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This research aims to develop Natural and Social Sciences (IPAS) learning articles with a Tri Hita Karana orientation to increase teachers' needs for interactive teaching materials at SD Negeri 2 Batur. In the independent curriculum, science and social studies learning is combined into Natural and Social Sciences (IPAS) subjects, with the hope that teachers can fulfill learning needs. The approach used in this research is descriptive qualitative, with the research subjects consisting of science and technology teachers. The techniques used in data collection were carried out through in-depth interviews and observation. The research results show that teachers need teaching materials that are more interactive, relevant to the local context, and able to integrate Tri Hita Karana values ​​in learning. The main challenges faced are limited technological facilities and a lack of teaching materials that link science concepts to students' daily lives. Based on research results, the development of local wisdom-based teaching materials such as Tri Hita Karana has the potential to increase students' active participation and support learning that is more meaningful, effective and relevant to the cultural context and local environment.

This research aims to analyze the GERLI (Literacy Movement) Program which uses the storytelling method at SDN 1 Demulih to increase students' interest in reading. This research aims to assess the effect of a fairy tale-based literacy approach on improving students' reading abilities. The approach used is a qualitative descriptive method, with data collection through observation, interviews and documentation. The research results showed that before the program was implemented, students' interest in reading was low. However, after the program was implemented, there was a significant increase in students' participation and understanding of reading material, especially in terms of listening, composing stories, and discussions. As many as 85% of students were actively involved, showing higher enthusiasm for literacy activities. This program is considered effective in improving students' literacy skills, with recommendations that literacy activities be held regularly with a variety of more interesting stories, as well as involving parents to support a good reading environment at home.

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.

This research aims to develop Natural and Social Sciences (IPAS) learning articles with a Tri Hita Karana orientation to increase teachers' needs for interactive teaching materials at SD Negeri 2 Batur. In the independent curriculum, science and social studies learning is combined into Natural and Social Sciences (IPAS) subjects, with the hope that teachers can fulfill learning needs. The approach used in this research is descriptive qualitative, with the research subjects consisting of science and technology teachers. The techniques used in data collection were carried out through in-depth interviews and observation. The research results show that teachers need teaching materials that are more interactive, relevant to the local context, and able to integrate Tri Hita Karana values ​​in learning. The main challenges faced are limited technological facilities and a lack of teaching materials that link science concepts to students' daily lives. Based on research results, the development of local wisdom-based teaching materials such as Tri Hita Karana has the potential to increase students' active participation and support learning that is more meaningful, effective and relevant to the cultural context and local environment.

This research aims to analyze the GERLI (Literacy Movement) Program which uses the storytelling method at SDN 1 Demulih to increase students' interest in reading. This research aims to assess the effect of a fairy tale-based literacy approach on improving students' reading abilities. The approach used is a qualitative descriptive method, with data collection through observation, interviews and documentation. The research results showed that before the program was implemented, students' interest in reading was low. However, after the program was implemented, there was a significant increase in students' participation and understanding of reading material, especially in terms of listening, composing stories, and discussions. As many as 85% of students were actively involved, showing higher enthusiasm for literacy activities. This program is considered effective in improving students' literacy skills, with recommendations that literacy activities be held regularly with a variety of more interesting stories, as well as involving parents to support a good reading environment at home.

The little chef program at Kiddos Preschool has succeeded in improving the English speaking skills of KG1 students. Before the program, students were hesitant to speak English, but after joining the program, they showed significant improvements in vocabulary and confidence. On average, students were able to mention 10 new vocabulary words related to cooking and participated more actively in discussions. Cooking activities create a fun learning atmosphere and support active language use. Interviews with students and teachers show that the program not only improves language skills, but also students' self-confidence and social skills. With the right teacher support, this program can continue to evolve to meet student needs.

The little chef program at Kiddos Preschool has succeeded in improving the English speaking skills of KG1 students. Before the program, students were hesitant to speak English, but after joining the program, they showed significant improvements in vocabulary and confidence. On average, students were able to mention 10 new vocabulary words related to cooking and participated more actively in discussions. Cooking activities create a fun learning atmosphere and support active language use. Interviews with students and teachers show that the program not only improves language skills, but also students' self-confidence and social skills. With the right teacher support, this program can continue to evolve to meet student needs.

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 Active Learning method is active learning. Most practitioners and observers refer to it as a learning by doing strategy. The approach views learning as a process of building understanding through experience and information. With this approach, learners' unique perceptions, knowledge and feelings influence the learning process. The problems in this study are (1) How is student interest in learning in the application of the Active Learning learning model using smart wheel games multiplication material of class III mathematics lessons SDIT Baitul Ilmi (2) Whether the application of the Active Learning learning model using smart wheel games can increase student interest in learning multiplication material of class III mathematics lessons SDIT Baitul Ilmi. This research includes Classroom Action Research (PTK) 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 study were third grade students of SDIT Baitul Ilmi, totalling 33 students. The research data was obtained using teacher and student observation sheets and student learning interest test results, then the data was analysed using the percentage formula. The results obtained are (1) teacher activity in cycle I using the Active Learning model from 87.50% to 93.75% in cycle II, (2) student activity in cycle I using the Active Learning model 54.64% to 85.17% and, (3) the results of student learning interest in Mathematics subjects cycle I using Active Learning 32.25% to 83.87% in cycle II. This shows that the results of students' confidence in Mathematics subjects using the Active Learning model show very positive results. Based on the results of this study, it can increase students' interest in learning to be more active and the teacher's ability to improve for the better. 

The Active Learning method is active learning. Most practitioners and observers refer to it as a learning by doing strategy. The approach views learning as a process of building understanding through experience and information. With this approach, learners' unique perceptions, knowledge and feelings influence the learning process. The problems in this study are (1) How is student interest in learning in the application of the Active Learning learning model using smart wheel games multiplication material of class III mathematics lessons SDIT Baitul Ilmi (2) Whether the application of the Active Learning learning model using smart wheel games can increase student interest in learning multiplication material of class III mathematics lessons SDIT Baitul Ilmi. This research includes Classroom Action Research (PTK) 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 study were third grade students of SDIT Baitul Ilmi, totalling 33 students. The research data was obtained using teacher and student observation sheets and student learning interest test results, then the data was analysed using the percentage formula. The results obtained are (1) teacher activity in cycle I using the Active Learning model from 87.50% to 93.75% in cycle II, (2) student activity in cycle I using the Active Learning model 54.64% to 85.17% and, (3) the results of student learning interest in Mathematics subjects cycle I using Active Learning 32.25% to 83.87% in cycle II. This shows that the results of students' confidence in Mathematics subjects using the Active Learning model show very positive results. Based on the results of this study, it can increase students' interest in learning to be more active and the teacher's ability to improve for the better. 

This study aims to see the development of student learning outcomes using Wordwall-based science and technology learning media in grade IV SDN 01 Muara Panas, Solok Regency. This type of research uses a qualitative descriptive research method. Qualitative descriptive research is a series of activities carried out to obtain data that is as it is in accordance with the data in the field. The stages of data collection in this study are observation and interviews. The data collection analysis technique is to provide media, present data, and receive conclusions. The results of the study used Wordwall teaching media in improving the learning outcomes of grade IV students of SDN 01 Muara Panas, Solok Regency. Researchers use Wordwall media because this teaching media can be accessed easily and free of charge by teachers. Wordwall media also presents a variety of diverse alternative media such as Open the Box, True or False, Random Wheel, Missing Word, Find the Match, and many other types. With the presentation of various alternative media, educators can be creative in presenting fun teaching media for students. Fun teaching media will make students more active in participating in learning.

This study aims to see the development of student learning outcomes using Wordwall-based science and technology learning media in grade IV SDN 01 Muara Panas, Solok Regency. This type of research uses a qualitative descriptive research method. Qualitative descriptive research is a series of activities carried out to obtain data that is as it is in accordance with the data in the field. The stages of data collection in this study are observation and interviews. The data collection analysis technique is to provide media, present data, and receive conclusions. The results of the study used Wordwall teaching media in improving the learning outcomes of grade IV students of SDN 01 Muara Panas, Solok Regency. Researchers use Wordwall media because this teaching media can be accessed easily and free of charge by teachers. Wordwall media also presents a variety of diverse alternative media such as Open the Box, True or False, Random Wheel, Missing Word, Find the Match, and many other types. With the presentation of various alternative media, educators can be creative in presenting fun teaching media for students. Fun teaching media will make students more active in participating in learning.

Learning Indonesian requires strong focus from students to achieve a deep understanding and good mastery of the material. One approach that can increase students' focus is by implementing the Active, Innovative, Creative, Effective and Fun Learning Model (PAIKEM). This model emphasizes active interaction between teachers and students, the use of innovative methods, and a creative and fun learning atmosphere. This research emphasizes how the use of the PAIKEM Model can stimulate students' active participation, increase involvement in the learning process, and strengthen understanding and use of Indonesian. Therefore, it is hoped that this research can be an effective means of increasing students' focus in learning Indonesian, paving the way for achieving better and more sustainable learning outcomes.

Learning Indonesian requires strong focus from students to achieve a deep understanding and good mastery of the material. One approach that can increase students' focus is by implementing the Active, Innovative, Creative, Effective and Fun Learning Model (PAIKEM). This model emphasizes active interaction between teachers and students, the use of innovative methods, and a creative and fun learning atmosphere. This research emphasizes how the use of the PAIKEM Model can stimulate students' active participation, increase involvement in the learning process, and strengthen understanding and use of Indonesian. Therefore, it is hoped that this research can be an effective means of increasing students' focus in learning Indonesian, paving the way for achieving better and more sustainable learning outcomes.

The ability to write news texts for class VIII middle school students is still low. This problem was discovered based on observations when researchers talked to students at class VIII of SMP Negeri 1 Ngamprah, they did not understand the steps that had to be taken when writing news. In the learning process, teachers still use the lecture method, this makes students less active and tend to be passive when the teaching and learning process is taking place between the teacher and students. The learning model that can be a solution to this problem is the Group Investigation model assisted by broadcasts as a learning medium. The aim of this research is to determine students' responses to the application of the Group Investigation learning model assisted by podcasts in news text writing activities. This research uses a qualitative descriptive method with a research instrument in the form of a questionnaire. The results show an average of 63.83% included in the "Good" category.    

The ability to write news texts for class VIII middle school students is still low. This problem was discovered based on observations when researchers talked to students at class VIII of SMP Negeri 1 Ngamprah, they did not understand the steps that had to be taken when writing news. In the learning process, teachers still use the lecture method, this makes students less active and tend to be passive when the teaching and learning process is taking place between the teacher and students. The learning model that can be a solution to this problem is the Group Investigation model assisted by broadcasts as a learning medium. The aim of this research is to determine students' responses to the application of the Group Investigation learning model assisted by podcasts in news text writing activities. This research uses a qualitative descriptive method with a research instrument in the form of a questionnaire. The results show an average of 63.83% included in the "Good" category.    

This research presents an analysis of increasing student engagement through the use of TPACK (Technological Pedagogical Content Knowledge) in the teaching and learning process. Using a qualitative approach, this research explores the implementation of TPACK by teachers and its impact on student interaction, active participation, and academic achievement. Findings show that the implementation of TPACK facilitates the appropriate use of technology in learning contexts, enriches students' learning experiences, and encourages more active student involvement in the learning process. This analysis also reveals challenges and opportunities related to the integration of TPACK in curriculum and teacher training. In conclusion, this research highlights the importance of TPACK in supporting student-centered learning and offers practical insights for educators in planning learning that is innovative and relevant to student needs.

This research presents an analysis of increasing student engagement through the use of TPACK (Technological Pedagogical Content Knowledge) in the teaching and learning process. Using a qualitative approach, this research explores the implementation of TPACK by teachers and its impact on student interaction, active participation, and academic achievement. Findings show that the implementation of TPACK facilitates the appropriate use of technology in learning contexts, enriches students' learning experiences, and encourages more active student involvement in the learning process. This analysis also reveals challenges and opportunities related to the integration of TPACK in curriculum and teacher training. In conclusion, this research highlights the importance of TPACK in supporting student-centered learning and offers practical insights for educators in planning learning that is innovative and relevant to student needs.