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

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FORMOSA NEWS

KREASI Innovation Transforms Static PowerPoint Presentations Into Interactive Early Elementary Classroom Activities

BERASTAGI, Formosa News — A research team from Universitas Quality Berastagi has developed an innovative educational technology framework called KREASI (Collaboration of Reality and Instructional Sound) to solve the problem of passive screen dependence in early elementary classrooms. Published on August 31, 2026, the study was authored by Yosefo Gule, Oratna Ndepa Sari Br Barus, Ardhyasnsyah Milala, Dewantara Ginting, Ioana Jesenia Br Tarigan, Sri Wahyu Elisabeth Br Depari, and Yuni Kartika Br Tarigan from the Elementary School Teacher Education Study Program at Universitas Quality Berastagi. The research provides a practical solution to the widespread mis-targeting of educational technology, where teachers frequently read directly from presentation slides rather than interacting dynamically with young students.

Background: Breaking the Mis-Targeted Technology Chain

Digital transformation in primary education has increased the adoption of computers, projectors, and presentation software such as Microsoft PowerPoint. However, the integration of these digital media tools often shifts the focus of learning away from meaningful teacher-student communication. In many early elementary classrooms, teachers use technology strictly as a one-way information transmission tool. This habit results in teachers spending more time reading slides than facilitating hands-on exploration.

This reliance on static presentation slides contradicts fundamental principles of child development. According to constructivist learning theories, early elementary students reside in the concrete operational stage, meaning they understand abstract concepts far more effectively through real-world objects, social interaction, and environmental observation. Existing educational applications are typically built for direct student use on personal screens, leaving teachers without real-time tools to convert static digital content into interactive classroom experiences.

Research Methodology: Design-Based Research Approach

To address this challenge, researchers at Universitas Quality Berastagi employed a Design-Based Research (DBR) framework aimed at creating and evaluating practical educational tools. The investigation focused on the implementation of educational technology within early elementary teaching contexts.

The conceptual development followed four structured stages:

• Problem Identification: Literature review and classroom observations analyzing how PowerPoint presentations affect teacher-student interactions.
• Innovation Design: Formulating the KREASI framework as an artificial intelligence-driven "teaching co-pilot" using a PowerPoint Content Reverse-Engineering method.
• Conceptual System Development: Designing an automated workflow where the system reads slide content, extracts core concepts, and generates immediate activity suggestions.
• Pedagogical Evaluation: Assessing the model against active learning theories, contextual teaching principles, and 21st-century educational goals.

Key Findings: How KREASI Operates as a Teaching Co-Pilot

The KREASI framework functions as a real-time assistant that reverse-engineers slide content into concrete, object-based classroom activities. Instead of requiring teachers to build new presentations from scratch, KREASI processes existing PowerPoint slides and delivers immediate pedagogical prompts.

The system incorporates five core functional components:

• Reverse-Engineering Content Engine: Analyzes text, keywords, and visual concepts on slides to formulate activity ideas.
• Live Prompt Generator: Creates age-appropriate, open-ended questions designed to stimulate critical thinking and curiosity.
• Reality Connector: Links abstract digital concepts to physical objects available inside or near the classroom.
• Instruction Voice Assistant: Delivers real-time audio guidance advising teachers on how to manage group dynamics and student discussions.
• Reflection Assistant: Guides the teacher through end-of-lesson evaluations to gauge student engagement and concept mastery.

For instance, when a teacher displays a slide about "Animal Characteristics," KREASI automatically generates physical prompts rather than asking students to stare at the screen. The system prompts the teacher to say: "Find an object in the room that has the same color as tiger fur," or "Step outside for two minutes to identify bird calls in the schoolyard."

Real-World Impact and Educational Implications

The introduction of the KREASI framework offers significant benefits for primary education, teacher professional development, and educational technology policy:

• Restoring the Teacher's Pedagogical Role: Technology transitions from being the center of instruction (learning center) to an invisible support mechanism (pedagogical facilitator).
• Contextual Learning Integration: The system leverages physical classroom environments as primary learning tools, aligning instruction with concrete operational cognitive needs.
• Teacher Efficiency and Resource Reuse: Educators can retain their existing PowerPoint libraries, as KREASI automatically enriches existing files without requiring complex media design skills.
• 21st-Century Skill Development: By prioritizing dialogue and physical exploration, KREASI fosters critical thinking, communication, collaboration, and creativity among young learners.

"The KREASI innovation restores the core principle of primary education—learning by doing—by transforming technology into a human-centered tool that enhances rather than replaces teacher-student interaction," stated Yosefo Gule from Universitas Quality Berastagi.

Author Profiles

1. Yosefo Gule, S.Pd., M.Pd. — Lead author and lecturer in the Elementary School Teacher Education (PGSD) Study Program at Universitas Quality Berastagi, specializing in educational technology, classroom management, and primary school pedagogy.
2. Oratna Ndepa Sari Br Barus, S.Pd., M.Pd. — Academic at FKIP Universitas Quality Berastagi with expertise in primary education curriculum development and instructional design.
3. Ardhyasnsyah Milala, S.Pd., M.Pd. — Researcher and lecturer at FKIP Universitas Quality Berastagi focusing on digital learning media and active learning strategies.
4. Dewantara Ginting, S.Pd., M.Pd. — Faculty member at FKIP Universitas Quality Berastagi specializing in primary education and learning assessment.
5. Ioana Jesenia Br Tarigan, S.Pd., M.Pd. — Researcher at FKIP Universitas Quality Berastagi with expertise in contextual teaching and learning models.
6. Sri Wahyu Elisabeth Br Depari, S.Pd., M.Pd. — Lecturer at FKIP Universitas Quality Berastagi specializing in elementary science and mathematics education.
7. Yuni Kartika Br Tarigan, S.Pd., M.Pd. — Academic at FKIP Universitas Quality Berastagi with expertise in early childhood literacy and elementary pedagogy.

Research Source

• Article Title: 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
• Journal: International Journal of Contemporary Sciences (IJCS)
• Volume & Issue: Vol. 4, No. 8, 2026: 2203–2214
• Publication Year: 2026 (Accepted: August 31, 2026)
• DOI: https://doi.org/10.55927/khczap35
• Official URL: https://journalijcs.my.id/index.php/ijcs