Development of a Multimodal Interactive E-Book Integrating the SAS Method to Support Early Reading in First-Grade Students

Authors

  • Dede Mardiah Universitas Muhammadiyah Tasikmalaya
  • Yopa Taufik Saleh Universitas Muhammadiyah Tasikmalaya
  • Isah Cahyani Universitas Pendidikan Indonesia
  • Cepi Riyana Universitas Pendidikan Indonesia
  • Panca Lumbantobing National Taiwan University of Science and Technology, Taiwan

Keywords:

Early Reading, Elementary Education, Interactive Learning Media, Mutimodal Interactive E-Book, SAS Method

Abstract

Early reading skills are essential for students’ academic development in elementary education, particularly in first grade. However, learning activities may be constrained by limited interactive media that support systematic and engaging beginning reading practice. This study aimed to develop digital learning media based on the Structural Analytic Synthetic (SAS) method to support beginning reading instruction for first-grade elementary school students. The study employed a Design and Development (DnD) approach using the ADDIE model. The developed media integrates the structural, analytic, and synthetic stages of SAS into sequential digital reading activities, supported by multimedia resources and interactive Wordwall exercises for guided reading practice. Data were collected through needs analysis questionnaires, expert validation sheets, teacher and student response questionnaires, interviews, and observations. Validation by multimedia, materials, language, and pedagogy experts resulted in scores of 91.52%, 90.00%, 90.00%, and 84.17%, respectively, with an overall feasibility score of 88.88%, categorized as Very Feasible. Practicality testing with first-grade students in a public elementary school in Subang Regency resulted in an overall response score of 92.50%, categorized as Very Practical. These findings indicate that the developed SAS-based digital learning media is feasible and practical as a supporting medium for beginning reading instruction. However, the findings do not establish its effectiveness in improving students’ reading skills.

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Published

2026-09-29

Issue

Vol. 9 No. 2 (2026): Al-Aulad: Journal of Islamic Primary Education

Section

Articles

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Copyright (c) 2026 Dede Mardiah, Yopa Taufik Saleh, Isah Cahyani, Cepi Riyana, Panca Lumbantobing

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