The basketball game is quite famous and is starting to be discussed publicly. The basketball game is a team sport consisting of two teams with five members per team who compete to score each other by entering the ball in the opponent's ring (Zulfiani et al., 2019). Basketball games have several basic techniques, including dribbling, passing, and shooting; to play basketball well and with effective movements, it is necessary to master these basic techniques (Prasetyo & Sukarmin, 2017). These movements are the key to supporting basketball games (Fatahillah, 2018). The Core Competencies (KI) and Basic Competencies (KD) of learning big ball, which is a part of the knowledge and skills competencies in High School Sports and Health Education, emphasizes the importance of analyzing motion and practicing the results of the analysis in order to be able to produce good coordination motion, analyzing motion and practicing it and making an improvement plan, and compiling attacking patterns and defensive patterns and practicing them. This shows that analyzing is critical in producing good and effective coordination movements, and it is a key aspect of the basketball game material in high school education.

The basic technical material of basketball games is complex and challenging to master. Therefore, a careful analysis is needed to produce good movements (Supriyadi, 2016). This basic technique is a movement that needs to be mastered because it is the capital to play basketball well and effectively. At Gondanglegi 1 High School, students have difficulties practicing, often due to a lack of knowledge of performing basic technical movements and the absence of media to access and practice them more easily. This highlights the urgent need for interactive learning media to facilitate material delivery (Arief et al., 2021) and support the detailed analysis of basic technical movements, which can be accessed anywhere. These media, particularly audiovisual ones, are attractive and highly suitable for learning and presenting authentic images and videos.

Learning media in the current era has a significant role in supporting the learning process for students. Using interactive media in learning can break down learning barriers and, most importantly, prevent learning from becoming monotonous (Novita & Harahap, 2020). Learning media captures students' thoughts, attention, feelings, and interests (Nurdyansyah & Fahyuni, 2016). It serves as a conduit for students to absorb information in a structured manner, thereby helping to achieve learning objectives (Nurseto, 2012). Application-based media fosters an interactive learning process, making learning more effective and aiding in the visualization of abstract concepts (Deliviana, 2017). When used correctly and conceptually, learning media can enrich the learning process and overcome obstacles (Adi & Fathoni, 2019). Therefore, the solution to overcoming these obstacles is to utilize learning media based on the efficient I-spring application.

I-spring is a program that is used to help compile materials that are effective, interesting, and readily accepted and understood by students (Kurnia, Darmawan, & Maskur, 2018). I-spring interactive media is an interesting interactive media that teachers and students can use in learning. This media is suitable for use because it has several components, namely images, text, audio, and video, which are suitable for supporting students in learning to understand each material (Ramadhani & Liwayanti, 2021). I-spring is a tool that can convert presentations or power points into flash form; with I-spring, learning media can be more interactive and engaging and can present learning evaluations in various forms (Sastrakusumah, 2018).

Previous research, implementing learning media to increase lay-up learning outcomes, obtained data from cycles I and II, with cycle I learning outcomes in the complete category of 59.3% of 16 students (Idris, 2019). Cycle II increased in the complete category to 82%. Based on the data results, the application of auxiliary media in the form of multimedia can increase the learning outcomes of students' lay-up shots. The results of similar research by Pranata et al. (2021), with the theme of developing audio-visual-based media for shooting material in basketball, obtained data from the analysis based on respondents from learning material experts obtained a percentage score of 94.6% in the outstanding category. Then, the responses from learning experts show a good figure of 92% and are classified as excellent categories. Then, the responses from media experts get a score of 93%, which is categorized as very good. So, the conclusion is that the audiovisual media for shooting basketball for class XI of State Senior High School 2 Singaraja in 2020/2021 is declared suitable for learning. Then, similar research on the development of audiovisual media using the Addie model, a widely accepted instructional design model, for Passing Material (Sokheh, 2017) obtained validation data from the content aspect with a figure of 88%, which can be categorized as good. Regarding learning aspects, it shows 96% and is very good. Then, regarding learning design, it shows a percentage of 84% and can be categorized as good. Based on the data shown above, the passing learning media can be valid to support the teaching and learning process.

Previous learning media development has been carried out through Adobe Flash (Sokheh, 2017), comic-based instruction (Deliviana, 2017), and audiovisual (Pranata et al., 2021; Idris, 2019). These channels have demonstrated the promise of enhanced learning of basketball skills. However, most such studies have examined only isolated skills (such as shooting or lay-up), and few have utilized a systematic, coordinated curriculum related to national health and physical education standards. Moreover, most of the studies have not been interactive and adaptable, which are considered two key aspects of the contemporary instructional design for digital learning systems.

In addition, although e-learning platforms and blended learning methods have been increasingly used in PE, only a small number of studies have explored the use of I-spring as a multimedia authoring tool (as it is a multimedia module that can convert PowerPoint materials into interactive ones) - especially within the context of Indonesian high school PE. Although I-spring can potentially improve motivation and engagement (Kurnia, Darmawan, & Maskur, 2018; Ramadhani & Liwayanti, 2021), using I-spring in skill-based subjects such as basketball is relatively less explored.

Accordingly, this study fills an important void by designing and validating an I-spring-based interactive learning media that not only presents the basic techniques of basketball (through passing, dribbling, and shooting in video formats) but also encompasses quizzes, curricular alignment and teacher support features. Notably, the research contributes to the gap in media studies that incorporate both interactivity and contextual relevance for skill-based learning in the high school setting in Indonesia.

Based on the results of observations by researchers on February 4, 2022, at the State Senior High School 1 Gondanglegi, the following results were obtained by conducting a needs analysis distributed to students through a questionnaire in the form of a Google form. 95.5% of students have participated in basketball learning in class or on the field, 60.6% of students do not use printed media in the form of Student Worksheets (LKS) or books, 95.5% of students have a Smartphone that can access the internet and download applications, 72.7% of students have used application-based learning media in other subjects, 53% of students have accessed learning the basic techniques of basketball games via the internet, 53% of students have never learned basic basketball technical material using the application, 71.2% of students have difficulty learning basic basketball techniques, 68.2% of students need application-based learning media to understand more deeply and be able to practice basic basketball techniques. Importantly, 92.4% of students agree with the research on developing the basketball material I-spring application, showing their active involvement in the process. This supports the development of application-based teaching materials for basic basketball game techniques to support the learning process. Additionally, it highlights the need for a complete application-based learning concept for high schools, specifically for basketball game material.

The research results are in the form of learning media applications designed with I-spring software. This application media has several menus: KI and KD, material, videos, quizzes, biodata, and a reference list. This learning media includes basketball game learning materials for the Senior High School level, which are concise and presented in an interesting manner, keeping the audience engaged and excited. The following will present an overview of the learning media product for basic basketball technique material.

Data from expert validation and small and large group trials will be presented in two forms, namely tables and diagrams.

Experts in validation media analysis (Table 3) showed that the development of Ispring-based basketball learning media was considered to have two qualifications, which were good, with a score of 97.5% because the percentage result obtained was greater than 90%. When averaged, these five dimensions received ratings above 93%, giving evidence that the media is visually attractive, pedagogically suitable, technically accurate, and easy to use. These findings supported that, to a certain degree, the product meets experts' expectations about the quality of a digital instructional tool, and it is considered feasible for use in the teaching and learning of physical education with no significant modifications.

The validation results from learning experts (Table 4) show that the learning media obtained an average score of 95%, which is included in the perfectly valid category. The aspects assessed include material suitability, clarity of presentation, ease of use, content accuracy, effectiveness, and validity, all of which scored above 87%. This shows that the media has met the standards of good learning quality, by curriculum objectives, easy for students to understand, and effective for use in the PJOK learning process, especially basketball material.

Based on the validation results from basketball material experts (Table 5), the learning media obtained an average score of 75%, which is included in the valid category. The aspects assessed include clarity of material, accuracy of technique, attractiveness of display, and overall content validity. Although it does not reach the "very valid" category, this result shows that the media is based on the basic principles of basketball game techniques. It can be used in learning with minor improvements according to input from validators, especially to improve the accuracy of technical content and visualization of movements.

The results of the small group trial (Table 6) show that the I-spring-based learning media obtained an average score of 85.2%, which is categorized as perfectly valid. The assessment includes attractiveness, suitability of material, clarity of display, accuracy of information, ease of use, and overall validity. This value indicates that the media is well received by students and is considered adequate and easy to use in understanding basic basketball technique material, making it feasible to proceed to a wider trial stage.

The results of the small group trial data analysis above show a percentage of 85.2%, which is then converted based on the assessment category and shows that the product is in the perfectly valid category.

The analysis data from the large group trial above shows a percentage of 86.4% which is then converted based on the assessment category and shows that the product is classified as perfectly valid.

The media products developed in this study have shown high relevance to the needs of learning in the digital era. Using digital media as learning aids provides greater flexibility and accessibility for learners. However, it is important to recognize that this study has some limitations that must be considered before interpreting and applying the results.

In digital education, interactive media such as I-spring is highly relevant. Digital media allows learning to be more flexible, accessible, and adaptive to the characteristics of students familiar with technology. It also contributes to building students' motivation and interest in learning through visual and interactive approaches that align with 21st-century learning principles (Novita & Harahap, 2020; Chan, 2019). In addition, I-spring allows teachers to develop systematic teaching materials that can be adapted to the class's needs, supporting the blended learning approach (Dziuban et al., 2018).

This learning media product will be used in learning at State Senior High School 1 Gondanglegi; the product is expected to help the learning process, considering that interactive media can influence success in increasing the quality of student learning (Mahnun, 2020). Learning media is an integral part and unites the learning methods used. An example of media that can be concretized is Android-based media (Kuswanto & Radiansah, 2018). Learning by using media can improve learning outcomes; it can also help the role of educators and provide more learning opportunities for students (Dziuban et al., 2018). Learning media is an element in the learning environment that stimulates students to learn more and create quality learning (Mu'arifuddin, 2018). This basketball game learning media has received a good assessment and has an easy installation process.

In modern education, learning media plays an important role in learning and controls learning outcomes by the objectives (Wijaya et al., 2019). Application-based learning media is a new idea to make teaching materials attractive, efficient, and systematic. The completeness of teaching materials can affect learning objectives, learner characteristics, and learning situations (Heynoek et al., 2022). Therefore, learning media must develop to be relevant to its era and suitable for today's students. The characteristics of the media must now be adapted to the characteristics of the students, where students in the current era cannot be separated from the High school. Therefore, media developers need to adjust and pay attention to this to facilitate the achievement of learning objectives and make learning more structured (Ashfahany Adi, & Hariyanto, 2017). Learning media that is engaging, easily accessible, and important can be accepted by students and facilitate learning is relevant media today (Nurrita, 2018).

Media expert validation data obtained a good presentation, and it can be concluded that the media is good enough and can be used to assist learning. Meanwhile, the media can also be used as a stimulus to foster student responses to follow learning optimally (Baharun, 2016). Application-based learning media has three advantages that assist the learning process, namely as an optional substitute and complementary supplement. In this era, the demand for information technology in learning is high, preparing students for an era where technology is growing rapidly (Novita & Harahap, 2020).

The use of android-based media is also important in learning PJOK, which is based on much practice; here, the media plays a role in presenting reading material and practice videos that can be accessed at anytime, anywhere, so that learning can be done effectively (Ayu & Pratiwi, 2021). The combination of direct learning in the field and independently is compelling enough to break down student learning for good results (Albhnsawy & Aliweh, 2016). Using application-based media makes learning complex and requires significant effort and funds to create media that can bring about the expected changes, such as improved understanding and retention of the material (Lalima & Lata Dangwal, 2017). The next step that needs to be considered is selecting the type of media that needs to be adjusted to the objectives to be realized in the learning process (Kurniawan, Surya, & Kurniawan, 2022). In basketball game material, the role of media is more inclined to present material in the form of videos that help students to be able to analyze each basic technique movement, including passing, dribbling, and shooting movements. In order to be able to master the basic techniques of basketball games to the maximum, a gradual learning model is needed, from easy to difficult. In this media, learning will be presented by KD and KI at each level to facilitate students learning.

Learning media I-spring application basketball material development results can be downloaded and installed on the phone easily. The media can be used online or offline. The application also presents a menu in the form of KI and KD, material, videos, quizzes, developer bios, and reference lists. In the material menu, learning materials presented by KD and KI in high school learning are presented briefly and clearly. In the video section, learning videos are presented as an analysis of basic basketball techniques for class X, an analysis and improvement for class XI, and an analysis of class XII's attack and defense patterns. The quiz section presents evaluation questions according to their respective levels and a direct assessment of work results. The creation of this application-based media product is expected to make it easier for students to learn to master the basic techniques of basketball games. It can make learning more interesting and compelling so students are more enthusiastic about learning.

The development of application-based basketball learning media using spring conducted at the State Senior High School 1 Gondanglegi obtained quite good results, with the analysis of small group and large group trials can be categorized as very valid. Based on the data obtained, the overall product can be declared feasible to learn Physical Education Sports and Health basketball material for the Senior High School level at the State Senior High School 1 Gondanglegi. Researchers present basketball game learning media in a general and simple way, ensuring that it is accessible and easy to understand for all. It still does not cover all the basic techniques in basketball. The researchers hope that the next researcher can perfect this research by completing the basic techniques in basketball and presenting a varied training model as well as diverse defense patterns and attack patterns. PE teachers are encouraged to integrate I-spring-based media into their lessons. Further research is recommended to explore effectiveness across different subjects and student populations.

The authors would like to express their sincere gratitude to the leadership, teachers, and students of State Senior High School 1 Gondanglegi for their active and invaluable participation and support during the research process. Special thanks are extended to the expert validators—media, learning, and basketball specialists—who provided valuable feedback to improve the quality of the learning media developed. The authors also acknowledge the support of the Faculty of Sports Science, Universitas Negeri Malang, for providing guidance and academic input throughout this study.

The data supporting the findings of this study are available from the corresponding author upon reasonable request. Due to institutional policies and participant privacy considerations, the raw data (including student responses and validation forms) are not publicly shared but can be accessed anonymously for academic purposes.

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The authors fully funded the study.

The author officially certifies that there are no conflicts of interest with any party with respect to this research.