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This study is motivated by the low learning outcomes in Mahfudzat among Grade 2C students at Pondok Pesantren Al-Madani Cikalong, as indicated by an average score of 54.2, which is below the minimum passing standard of 60, as well as low student attention during learning. This study aims to determine the improvement in students’ learning activity and achievement through the implementation of the Team Quiz strategy. The method used is Classroom Action Research (CAR) based on the Kemmis and Taggart model, conducted in three cycles using data collection techniques such as observation, interviews, tests, and documentation. The results show that the Team Quiz strategy is effective in improving both student activity and learning outcomes. Learning activity increased from 84% in Cycle I to 96% in Cycle III, while learning achievement improved from 77% (average score 70) to 100% (average score 86). Therefore, the Team Quiz strategy is proven to enhance the quality of Mahfudzat learning. It is recommended that teachers consistently apply this strategy and that schools provide adequate support to optimize the learning process.

This study is motivated by the low learning outcomes in Mahfudzat among Grade 2C students at Pondok Pesantren Al-Madani Cikalong, as indicated by an average score of 54.2, which is below the minimum passing standard of 60, as well as low student attention during learning. This study aims to determine the improvement in students’ learning activity and achievement through the implementation of the Team Quiz strategy. The method used is Classroom Action Research (CAR) based on the Kemmis and Taggart model, conducted in three cycles using data collection techniques such as observation, interviews, tests, and documentation. The results show that the Team Quiz strategy is effective in improving both student activity and learning outcomes. Learning activity increased from 84% in Cycle I to 96% in Cycle III, while learning achievement improved from 77% (average score 70) to 100% (average score 86). Therefore, the Team Quiz strategy is proven to enhance the quality of Mahfudzat learning. It is recommended that teachers consistently apply this strategy and that schools provide adequate support to optimize the learning process.

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

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.

Arabic language learning, particularly the study of nahwu, is crucial in understanding Islamic religious texts such as the Qur'an and Hadith. However, in many pesantren (Islamic boarding schools), the teaching and application of nahwu often face various challenges. Therefore, this community service program aims to optimize nahwu learning at Pesantren Motivator Qur'an Darussalam Klaseman by using the Al Miftah book as the main teaching material. This program involves intensive guidance for the students in learning nahwu rules, with an interactive and hands-on approach. The results of this activity show an improvement in the students' understanding and application of nahwu rules, which positively impacts their ability to comprehend Arabic texts, particularly in reading the Qur'an.

This study aims to determine the effect of using audio-visual media in increasing students' interest in learning. Class V at SDN 002/IX Sekernan. The method used was classroom action research with two cycles, which involved observation and questionnaires to measure changes in students' interest in learning. questionnaires to measure changes in students' interest in learning. Data were analyzed using quantitative and qualitative descriptive statistical techniques, with focus on increasing student engagement and attention during the learning process. learning process. The results showed that the application of audio-visual media significantly increased students' interest in learning, with the percentage of interest increasing from 56.1% in cycle I to 80.25% in cycle II. increased from 56.1% in cycle I to 80.25% in cycle II. The increase This increase shows that audio-visual media is effective in creating a more interesting and enjoyable learning atmosphere. learning atmosphere that is more interesting and enjoyable, so that it can increase student students' participation and understanding of the subject matter. This research confirms that audio-visual media is one of the solutions to improve students' interest and learning outcomes significantly

Arabic language learning, particularly the study of nahwu, is crucial in understanding Islamic religious texts such as the Qur'an and Hadith. However, in many pesantren (Islamic boarding schools), the teaching and application of nahwu often face various challenges. Therefore, this community service program aims to optimize nahwu learning at Pesantren Motivator Qur'an Darussalam Klaseman by using the Al Miftah book as the main teaching material. This program involves intensive guidance for the students in learning nahwu rules, with an interactive and hands-on approach. The results of this activity show an improvement in the students' understanding and application of nahwu rules, which positively impacts their ability to comprehend Arabic texts, particularly in reading the Qur'an.

This study aims to determine the effect of using audio-visual media in increasing students' interest in learning. Class V at SDN 002/IX Sekernan. The method used was classroom action research with two cycles, which involved observation and questionnaires to measure changes in students' interest in learning. questionnaires to measure changes in students' interest in learning. Data were analyzed using quantitative and qualitative descriptive statistical techniques, with focus on increasing student engagement and attention during the learning process. learning process. The results showed that the application of audio-visual media significantly increased students' interest in learning, with the percentage of interest increasing from 56.1% in cycle I to 80.25% in cycle II. increased from 56.1% in cycle I to 80.25% in cycle II. The increase This increase shows that audio-visual media is effective in creating a more interesting and enjoyable learning atmosphere. learning atmosphere that is more interesting and enjoyable, so that it can increase student students' participation and understanding of the subject matter. This research confirms that audio-visual media is one of the solutions to improve students' interest and learning outcomes significantly

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This research was conducted based on observations made on fifth-grade students, regarding their self-confidence, which still requires stimulation due to a lack of self-confidence. Based on this problem, an improvement is needed that can enhance students' self-confidence through engaging and enjoyable activities that are not frequently done, one of which is the role-playing method. The objective of this research is to determine the increase in self-confidence of fifth-grade students through the role-playing method at SD Negeri 26/IV Kota Jambi. This research is a Classroom Action Research (CAR). It was conducted at SD Negeri 26/IV Kota Jambi from March 2025 to April 2025. The research subjects were 15 students and the class teacher. Data collection methods included observation, documentation, and interviews. Data analysis involved data collection, data reduction, data presentation, and drawing conclusions. The performance indicator to be achieved is an increase in children's self-confidence by 75% out of 15 children using the role-playing method. The results of this study indicate that the role playing method is proven to be effective in increasing the self-confidence of fifth grade students at SDN 26/IV Jambi City. The increase in children's self-confidence can be seen from cycle I to cycle II. In cycle I, the children's self-confidence ability was categorized as developing well by 44% with a good category. and in cycle II it increased to 94% with a very good category. So it can be concluded that the role playing method can increase self-confidence in fifth grade students at SDN 26/IV Jambi City.

This research was conducted based on observations made on fifth-grade students, regarding their self-confidence, which still requires stimulation due to a lack of self-confidence. Based on this problem, an improvement is needed that can enhance students' self-confidence through engaging and enjoyable activities that are not frequently done, one of which is the role-playing method. The objective of this research is to determine the increase in self-confidence of fifth-grade students through the role-playing method at SD Negeri 26/IV Kota Jambi. This research is a Classroom Action Research (CAR). It was conducted at SD Negeri 26/IV Kota Jambi from March 2025 to April 2025. The research subjects were 15 students and the class teacher. Data collection methods included observation, documentation, and interviews. Data analysis involved data collection, data reduction, data presentation, and drawing conclusions. The performance indicator to be achieved is an increase in children's self-confidence by 75% out of 15 children using the role-playing method. The results of this study indicate that the role playing method is proven to be effective in increasing the self-confidence of fifth grade students at SDN 26/IV Jambi City. The increase in children's self-confidence can be seen from cycle I to cycle II. In cycle I, the children's self-confidence ability was categorized as developing well by 44% with a good category. and in cycle II it increased to 94% with a very good category. So it can be concluded that the role playing method can increase self-confidence in fifth grade students at SDN 26/IV Jambi City.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.