INTERACTIVE TEACHING MATERIAL DEVELOPMENT MODEL TO IMPROVE PERSONALIZED LEARNING GENERATION
Keywords:
Interactive Teaching, Personalized Learning, Generation ZAbstract
This study was motivated by the growing need for relevant learning materials for Generation Z, who are highly tech-savvy and require interactive, flexible materials tailored to individual learning needs. The purpose of this study was to analyze effective models for developing interactive teaching materials that support personalized learning for Generation Z and to identify how these materials can improve key aspects of their learning process. The methodology used was a Systematic Literature Review (SLR) based on PRISMA guidelines, selecting articles from the ERIC, Mendeley, ScienceDirect, and PubMed databases published between 2020 and 2025. The results show that interactive teaching materials developed through valid and structured models such as ADDIE have been proven to increase learning engagement, conceptual understanding, learning independence, and critical thinking skills. In addition, personalized learning is more effective when supported by digital technology, artificial intelligence, and learning analytics that enable the adjustment of learning paths according to individual characteristics. These findings confirm that interactive teaching materials have great potential to create more effective, adaptive learning that meets the needs of Generation Z.
References
Abdala, J. (2024). A qualitative approach the instructional materials used in teaching and learning of English Language in Tanzania’s secondary schools. Heliyon, 10(14), e34129. https://doi.org/10.1016/j.heliyon.2024.e34129
Alam, M. N., Alharbi, S. H., Mustafa, Z., Alotaibi, H. S., Hashim, F., Bhuiyan, A. B., & Gazi, M. A. I. (2025). From Distraction to Engagement: Exploring Smartphone Use and Digital Learning among Generation-Z Students. Educational Process: International Journal, 17. https://doi.org/10.22521/edupij.2025.17.329
Aldhaen, E. (2024). The influence of digital competence of academicians on students’ engagement at university level: Moderating effect of the pandemic outbreak. Competitiveness Review: An International Business Journal, 34(1), 51–71. https://doi.org/10.1108/CR-01-2023-0008
Alshammari, M. (2023). The Role of Artificial Intelligence in Personalizing Educational Content: Enhancing the Learning Experience.
DOI: 10.30935/cedtech/16089
Cilliers, E. J. (2021). Reflecting on Social Learning Tools to Enhance the Teaching-Learning Experience of Generation Z Learners. Frontiers in Education, 5(January), 1–10. https://doi.org/10.3389/feduc.2020.606533
Cruz, M. (2022). Facilitating Learning of Generation Z Learners towards Effective Remote English Language Learning. https://doi.org/10.31261/TAPSLA.15616
Dewi, C. A., Pahriah, P., & Purmadi, A. (2021). The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning. International Journal of Emerging Technologies in Learning, 16(11), 88–103. https://doi.org/10.3991/ijet.v16i11.19871.
EIM Partnerships. (2023). Gen Z Learning Style: How to Adapt Teaching Methods for Digital Natives. https://doi.org/10.31261/TAPSLA.15616
Firdaus, M. F., Wibawa, J. N., & Rahman, F. F. (2024). Utilization of GPT-4 to Improve Education Quality Through Personalized Learning for Generation Z in Indonesia.
DOI: 10.33021/ITFS.V8I1.4728
Groff, J. S. (2017). Personalized Learning: Curriculum Redesign – The State of the Field & Future Directions. Curriculum Redesign – Personalized Learning (CCR, 2017)
Hung, D., Lee, S. S., & Lim, K. Y. T. (2012). Teachers as brokers: Bridging formal and informal learning in the 21st century. KEDI Journal of Educational Policy, 9(1), 71–89DOI: 10.22894/kjep.2012.9.1.71
Intel Education. (2020). Personalized Learning: A Guide for Engaging Students with Technology.
Kalleid Group. (2023). Crafting Learning Materials for Gen Z: A Digital-First, Interactive Approach. https://kalleidgroup.com/crafting-learning-materials-for-gen-z
Kumar, A. (2025). Learning Style Preference of Gen Z Students. https://ijcrt.org/papers/IJCRT25A3223.pdf
Nguyen, H. H., & Nguyen, V. A. (2023). Personalized Learning in the Online Learning from 2011 to 2021: A Bibliometric Analysis. International Journal of Information and Education Technology, 13(8), 1261–1272. https://doi.org/10.18178/ijiet.2023.13.8.1928
Nguyen, H., & Nguyen, V. A. (2023). Personalized Learning in the Online Learning from 2011 to 2021 : A Bibliometric Analysis. 13(8), 1261–1272. https://doi.org/10.18178/ijiet.2023.13.8.1928
Patrick, S., & Sturgis, C. (2015). Handbook on Personalized Learning for States, Districts, and Schools. https://aurora-institute.org/wp-content/uploads/2015/10/Handbook-Personalized-Learning.pdf
Pratama, R. (2024). Utilization of GPT-4 to Improve Education Quality Through Personalized Learning for Generation Z in Indonesia.
DOI: 10.33021/ITFS.V8I1.4728
Pursitasari, I. D., Program, S. E., Rubini, B., Program, S. E., & Firdaus, F. Z. (2022). Cypriot Journal of Educational mote critical thinking skills. 17(6), 2105–2116 https://doi.org/10.18844/cjes.v17i6.7505
Suyatno, S., Pambudi, D. I., Wantini, W., Haryadi, D., Hendra, H., & Naini, R. (2025). How do Gen Z Teachers Develop Their Intrapersonal Skills? Evidence from Indonesia. Educational Process: International Journal, 14https://doi.org/10.22521/edupij2025.14.16
Veeraiyan, D. N., Varghese, S. S., Rajasekar, A., & Karobari, M. I. (2022). Comparison of Interactive Teaching in Online and Offline Platforms among Dental Undergraduates. 1–8.https://doi.org/10.3390/ijerph19063170
Wahyuni, S., Surabaya, U. N., Jember, U., Sudikan, S. Y., Jatmiko, B., & Surabaya, U. N. (n.d.). Edmodo-Based Interactive Teaching Materials as an Alternative Media for Science Learning to Improve Critical Thinking Skills of Junior High School Students. 166–181.https://doi.org/10.3991/ijim.v14i09.13041
Whitehead, E. (2023). Augmented Skills of Educators Teaching Generation Z. https://files.eric.ed.gov/fulltext/EJ1366828.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Salsabila Fitriyani, Siti Aulia Sintia, Muhammad Cikal Fakhrizal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
