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This study aims to analyze the skills of understanding Arabic letters and reports at Madrasah Nurul Istifadah and identify factors that influence students' understanding, the learning methods used, and the effectiveness of the strategies applied. Understanding skills in this context include the ability to recognize text structure, analyze content, and interpret formal language styles. The study used a qualitative descriptive approach with data collection methods in the form of observation, interviews, and documentation. The results of the study showed that group discussion strategies and repeated reading with gradual understanding proved effective in improving students' understanding of Arabic letters and reports. This strategy not only improves students' linguistic abilities, but also encourages cooperation, self-confidence, and critical thinking skills. This study is expected to contribute to the development of more contextual and effective Arabic language learning methods, especially in understanding formal texts.

This study aims to analyze the skills of understanding Arabic letters and reports at Madrasah Nurul Istifadah and identify factors that influence students' understanding, the learning methods used, and the effectiveness of the strategies applied. Understanding skills in this context include the ability to recognize text structure, analyze content, and interpret formal language styles. The study used a qualitative descriptive approach with data collection methods in the form of observation, interviews, and documentation. The results of the study showed that group discussion strategies and repeated reading with gradual understanding proved effective in improving students' understanding of Arabic letters and reports. This strategy not only improves students' linguistic abilities, but also encourages cooperation, self-confidence, and critical thinking skills. This study is expected to contribute to the development of more contextual and effective Arabic language learning methods, especially in understanding formal texts.

This study aims to describe effective learning strategies in increasing the understanding of literal meaning and majazi at students at Zainul Hasan Ganggong Islamic Boarding School. Pesantren, as a religious-based education institution, has an important role in shaping comprehensive religious understanding, including understanding of rich religious texts about literal meaning and majazi. This study used a descriptive qualitative approach with observation methods, interviews, and documentation to collect data. The results showed that effective learning strategies include the use of tahsin methods (proper and correct reading of the Qur'an), tahfizh (memorizing the Qur'an), a contextual explanation of the Qur'an and hadith verses, as well as group discussions that encourage students to interact and exchange thoughts. These strategies have proven to increase students’ understanding of literal meaning and majazi, so they can understand more deep and cyclic texts in their daily lives. This study provides important implications for curriculum development and learning methods in pesantren to improve the quality of the religious understanding of students.

This study aims to describe effective learning strategies in increasing the understanding of literal meaning and majazi at students at Zainul Hasan Ganggong Islamic Boarding School. Pesantren, as a religious-based education institution, has an important role in shaping comprehensive religious understanding, including understanding of rich religious texts about literal meaning and majazi. This study used a descriptive qualitative approach with observation methods, interviews, and documentation to collect data. The results showed that effective learning strategies include the use of tahsin methods (proper and correct reading of the Qur'an), tahfizh (memorizing the Qur'an), a contextual explanation of the Qur'an and hadith verses, as well as group discussions that encourage students to interact and exchange thoughts. These strategies have proven to increase students’ understanding of literal meaning and majazi, so they can understand more deep and cyclic texts in their daily lives. This study provides important implications for curriculum development and learning methods in pesantren to improve the quality of the religious understanding of students.

This study aims to analyze the abilities and challenges of grade IV elementary school students in writing argumentative sentences. The research was conducted with a qualitative approach of case study methods on ten students in one of the public elementary schools in Jambi City. Data were obtained through an argumentative sentence writing test and analyzed using the Miles and Huberman model which includes data reduction, data presentation, and verification. The results of the study show that students' ability to write argumentative sentences still varies. Most of the students have been able to convey their opinions in a concise and relevant manner, but there are still obstacles in the mechanical aspects of writing such as the use of spelling, punctuation, and sentence structure. These findings show the need for a learning strategy that can develop argumentative writing skills systematically and logically. Toulmin's pattern-based approach and collaborative learning models such as Group Investigation are recommended to improve students' overall argumentative writing skills from the elementary school level.

This study aims to analyze the abilities and challenges of grade IV elementary school students in writing argumentative sentences. The research was conducted with a qualitative approach of case study methods on ten students in one of the public elementary schools in Jambi City. Data were obtained through an argumentative sentence writing test and analyzed using the Miles and Huberman model which includes data reduction, data presentation, and verification. The results of the study show that students' ability to write argumentative sentences still varies. Most of the students have been able to convey their opinions in a concise and relevant manner, but there are still obstacles in the mechanical aspects of writing such as the use of spelling, punctuation, and sentence structure. These findings show the need for a learning strategy that can develop argumentative writing skills systematically and logically. Toulmin's pattern-based approach and collaborative learning models such as Group Investigation are recommended to improve students' overall argumentative writing skills from the elementary school level.

Digital media such as TikTok has become a significant innovation in teaching expository texts in the digital era. However, many students still struggle to recognize the structure and language features of expository texts, affecting the quality of their writing. This study aims to analyze the implementation of TikTok as a learning media based on Discovery Learning to improve expository writing skills among tenth-grade students of MA Al-Falah Sukabumi. The research employed a pretest-posttest control group design with data collection techniques including tests (pretest and posttest) and non-test methods (questionnaires and observations). The subjects consisted of 36 students break into experimental and control groups. The finding showed a significant improvement in the writing skills of the experimental group. Furthermore, 87% of students reported that TikTok made the learning process more engaging and easier to rcognize. In conclusion, TikTok is an effective innovation for Discovery Learning-based teaching to enhance students' expository writing skills.

Digital media such as TikTok has become a significant innovation in teaching expository texts in the digital era. However, many students still struggle to recognize the structure and language features of expository texts, affecting the quality of their writing. This study aims to analyze the implementation of TikTok as a learning media based on Discovery Learning to improve expository writing skills among tenth-grade students of MA Al-Falah Sukabumi. The research employed a pretest-posttest control group design with data collection techniques including tests (pretest and posttest) and non-test methods (questionnaires and observations). The subjects consisted of 36 students break into experimental and control groups. The finding showed a significant improvement in the writing skills of the experimental group. Furthermore, 87% of students reported that TikTok made the learning process more engaging and easier to rcognize. In conclusion, TikTok is an effective innovation for Discovery Learning-based teaching to enhance students' expository writing skills.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

Cooperative learning model is one of the models that can be used as an alternative. The use of small groups in cooperative learning makes students work together to achieve the learning objectives. The problems in this study are (1) How is the application of cooperative learning models in improving the character of self-confidence in civics subjects in class III SD Negeri 15 Pekanbaru (2) Whether the cooperative learning model can improve the character of self confidence in the subject of civics in class III. This research includes Classroom Action Research (PTK) which was conducted in two cycles using quantitative analysis and qualitative analysis methods.  Each cycle consists of four stages, namely design, implementation, observation, and reflection. The subjects of this research were third grade students of SD Negeri 15 Pekanbaru, totalling 31 students. The research data were obtained using teacher and student observation sheets and student confidence test results, then the data were analysed using the percentage formula.The results obtained were (1) teacher activity in cycle I by using cooperative model from 72.11% to 92.15% in cycle II, (2) student activity in cycle I by using cooperative model from 45.71% to 83.69% and, (3) student learning outcomes in Civics subject in cycle I by using cooperative 32.25% to 83.87% in cycle II.This shows that the results of students' self-confidence in Civics subjects by using cooperative models show very positive results. Based on the results of this study, it can increase students' confidence to be more active and the teacher's ability to improve to be better.

Cooperative learning model is one of the models that can be used as an alternative. The use of small groups in cooperative learning makes students work together to achieve the learning objectives. The problems in this study are (1) How is the application of cooperative learning models in improving the character of self-confidence in civics subjects in class III SD Negeri 15 Pekanbaru (2) Whether the cooperative learning model can improve the character of self confidence in the subject of civics in class III. This research includes Classroom Action Research (PTK) which was conducted in two cycles using quantitative analysis and qualitative analysis methods.  Each cycle consists of four stages, namely design, implementation, observation, and reflection. The subjects of this research were third grade students of SD Negeri 15 Pekanbaru, totalling 31 students. The research data were obtained using teacher and student observation sheets and student confidence test results, then the data were analysed using the percentage formula.The results obtained were (1) teacher activity in cycle I by using cooperative model from 72.11% to 92.15% in cycle II, (2) student activity in cycle I by using cooperative model from 45.71% to 83.69% and, (3) student learning outcomes in Civics subject in cycle I by using cooperative 32.25% to 83.87% in cycle II.This shows that the results of students' self-confidence in Civics subjects by using cooperative models show very positive results. Based on the results of this study, it can increase students' confidence to be more active and the teacher's ability to improve to be better.

The maintenance of education must be tailored to the needs and interests of students so that they learn something that interests them. Therefore, today's educational systems focus educational objectives and processes on the child's factor and can foster freedom of interests and needs. This makes the Social Science subjects taught in primary school must be based on the needs and interests of the child about the environment in which he lives. Basically, the subject of Social Science must be taught with a full sense of responsibility to the student, because it is very closely related to the people and the environment where humans live and carry out the activities to meet their needs. This makes the role of the teacher not only as a teacher but also as a guide and at the same time as an administrator. The personal teacher as a unit also determines the learning result given. Therefore, the component of the teaching situation, the correct delivery method and the media used also determine the learning outcome.Thus it can be concluded, that learning will be successful when considering many interrelated teaching components. These components can be grouped into three main categories, namely: first, the teacher, second, the subject matter, and third, the student. The interaction between the three main components involves the means and objects, methods, media and setting up of the learning environment so that a learning situation is created that enables the achievement of a previously planned goal.

The maintenance of education must be tailored to the needs and interests of students so that they learn something that interests them. Therefore, today's educational systems focus educational objectives and processes on the child's factor and can foster freedom of interests and needs. This makes the Social Science subjects taught in primary school must be based on the needs and interests of the child about the environment in which he lives. Basically, the subject of Social Science must be taught with a full sense of responsibility to the student, because it is very closely related to the people and the environment where humans live and carry out the activities to meet their needs. This makes the role of the teacher not only as a teacher but also as a guide and at the same time as an administrator. The personal teacher as a unit also determines the learning result given. Therefore, the component of the teaching situation, the correct delivery method and the media used also determine the learning outcome.Thus it can be concluded, that learning will be successful when considering many interrelated teaching components. These components can be grouped into three main categories, namely: first, the teacher, second, the subject matter, and third, the student. The interaction between the three main components involves the means and objects, methods, media and setting up of the learning environment so that a learning situation is created that enables the achievement of a previously planned goal.

This study aims to analyze how the appreciation and application of Indonesian national identity at SMAN 14 Medan on symbols and signs that exist in the school ecosystem and the learning process. The type of research used is qualitative research and the methods used are case study and observation methods. The results of the analysis show that there are several signs and symbols related to the identity of the Indonesian nation both of symbols that are visible in real terms or have visualization, as well as in appreciation of values through behavior and actions, especially symbols and signs related to the Indonesian nation identity in the form of Pancasila and diversity. Symbols and signs related to values of diversity is application of Indonesian language and no discrimination, agent of change team, anti bullying posters in school environment. Symbols and signs related to Pancasila values is there are religious activities, application of 5S everymorning, flag ceremony, group assignment in class, and friday clean.    

This study aims to analyze how the appreciation and application of Indonesian national identity at SMAN 14 Medan on symbols and signs that exist in the school ecosystem and the learning process. The type of research used is qualitative research and the methods used are case study and observation methods. The results of the analysis show that there are several signs and symbols related to the identity of the Indonesian nation both of symbols that are visible in real terms or have visualization, as well as in appreciation of values through behavior and actions, especially symbols and signs related to the Indonesian nation identity in the form of Pancasila and diversity. Symbols and signs related to values of diversity is application of Indonesian language and no discrimination, agent of change team, anti bullying posters in school environment. Symbols and signs related to Pancasila values is there are religious activities, application of 5S everymorning, flag ceremony, group assignment in class, and friday clean.    

The title of this thesis is Profile of Study Habits of Class VII A Students of SMPK Sancta Familia Kupang for the 2022/2023 Academic Year. The problems in this study are: 1) What is the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year? 2) What are the implications of the study habit profile of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year for the tutoring program? The purpose of the study was to find out: 1) Profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, 2) Implications of the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, for the tutoring program. This research method uses quantitative descriptive methods with data collection tools in the form of questionnaires of student study habits. The population and sample of this study are 26 students of grade VII A SMPK Sancta Familia Kupang for the 2022/2023 academic year. The data analysis technique used is central trend analysis. The results of the analysis of research data showed that the average study habits of 140.9730 students were in the range of 120-155 scores, classified as high. It can be interpreted that grade VII A students of SMPK Sancta Familia Kupang for the 2022/2023 academic year have good study habits. This can be seen through student attitudes, namely making study schedules and their implementation, reading and taking notes, completing assignments, how to follow lessons, how to study groups, how to study independently at home. Based on the results of this study, researchers provide advice to: 1) Head Schools are expected to maintain and improve cooperation with BK teachers, facilitate and support all tutoring program designs in schools to be carried out properly in order to maintain good student learning habits. 2) Guidance Teachers Guidance counselors are expected to design and develop tutoring programs to maintain good student study habits. 3) Students are expected to actively utilize tutoring activities carried out by BK teachers to maintain good student study habits.

The title of this thesis is Profile of Study Habits of Class VII A Students of SMPK Sancta Familia Kupang for the 2022/2023 Academic Year. The problems in this study are: 1) What is the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year? 2) What are the implications of the study habit profile of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year for the tutoring program? The purpose of the study was to find out: 1) Profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, 2) Implications of the profile of study habits of grade VIIA students of SMPK Sancta Familia Kupang for the 2022/2023 academic year, for the tutoring program. This research method uses quantitative descriptive methods with data collection tools in the form of questionnaires of student study habits. The population and sample of this study are 26 students of grade VII A SMPK Sancta Familia Kupang for the 2022/2023 academic year. The data analysis technique used is central trend analysis. The results of the analysis of research data showed that the average study habits of 140.9730 students were in the range of 120-155 scores, classified as high. It can be interpreted that grade VII A students of SMPK Sancta Familia Kupang for the 2022/2023 academic year have good study habits. This can be seen through student attitudes, namely making study schedules and their implementation, reading and taking notes, completing assignments, how to follow lessons, how to study groups, how to study independently at home. Based on the results of this study, researchers provide advice to: 1) Head Schools are expected to maintain and improve cooperation with BK teachers, facilitate and support all tutoring program designs in schools to be carried out properly in order to maintain good student learning habits. 2) Guidance Teachers Guidance counselors are expected to design and develop tutoring programs to maintain good student study habits. 3) Students are expected to actively utilize tutoring activities carried out by BK teachers to maintain good student study habits.