A Synthesis of the ADDIE Model and Pustekkom: Development of the “SAHAT” Interactive Multimedia Tool for Christian Religious Education in Elementary Schools

Sahat Patar Lumban Gaol; Novri Youla Kandowangko; Novianty Djapri; Nina Lamatenggo

doi:10.32806/jf.v15i02.2295

Authors

Sahat Patar Lumban Gaol Institut Agama Kristen Negeri (IAKN) Toraja, Indonesia
Novri Youla Kandowangko Universitas Negeri Gorontalo, Indonesia
Novianty Djapri Universitas Negeri Gorontalo, Indonesia
Nina Lamatenggo Universitas Negeri Gorontalo, Indonesia

DOI:

https://doi.org/10.32806/jf.v15i02.2295

Keywords:

interactive multimedia, SAHAT Model, Christian Religious Education, formative evaluation, cognitive theory of multimedia learning

Abstract

Christian Religious Education (CRE) in elementary schools faces a persistent challenge: abstract theological content clashes with third graders' need for concrete, visual, and manipulable learning. This study developed and evaluated the validity, practicality, and potential learning effects of an interactive multimedia product based on the SAHAT Model, merging ADDIE's systems orientation, the Pustekkom production model, and a concrete-to-symbolic learning approach across five stages: Preliminary Study, Analysis, Harmonization, Application, and Finalization. The product was developed at State Elementary School 41 in Gorontalo City during the 2021/2022 academic year. The preliminary study involved three schools, while formative evaluation comprised expert review, one-to-one and small-group testing (three pupils each), and a field test with 20 third graders. Data were gathered through observation, documentation, and pretest-posttest instruments, then analyzed descriptively. Expert review and revision confirmed the product's feasibility; practicality reached 80.67% in the one-to-one evaluation, 80.00% in the small-group evaluation, and 84% in the field test. Because the design lacked a comparison group and posttest items were embedded in the product, gains are reported as within-group mastery change rather than a causal effect: mastery rose from 25% to 100%, with 19 of 20 pupils (95%) scoring above the minimum mastery criterion and one meeting it exactly. These results suggest that the product's value lies not merely in adding media but in harmonizing objectives, learner characteristics, religious content, navigation, and formative evaluation. Further usability and controlled-design studies are needed to confirm applicability and effectiveness

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