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The skills-based learning approach is a learning approach that is directed so that students can develop the life skills needed to maintain survival and develop themselves. This research aims to examine and describe Indonesian language education innovations using a technology approach and skills-based learning, by identifying the benefits, impacts and challenges faced in its implementation. The research method in this writing uses a type of research in the form of literature study. Results and discussion of this research There are several benefits, impacts and challenges in its implementation, which require support and cooperation from all parties involved in Indonesian language education, as well as improving facilities, literacy, readiness, discipline, responsibility, ethics, skills, competence, and professionalism of teachers and students.    

The skills-based learning approach is a learning approach that is directed so that students can develop the life skills needed to maintain survival and develop themselves. This research aims to examine and describe Indonesian language education innovations using a technology approach and skills-based learning, by identifying the benefits, impacts and challenges faced in its implementation. The research method in this writing uses a type of research in the form of literature study. Results and discussion of this research There are several benefits, impacts and challenges in its implementation, which require support and cooperation from all parties involved in Indonesian language education, as well as improving facilities, literacy, readiness, discipline, responsibility, ethics, skills, competence, and professionalism of teachers and students.    

This research aims to improve students' reading skills using E-Book media in class III A UPTD SDN 145 Inpres Pampangan. This research is Classroom Action Research, the subjects of this research are III A, totaling 33 students consisting of 16 men and 17 women. This research was carried out for 3 weeks. The implementation of this action was carried out for three weeks, each week including learning and assessment. The presentation of the first cycle material begins on 14 September 2023 and the first cycle test on 18 September 2023. The presentation of the second cycle material begins on 19 September 2023 and the second cycle test is carried out on 23 October 2023. The results of the research show that the learning interest of the first cycle students reaches the average -average 73.3%. Then in cycle II it increased to 88.5%. The contribution of implementing Wordwall learning media to increasing students' interest in learning is very significant, meaning it is in the high category. So it can be concluded that the teacher's ability to apply E-book media in learning has succeeded in improving the reading ability of class III A students at UPTD SDN 145 Inpres Pampangan.

This research aims to improve students' reading skills using E-Book media in class III A UPTD SDN 145 Inpres Pampangan. This research is Classroom Action Research, the subjects of this research are III A, totaling 33 students consisting of 16 men and 17 women. This research was carried out for 3 weeks. The implementation of this action was carried out for three weeks, each week including learning and assessment. The presentation of the first cycle material begins on 14 September 2023 and the first cycle test on 18 September 2023. The presentation of the second cycle material begins on 19 September 2023 and the second cycle test is carried out on 23 October 2023. The results of the research show that the learning interest of the first cycle students reaches the average -average 73.3%. Then in cycle II it increased to 88.5%. The contribution of implementing Wordwall learning media to increasing students' interest in learning is very significant, meaning it is in the high category. So it can be concluded that the teacher's ability to apply E-book media in learning has succeeded in improving the reading ability of class III A students at UPTD SDN 145 Inpres Pampangan.

This research was conducted based on the low reading culture of class VI students being a serious symptom for the continuity of learning in the classroom. Improving reading culture in students must be nurtured and nurtured from an early age and is a continuous process so that their reading culture grows and develops by utilizing reading corners. The aim of this research is to determine the increase in reading culture of class VI students by using a reading corner. The type of research used in this research is descriptive qualitative with research methods in the form of observation and literature study. The research subjects were class VI students and the research object was the use of reading corners. The aim of using a reading corner is to stimulate students to be more fond of reading, to bring books closer to students, at any time students can read books without having to visit the library, as part of learning activities, to condition the class so that it is not noisy, to support independent learning activities, to provide opportunities to students to improve reading culture, develop thinking power, and enrich students' learning experiences.    

This research was conducted based on the low reading culture of class VI students being a serious symptom for the continuity of learning in the classroom. Improving reading culture in students must be nurtured and nurtured from an early age and is a continuous process so that their reading culture grows and develops by utilizing reading corners. The aim of this research is to determine the increase in reading culture of class VI students by using a reading corner. The type of research used in this research is descriptive qualitative with research methods in the form of observation and literature study. The research subjects were class VI students and the research object was the use of reading corners. The aim of using a reading corner is to stimulate students to be more fond of reading, to bring books closer to students, at any time students can read books without having to visit the library, as part of learning activities, to condition the class so that it is not noisy, to support independent learning activities, to provide opportunities to students to improve reading culture, develop thinking power, and enrich students' learning experiences.    

Education is a key element in the development of society and the country. This article examines the development of education in Indonesia with a focus on the background, results and conclusions of the historical journey of education in this country. The development of education in Indonesia has been influenced by a long history, especially the period of Dutch colonialism. Education at that time was limited to the native elite and created inequality in access to education. However, after the proclamation of independence in 1945, education became a top priority in national development, resulting in a significant increase in access to basic education. Nevertheless, educational inequality between urban and rural areas and between islands in Indonesia remains a problem that must be addressed..Educational developments in Indonesia include increasing access to education, diversifying higher education programs, and efforts to integrate local culture in the curriculum. The government has allocated a significant budget for education, modernizing the curriculum and improving the quality of teaching. Education reform also includes teacher training and curriculum updates to face changing times. However, there are still challenges in educational governance, unequal access to education, and integrating technology in the learning process. The development of education in Indonesia reflects a journey full of challenges and significant changes. While there has been progress in terms of access and cultural integration efforts, challenges such as educational inequality, complex governance, and technology integration still need to be addressed. Quality education remains a priority, with the hope that continued efforts will ensure that education in Indonesia meets high quality standards and is relevant to face a challenging future. Keywords: Education, Indonesia, History

Education is a key element in the development of society and the country. This article examines the development of education in Indonesia with a focus on the background, results and conclusions of the historical journey of education in this country. The development of education in Indonesia has been influenced by a long history, especially the period of Dutch colonialism. Education at that time was limited to the native elite and created inequality in access to education. However, after the proclamation of independence in 1945, education became a top priority in national development, resulting in a significant increase in access to basic education. Nevertheless, educational inequality between urban and rural areas and between islands in Indonesia remains a problem that must be addressed..Educational developments in Indonesia include increasing access to education, diversifying higher education programs, and efforts to integrate local culture in the curriculum. The government has allocated a significant budget for education, modernizing the curriculum and improving the quality of teaching. Education reform also includes teacher training and curriculum updates to face changing times. However, there are still challenges in educational governance, unequal access to education, and integrating technology in the learning process. The development of education in Indonesia reflects a journey full of challenges and significant changes. While there has been progress in terms of access and cultural integration efforts, challenges such as educational inequality, complex governance, and technology integration still need to be addressed. Quality education remains a priority, with the hope that continued efforts will ensure that education in Indonesia meets high quality standards and is relevant to face a challenging future. Keywords: Education, Indonesia, History

This research focuses on improving Indonesian pronunciation for Sundanese students who speak Sundanese. The learning method includes teaching pronunciation with material reading and writing phonetic symbols. Observation is used as a qualitative approach to collect information about pronunciation, with instruments in the form of modules and related documents. The steps involve collecting student responses to learning, as well as using questionnaires to understand their perceptions of the teaching and learning process of Indonesian phonetics. The ultimate goal is to provide competence to students so they can pronounce Indonesian words correctly based on phonetic symbols.

This research focuses on improving Indonesian pronunciation for Sundanese students who speak Sundanese. The learning method includes teaching pronunciation with material reading and writing phonetic symbols. Observation is used as a qualitative approach to collect information about pronunciation, with instruments in the form of modules and related documents. The steps involve collecting student responses to learning, as well as using questionnaires to understand their perceptions of the teaching and learning process of Indonesian phonetics. The ultimate goal is to provide competence to students so they can pronounce Indonesian words correctly based on phonetic symbols.