CREATION (Collaboration of Reality and Instructional Sound): Live-Action Pedagogy Generator Innovation with Reverse-Engineering Method of PPT Content as a Breaker of the Mis-Targeted Technology Chain in Early Elementary Classrooms

Yosefo Gule; Oratna Ndepa Sari Br Barus; Ardhyasnsyah Milala; Dewantara Ginting; Ioana Jesenia Br Tarigan; Sri Wahyu Elisabeth Br Depari; Yuni Kartika Br Tarigan

doi:10.55927/khczap35

Authors

Yosefo Gule FKIP, PGSD Universitas Quality Berastagi Author
Oratna Ndepa Sari Br Barus FKIP, PGSD Universitas Quality Berastagi Author
Ardhyasnsyah Milala FKIP, PGSD Universitas Quality Berastagi Author
Dewantara Ginting FKIP, PGSD Universitas Quality Berastagi Author
Ioana Jesenia Br Tarigan FKIP, PGSD Universitas Quality Berastagi Author
Sri Wahyu Elisabeth Br Depari FKIP, PGSD Universitas Quality Berastagi Author
Yuni Kartika Br Tarigan FKIP, PGSD Universitas Quality Berastagi Author

DOI:

https://doi.org/10.55927/khczap35

Keywords:

Classroom Management, Educational Technology, Contextual Learning, Live-Action Pedagogy, Elementary Education

Abstract

The rapid integration of digital technology into elementary education has encouraged teachers to rely heavily on presentation media such as PowerPoint. However, this trend often shifts the learning focus from meaningful teacher–student interaction to one-way technology-centered instruction. This study introduces KREASI (Kolaborasi Realitas dan Suara Instruksional), an innovative Live-Action Pedagogy Generator designed as a teaching co-pilot that transforms PowerPoint presentations into contextual and interactive learning experiences. Unlike conventional educational applications targeting students, KREASI assists teachers in real time by reverse-engineering slide content into provocative questions, concrete classroom activities, and object-based explorations using materials available in the surrounding environment. This study employed a design-based research approach through literature review, instructional analysis, and conceptual prototype development. The proposed innovation emphasizes active learning, contextual pedagogy, and teacher facilitation rather than technology dependence

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