 2024, doi: 10.3102/00346543221148478.
J. W. Lai, “Adoption of virtual and augmented reality for mathematics education: a scoping review,” IEEE Access, vol. 10, pp. 13693–13703, 2022, doi: 10.1109/ACCESS.2022.3145991.
A. Widyaningrum, I. Maryani, and R. Vehachart, “A literature study on science learning media in elementary school,” Int. J. Learn. Reform. Elem. Educ., vol. 1, no. 01, pp. 1–11, 2022, doi: 10.56741/ijlree.v1i01.51.
J. A. G. Gaddi et al., “Courseware development in education: a literature review,” Int. J. Curr. Sci. Res. Rev., vol. 7, no. 1, 2024, doi: 10.47191/ijcsrr/V7-i1-83.
M. D. Abdulrahaman, N. Faruk, A. A. Oloyede, N. T. Surajudeen-bakinde, and L. A. Olawoyin, “Heliyon Multimedia tools in the teaching and learning processes : A systematic review,” Heliyon, vol. 6, no. October, 2020, doi: 10.1016/j.heliyon.2020.e05312.
E. F. Caliskan and A. H. Ulas, “The effect of parent-involved reading activities on primary school students’ reading comprehension skills, reading motivation, and attitudes towards reading,” Int. Electron. J. Elem. Educ., vol. 14, no. 4, pp. 509–524, 2022, doi: 10.26822/iejee.2022.260.
R. Smith, P. Snow, T. Serry, and L. Hammond, “The role of background knowledge in reading comprehension: a critical review,” Read. Psychol., vol. 42, no. 3, pp. 214–240, 2021, doi: 10.1080/02702711.2021.1888348.
M. S. Abdullah, K. Agustini, and I. W. Sudhata, “Tinjauan literatur sistematis peran multimedia digital pada membaca permulaan siswa sekolah dasar,” J. TEKNODIK, vol. 29, pp. 33–46, 2025, doi: 10.32550/3mnmxa74.
Kasmawati, W. Ekadayanti, and S. M. Putri, “Transformasi media pembelajaran dalam pendidikan dasar,” J. Pendidik. Multidisiplin, vol. 1, no. 1, pp. 41–49, 2025, doi: 10.54297/jpmd.v1i1.883.
M. A. Al Roomy, “Investigating the effects of critical reading skills on students’ reading comprehension,” Arab World English J., vol. 13, no. March, pp. 366–381, 2022, doi: 10.24093/awej/vol13no1.24.
M. Ahmad, S. Khasawneh, and M. O. A. Al-rub, “Development of reading comprehension skills among the students of learning disabilities,” Univers. J. Educ. Res., vol. 8, no. 11, pp. 5335–5341, 2020, doi: 10.13189/ujer.2020.081135.
S. Asyah, A. Faradiba, and A. Bahri, “Systematic literature review: using mind mapping to improve students’ creative thinking abilities,” J. Digit. Learn. DISTANCE Educ., vol. 2, no. 12, 2024, doi: 10.56778/jdlde.v3i1.269.
A. H. Lubis and Hazrullah, “The interactive multimedia based on theo-centric approach as learning media during the covid-19 pandemic,” J. Pendidik. Indones., vol. 12, no. 2, pp. 210–222, 2023, doi: 10.23887/jpiundiksha.v12i2.51493 The.
S. E. Putri and F. Alyani, “The effect of using multimedia-based learning on motivation and learning outcomes,” J. Penelit. Pendidik. IPA, vol. 9, no. 11, pp. 9921–9927, 2023, doi: 10.29303/jppipa.v9i11.4396.
A. Anwar, S. Hasan, and E. Haerani, “Increasing student learning enthusiasm through multimedia-based learning,” Al-Ishlah J. Pendidik., vol. 15, no. 3, pp. 3210–3217, 2023, doi: 10.35445/alishlah.v15i3.3430.
T. Sekarwangi, K. E. Sartono, and A. Mustadi, “The effectiveness of problem based learning-based interactive multimedia for elementary school students,” Int. J. Elem. Educ., vol. 5, no. 2, pp. 308–314, 2021, doi: 10.23887/ijee.v5i2.31603.
Z. Arifin, I. M. Tegeh, A. I. Wayan, and I. Yuda, “Independent learning through interactive multimedia based on problem based learning,” J. Edutech Undiksha, vol. 9, no. 2, pp. 244–253, 2021, doi: 10.23887/jeu.v9i2.41292.
S. M. Sari, M. Z. Ma, and D. R. Adila, “The effectiveness of multimedia-based learning media on the achievement of health students’ competences: a literature study,” in 5th Riau International Nursing Conference (RINC), 2023, pp. 25–38. doi: 10.18502/kme.v3i1.12695.
S. Zuriah and U. Mutia, “The effect of kwl strategy on efl students’ reading comprehension achievement,” EEdJ English Educ. J., vol. 3, no. 1, pp. 39–46, 2023, doi: 10.32923/eedj.v3i1.3455 The.
Suhaimi, “The influence of KWL strategy on students reading comprehension,” Int. J. Sci. Technol. Res., vol. 9, no. 03, pp. 4622–4628, 2020, doi: 10.33541/IJSTR.v9i2.4676.
A. C. Apriliana, “The effect of drta and kwl strategies on students’ reading comprehension skills in terms of their reading interest,” PrimaryEdu J. Elem. Educ., vol. 6, no. 1, pp. 14–29, 2022, doi: 10.22460/pej.v6i1.2964.
P. Chea and Y. Xiao, “Artificial intelligence in higher education: the power and damage of ai-assisted tools on academic english reading skills,” J. Gen. Educ. Humanit., vol. 3, no. 3, pp. 287–305, 2024, doi: 10.58421/gehu.v3i3.242 ISSN 2963-7147 287.
E. C. Merz, E. A. Maskus, S. A. Melvin, and K. G. Noble, “Socioeconomic disparities in language input are associated with children’s language-related brain structure and reading skills,” Child Dev., vol. 91, no. 3, pp. 846–860, 2020, doi: 10.1111/cdev.13239.
S. D. Rafael and V. E. Tamban, “Effectiveness of localized english reading materials in enhancing the reading skills of the grade two pupils,” J. English as A Foreign Lang. Teach. Res., vol. 2, no. 2, pp. 67–77, 2022, doi: 10.31098/jefltr.v2i2.1126.
S. Yudhana, “The implementation of blended learning to enhance english reading skills of thai undergraduate students,” English Lang. Teach., vol. 14, no. 7, 2021, doi: 10.5539/elt.v14n7p1.
Yunisa and A. H. Lubis, “Improving elementary school students’ reading skills using picture word cards: how is this possible?,” J. Indones. Prim. Sch., vol. 1, no. June, pp. 9–18, 2024, doi: 10.62945/jips.v1i2.95.
G. K. Georgiou, O. Inoue. To, and R. Parrila, “Developmental relations between home literacy environment, reading interest, and reading skills: evidence from a 3-year longitudinal study,” Child Dev., vol. 92, no. 5, pp. 2053–2068, 2021, doi: 10.1111/cdev.13589.
A. U. Fahmiyah, D. Kuswandi, and S. Wahyuni, “Penggunaan media belajar untuk meningkatkan kemampuan membaca permulaan,” PAUDIA J. Penelit. dalam Bid. Pendidik. Anak Usia Dini Vol., vol. 14, no. 2, pp. 308–326, 2025, doi: 10.26877/paudia.v14i2.1568.
R. Rinaldi, K. Fahmi, and Masyitah, “Tinjauan literatur: pemanfaatan teknologi augmented reality sebagai media pembelajaran interaktif di tingkat sekolah dasar,” LIKHITAPRAJNA J. Ilm. Fak. Kegur. dan Ilmu Pendidik., vol. 26, no. 1, pp. 20–28, 2024, doi: 10.37303/likhitaprajna.v26i1.279.
Q. Maulida, Z. L. Rosyida, and I. A. Jariyah, “Tinjauan literatur terhadap media pembelajaran berbasis e-book interaktif dalam pembelajaran ipa,” Inspirasi J. Pendidik. Dan Kebud., vol. 1, no. 2, pp. 145–155, 2024, doi: 10.69836/inspirasi-jpk.v1i2.163.
F. N. Dewi and Armiati, “Implementasi media interaktif digital dalam pembelajaran problem based learning: literature review,” JIIP (Jurnal Ilm. Ilmu Pendidikan), vol. 8, no. 8, 2025, doi: 10.54371/jiip.v8i8.9123.
E. H. Palandi, F. Sriyuliawati, and A. Aziz, “Peran teknologi dalam pengembangan sistem e-learning yang interaktif dan efektif bagi pendidikan,” J. Sci. Mandalika, vol. 6, no. 7, pp. 1987–1997, 2025, doi: 10.36312/vol6iss7pp1987-1997.
A. F. Setiawan, I. Kholifatun, R. Syofiyana, and M. R. Kamal, “Dampak positif dan negatif pemanfaatan teknologi multimedia dalam dunia pendidikan: tinjauan literatur,” Indones. J. Comput. Sci. Eng., vol. 02, no. 01, 2025, doi: 10.70656/ijcse.v2i01.334.
Y. Joli, W. O. Gulo, R. V. A. Manurung, A. Zebua, D. J. Tafonao, and A. A. Daeli, “Systematic literature review: penggunaan video feedback dan multimedia interaktif dalam pembelajaran teknik bola basket,” J. Phys. Heal. Recreat., vol. 5, no. September, pp. 399–417, 2025, doi: 10.55081/jphr.v5i4.4780.
M. M. Huda and W. Sopandi, “Research trends on character education and interactive learning multimedia in elementary school: a bibliometric analysis,” J. Cakrawala Pendas, vol. 11, no. 3, pp. 775–782, 2025, doi: 10.31949/jcp.v11i3.14015.
N. Bouali and V. Cavalli-sforza, “A review of text-to-animation systems,” IEEE Access, vol. 11, no. July, pp. 86071–86087, 2023, doi: 10.1109/ACCESS.2023.3304903.
J. Zhu, C. Hu, E. Khezri, M. Mustafa, and M. Ghazali, “Edge intelligence ‑ assisted animation design with large models : a survey,” J. Cloud Comput., vol. 13, no. 4, 2024, doi: 10.1186/s13677-024-00601-3.
C. K. Praveen and K. Srinivasan, “Psychological impact and influence of animation on viewer’s visual attention and cognition: a systematic literature review, open challenges, and future research directions,” Comput. Math. Methods Med., vol. 22, no. 3, 2022, doi: 10.1155/2022/8802542.
M. Ekram, A. Hashim, N. S. Albakry, W. A. Mustafa, and B. Grahita, “Understanding the impact of animation technology in virtual reality: a systematic literature review,” Int. J. Adv. Res. Comput. Think. Data Sci., vol. 1, no. 1, pp. 53–65, 2024, doi: 10.37934/ctds.1.1.5365a.
D. Ayu, M. Pradnyadewi, and P. E. Kristiani, “The use of quizizz in improving students’ reading skill,” Art Teach. English as a Foreign Lang., vol. 2, no. 1, pp. 1–6, 2021, doi: 10.36663/tatefl.v2i1.93.
E. Mulatu and T. Regassa, “Teaching reading skills in efl classes: practice and procedures teachers use to help learners with low reading skills,” Cogent Educ., vol. 9, no. 1, 2022, doi: 10.1080/2331186X.2022.2093493.
C. Yung, P. Chin, T. Ban, and S. Em, “Using different techniques and strategies to improve English reading skills : A review of literature,” Cambodian J. Educ. Soc. Sci., vol. 1, no. 1, pp. 37–48, 2024, doi: 10.69496/cjess.v1i1.13.
Y. Baki, “The effect of critical reading skills on the evaluation skills of the creative reading process,” Eurasian J. Educ. Res., vol. 88, no. 5, pp. 199–224, 2020, doi: 10.14689/ejer.2020.88.9.
U. Widodo, “Uji signifikansi pengaruh kreativitas belajar pada keterampilan membaca siswa,” J. KIBASP (Kajian Bahasa, Sastra dan Pengajaran), vol. 5, no. 1, pp. 95–106, 2021, doi: 10.31539/kibasp.v5i1.2970.
E. I. Sari, C. Wiarsih, and D. Bramasta, “Strategi guru dalam meningkatkan keterampilan membaca pemahaman pada peserta didik di kelas iv sekolah dasar,” J. Educ., vol. 7, no. 1, pp. 74–82, 2021, doi: 10.31949/educatio.v7i1.847.
R. Ginayah, P. D. Iswara, and D. A. Karlina, “Pengembangan media interaktif menggunakan aplikasi canva untuk keterampilan membaca permulaan,” Al-Madrasah J. Ilm. Pendidik. Madrasah Ibtidaiyah, vol. 8, no. 4, pp. 1770–1784, 2024, doi: 10.35931/am.v8i4.4066.
G. Ayu, P. Pradnya, A. Agung, G. Agung, and I. B. Gede, “Buku cerita bergambar guna meningkatkan keterampilan membaca muatan pelajaran bahasa Indonesia siswa kelas iii sd,” J. Mimb. Ilmu, vol. 27, no. 1, pp. 11–19, 2022, doi: 10.23887/mi.v27i1.45499 Buku.
M. Debataraja, “Peningkatan keterampilan membaca gagasan paragraf melalui pendekatan keterampilan proses dan teknik tugas menyalin pemaknaan leksikal,” J. Pembelajaran Bhs. dan Sastra, vol. 2, no. 3, pp. 391–400, 2023, doi: 10.55909/jpbs.v2i3.285.
S. Silvia, P. H. Pebriana, and Sumianto, “Penerapan metode silaba untuk meningkatkan keterampilan membaca permulaan siswa sekolah dasar,” J. Pendidik. DAN KONSELING, vol. 3, no. 1, 2021, doi: 10.31004/jpdk.v2i2.1336.
Suparlan, “Ketrampilan membaca pada pembelajaran bahasa indonesia di sd/mi,” Fondatia J. Pendidik. Dasar, vol. 5, no. 1, pp. 1–12, 2021, doi: 10.36088/fondatia.v5i1.1088.
Copyright (c) 2026 Wahyu Jati Prasetya, Jasper Eric C Catan, Nguyen Hoan Nhat Quyen
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Language, Literature, and Educational Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
1.png)
.png)
.png)
