Mindful, Meaningful, and Joyful Learning Based IPAS Learning Strategies and ICT-Based Interactive Multimedia to Increase Student Collaboration and Creativity

This study aims to conduct a comprehensive investigation into the simultaneous effects of implementing the Mindful, Meaningful, and Joyful Learning (MMJ) approach integrated with the use of interactive multimedia based on information and communication technology (ICT) in enhancing elementary school students' collaboration skills and creativity, specifically at UPT SDN Kebonsari 1 Tuban. To achieve this objective, a quantitative research methodology was employed, enabling the collection of objective, systematic, and measurable data. The target population consisted of all 57 students enrolled at UPT SDN Kebonsari 1 Tuban. Since the total population was less than 100, a total sampling technique was applied, involving the entire population as research subjects to ensure full data representation. Primary data were collected using closed-ended questionnaires and structured observation sheets, designed to capture both students’ observable learning behaviors and their self-reported perceptions of the instructional process. All instruments were validated and tested for reliability prior to data analysis. The collected data were processed using SPSS software and analyzed with multiple linear regression to determine the extent to which the independent variables (MMJ approach and ICT-based multimedia) collectively influence the dependent variables (collaboration and creativity). Findings revealed that the application of the MMJ learning strategy, supported by interactive multimedia technologies, significantly contributes to fostering students’ ability to collaborate effectively and enhances their creative potential during learning activities. These results support the notion that engaging, meaningful, and context-aware instructional designs are not only capable of improving student learning outcomes but also align closely with the development of 21st-century competencies.