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Learning media is a tool used to convey messages so that it can stimulate students' thoughts, feelings, attention, and willingness in the learning process. This study aims to determine the effectiveness of using KoKaMi media, a three-dimensional media combined with language games, in improving Arabic vocabulary mastery of eighth-grade female students of SMPIT An Nur Sragen. This study uses a quantitative approach with an experimental method and a pre-experimental design of one group pretest–posttest type. The study population consisted of 22 female students and all were sampled through a total sampling technique. Data collection was carried out through tests, interviews, observations, and documentation, while data analysis used descriptive statistics, prerequisite tests, and hypothesis testing with the help of SPSS. The results of the analysis showed that the data were not normally distributed so the Wilcoxon Signed Rank Test was used. The test results showed a significance value of 0.000 smaller than 0.05, which means H0 is rejected and Ha is accepted. These findings prove that KoKaMi media is effective in improving Arabic vocabulary mastery. Therefore, KoKaMi media can be used as an alternative innovative learning media that helps students understand vocabulary more actively, enjoyably, and meaningfully. The implications of this research indicate that the use of game-based media can increase learning motivation, class participation, and learning interactions, so teachers are advised to utilize similar creative media as an effective and student-centered language learning strategy in learning practices at school consistently and sustainably.

Learning media is a tool used to convey messages so that it can stimulate students' thoughts, feelings, attention, and willingness in the learning process. This study aims to determine the effectiveness of using KoKaMi media, a three-dimensional media combined with language games, in improving Arabic vocabulary mastery of eighth-grade female students of SMPIT An Nur Sragen. This study uses a quantitative approach with an experimental method and a pre-experimental design of one group pretest–posttest type. The study population consisted of 22 female students and all were sampled through a total sampling technique. Data collection was carried out through tests, interviews, observations, and documentation, while data analysis used descriptive statistics, prerequisite tests, and hypothesis testing with the help of SPSS. The results of the analysis showed that the data were not normally distributed so the Wilcoxon Signed Rank Test was used. The test results showed a significance value of 0.000 smaller than 0.05, which means H0 is rejected and Ha is accepted. These findings prove that KoKaMi media is effective in improving Arabic vocabulary mastery. Therefore, KoKaMi media can be used as an alternative innovative learning media that helps students understand vocabulary more actively, enjoyably, and meaningfully. The implications of this research indicate that the use of game-based media can increase learning motivation, class participation, and learning interactions, so teachers are advised to utilize similar creative media as an effective and student-centered language learning strategy in learning practices at school consistently and sustainably.

This study is motivated by the importance of the relationship between reading and speaking skills in Arabic language learning. Reading, as a receptive skill, plays a significant role in enriching vocabulary, understanding language structures, and constructing meaning, which in turn affects speaking ability as a productive skill. At Baitul Hidayah Islamic Boarding School in Bandung, variations were observed in students’ abilities in reading Arabic texts and speaking Arabic, raising questions about the existence of a relationship between these two skills. This study aims to determine whether there is an influence of Arabic reading skills on Arabic speaking skills among fifth-grade students (Class V-A) in the 2024/2025 academic year. This research employs a quantitative approach with a correlational design. The subjects of the study consisted of all 28 students in Class V-A, selected using a saturated sampling technique. Data were collected through reading skill tests and speaking skill tests, and subsequently analyzed using descriptive statistics and the Spearman rank correlation test. The results indicate a significant relationship with a strong level of correlation between Arabic reading skills and Arabic speaking skills. This is evidenced by the correlation coefficient (r-value) of 0.824, which is higher than the r-table value at a 5% significance level (0.374). It is recommended that the development of reading skills be more systematically integrated with speaking practice. Further research is suggested to involve a larger sample size and more diverse variables to strengthen the findings.

This study is motivated by the importance of the relationship between reading and speaking skills in Arabic language learning. Reading, as a receptive skill, plays a significant role in enriching vocabulary, understanding language structures, and constructing meaning, which in turn affects speaking ability as a productive skill. At Baitul Hidayah Islamic Boarding School in Bandung, variations were observed in students’ abilities in reading Arabic texts and speaking Arabic, raising questions about the existence of a relationship between these two skills. This study aims to determine whether there is an influence of Arabic reading skills on Arabic speaking skills among fifth-grade students (Class V-A) in the 2024/2025 academic year. This research employs a quantitative approach with a correlational design. The subjects of the study consisted of all 28 students in Class V-A, selected using a saturated sampling technique. Data were collected through reading skill tests and speaking skill tests, and subsequently analyzed using descriptive statistics and the Spearman rank correlation test. The results indicate a significant relationship with a strong level of correlation between Arabic reading skills and Arabic speaking skills. This is evidenced by the correlation coefficient (r-value) of 0.824, which is higher than the r-table value at a 5% significance level (0.374). It is recommended that the development of reading skills be more systematically integrated with speaking practice. Further research is suggested to involve a larger sample size and more diverse variables to strengthen the findings.

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

Polysemy is an important semantic phenomenon in Indonesian language learning in elementary schools because one word form can have more than one interrelated meaning. Understanding polysemy affects students' reading skills, text comprehension, and literacy development. However, studies that specifically examine polysemy in elementary school Indonesian language materials are still limited. This study aims to examine the forms of polysemy, how they are presented in Indonesian language textbooks for elementary schools, and their implications for student understanding. The study uses a qualitative approach with a literature review design. Data were obtained from semantics books and national and international journal articles published between 2017 and 2024 that were relevant to the research topic. Data analysis was conducted using content analysis techniques. The results of the study show that polysemy in elementary school Indonesian language materials appears in the form of context-based, functional, and extended meanings, with a presentation that is not yet fully systematic, thus potentially causing misconceptions and affecting students' reading comprehension.

Polysemy is an important semantic phenomenon in Indonesian language learning in elementary schools because one word form can have more than one interrelated meaning. Understanding polysemy affects students' reading skills, text comprehension, and literacy development. However, studies that specifically examine polysemy in elementary school Indonesian language materials are still limited. This study aims to examine the forms of polysemy, how they are presented in Indonesian language textbooks for elementary schools, and their implications for student understanding. The study uses a qualitative approach with a literature review design. Data were obtained from semantics books and national and international journal articles published between 2017 and 2024 that were relevant to the research topic. Data analysis was conducted using content analysis techniques. The results of the study show that polysemy in elementary school Indonesian language materials appears in the form of context-based, functional, and extended meanings, with a presentation that is not yet fully systematic, thus potentially causing misconceptions and affecting students' reading comprehension.

Digital transformation in higher education has reshaped learning patterns and students’ academic practices, including how they manage and complete academic tasks. On the one hand, digital learning offers flexibility and easy access to learning resources; on the other hand, it has intensified tendencies toward academic task procrastination. This study aims to analyze students’ academic task procrastination as a socially constructed reality within the context of digital learning. The research adopts a qualitative approach with a case study design conducted at IAIN Fattahul Muluk Papua. Data were collected through in-depth interviews with students and lecturers and analyzed using Peter L. Berger and Thomas Luckmann’s social construction theory, encompassing the processes of externalization, objectivation, and internalization. The findings indicate that task procrastination is externalized through flexible learning schedules, digital media distractions, fatigue with instructional methods, and academic pressure. These practices are subsequently objectivated through students’ collective experiences and social relations with lecturers, leading them to be perceived as normative behavior in digital learning. Furthermore, task procrastination is internalized as a habit and an adaptive, taken-for-granted strategy within students’ learning rhythms. This study affirms that academic task procrastination cannot be reduced to an individual problem alone; rather, it emerges from the complex interaction between technological structures, pedagogical practices, and academic social dynamics. The findings are expected to contribute to the development of more reflective and contextual digital learning policies and strategies.

Digital transformation in higher education has reshaped learning patterns and students’ academic practices, including how they manage and complete academic tasks. On the one hand, digital learning offers flexibility and easy access to learning resources; on the other hand, it has intensified tendencies toward academic task procrastination. This study aims to analyze students’ academic task procrastination as a socially constructed reality within the context of digital learning. The research adopts a qualitative approach with a case study design conducted at IAIN Fattahul Muluk Papua. Data were collected through in-depth interviews with students and lecturers and analyzed using Peter L. Berger and Thomas Luckmann’s social construction theory, encompassing the processes of externalization, objectivation, and internalization. The findings indicate that task procrastination is externalized through flexible learning schedules, digital media distractions, fatigue with instructional methods, and academic pressure. These practices are subsequently objectivated through students’ collective experiences and social relations with lecturers, leading them to be perceived as normative behavior in digital learning. Furthermore, task procrastination is internalized as a habit and an adaptive, taken-for-granted strategy within students’ learning rhythms. This study affirms that academic task procrastination cannot be reduced to an individual problem alone; rather, it emerges from the complex interaction between technological structures, pedagogical practices, and academic social dynamics. The findings are expected to contribute to the development of more reflective and contextual digital learning policies and strategies.

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

This research is motivated because the teaching materials used are still conventional and students' understanding of problem solving is still in the low category. Therefore, this study aims to develop research and improve the validity, practicality and effectiveness of the Science learning module for Class V MI Muhajirin, Jambi City. Reach and Development (R&D) consists of four stages, namely, define, design, develop and disseminate. This type of research is Research and Development (R&D). This research was conducted at Madrasah Ibtidaiyah Al-Muhajirin, Jambi City. The instruments used were assessment questionnaires, teacher and student interview sheets along with test questions. The subjects in this study were grade V students consisting of 20 students. The results of this study indicate that the level of validity of the application of the learning module shows a percentage of 80% included in the very effective category, the level of practicality shows 92.8% with a very practical category and the level of effectiveness shows a percentage of 64.2% with a very valid category.

This research is motivated because the teaching materials used are still conventional and students' understanding of problem solving is still in the low category. Therefore, this study aims to develop research and improve the validity, practicality and effectiveness of the Science learning module for Class V MI Muhajirin, Jambi City. Reach and Development (R&D) consists of four stages, namely, define, design, develop and disseminate. This type of research is Research and Development (R&D). This research was conducted at Madrasah Ibtidaiyah Al-Muhajirin, Jambi City. The instruments used were assessment questionnaires, teacher and student interview sheets along with test questions. The subjects in this study were grade V students consisting of 20 students. The results of this study indicate that the level of validity of the application of the learning module shows a percentage of 80% included in the very effective category, the level of practicality shows 92.8% with a very practical category and the level of effectiveness shows a percentage of 64.2% with a very valid category.