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Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.    

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.    

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 analyze assistance in making environmentally based handicrafts as part of the implementation of the Pancasila Student Profile Strengthening Program (P5) at SDN 3 Demulih. P5 is designed to build student characters who are creative, care about the environment, and are able to work together. This research uses a qualitative descriptive method, this research evaluates the effectiveness of mentoring in increasing students' creativity and awareness of environmentally friendly lifestyles. The research results show an increase in students' ability to use recycled materials to create useful products as well as increased awareness of environmental issues. This program has also succeeded in strengthening the application of Pancasila values, especially cooperation and social responsibility. Apart from improving practical skills, this activity forms students' character who cares about the environment and is oriented towards sustainability.

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 analyze assistance in making environmentally based handicrafts as part of the implementation of the Pancasila Student Profile Strengthening Program (P5) at SDN 3 Demulih. P5 is designed to build student characters who are creative, care about the environment, and are able to work together. This research uses a qualitative descriptive method, this research evaluates the effectiveness of mentoring in increasing students' creativity and awareness of environmentally friendly lifestyles. The research results show an increase in students' ability to use recycled materials to create useful products as well as increased awareness of environmental issues. This program has also succeeded in strengthening the application of Pancasila values, especially cooperation and social responsibility. Apart from improving practical skills, this activity forms students' character who cares about the environment and is oriented towards sustainability.

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. 

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. 

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.

 Cross-age stories or also known as hikayat story texts have their own uniqueness when compared to other types of texts. The uniqueness of the hikayat story text is in the presentation of the language in the story that uses archaic language, the contents of the story, and the plot used in the story. These uniqueness certainly requires an effective strategy in the learning process. After the Covid-19 pandemic has changed many aspects of human life, one of the aspects that has an impact is the field of education. In the field of education that is very influential is an educator or teacher. A teacher is required to always update and actualize the times and technology in relation to the learning process. Teachers must find alternative solutions to various problems for the smoothness and achievement of learning. One alternative solution to this problem is the implementation of Google Classroom media with a hybrid learning system. The hybrid teaching and learning process can use the help of electronic technology, one of which is Google Classroom. The method used is descriptive qualitative. The purpose of this article is to describe the implementation of Google Classroom in teaching story texts for class X-5 at SMA N 11 Semarang. The results obtained from this article are that the implementation of Google classroom in learning story texts for class X-5 at SMA N 11 Semarang runs well and smoothly and can improve student learning outcomes.   Keywords: technology, media google classroom, hikayat story text

 Cross-age stories or also known as hikayat story texts have their own uniqueness when compared to other types of texts. The uniqueness of the hikayat story text is in the presentation of the language in the story that uses archaic language, the contents of the story, and the plot used in the story. These uniqueness certainly requires an effective strategy in the learning process. After the Covid-19 pandemic has changed many aspects of human life, one of the aspects that has an impact is the field of education. In the field of education that is very influential is an educator or teacher. A teacher is required to always update and actualize the times and technology in relation to the learning process. Teachers must find alternative solutions to various problems for the smoothness and achievement of learning. One alternative solution to this problem is the implementation of Google Classroom media with a hybrid learning system. The hybrid teaching and learning process can use the help of electronic technology, one of which is Google Classroom. The method used is descriptive qualitative. The purpose of this article is to describe the implementation of Google Classroom in teaching story texts for class X-5 at SMA N 11 Semarang. The results obtained from this article are that the implementation of Google classroom in learning story texts for class X-5 at SMA N 11 Semarang runs well and smoothly and can improve student learning outcomes.   Keywords: technology, media google classroom, hikayat story text

This article discusses the implementation of an Educational Management Information System (EMIS) in improving the quality of education at SPM Muadalah Ulya Darussalam - Blokagung, Banyuwangi. The Educational Management Information System, known in English as the Management Information System (MIS), is a control over business that includes the empowerment of people, files, technology, and procedures by management accounting to solve business problems. In the field of education, the Educational Management Information System (EMIS) is very necessary as Indonesia has entered the era of the industrial revolution 4.0, thus requiring the management of school information related to payments, activity status, attendance, and new student admissions. There are several supporting and inhibiting factors in the implementation of EMIS at SPM Ulya, including the availability of information system facilities and challenges in human resources as well as technical errors.

This article discusses the implementation of an Educational Management Information System (EMIS) in improving the quality of education at SPM Muadalah Ulya Darussalam - Blokagung, Banyuwangi. The Educational Management Information System, known in English as the Management Information System (MIS), is a control over business that includes the empowerment of people, files, technology, and procedures by management accounting to solve business problems. In the field of education, the Educational Management Information System (EMIS) is very necessary as Indonesia has entered the era of the industrial revolution 4.0, thus requiring the management of school information related to payments, activity status, attendance, and new student admissions. There are several supporting and inhibiting factors in the implementation of EMIS at SPM Ulya, including the availability of information system facilities and challenges in human resources as well as technical errors.

German language learning in High School (SMA) holds significant importance in the current era of globalization. The complexity of German grammar, including gendered nouns and article usage, demands innovative approaches in the learning process. This research explores innovative learning methods, focusing on the implementation of Game Based Learning (GBL) and the teaching of Nomen materials, to enhance the effectiveness of German language learning in SMA. The primary goal is to increase student participation and equip them with strong communication skills in German. Research findings indicate that integrating innovative learning methods, such as GBL, can serve as effective tools in achieving improved German language learning outcomes in SMA.

This research aims to describe the types of conversational implicatures found in the novel Oriana's Wedding Diary by Ayana Kamila, as well as their implementation in Indonesian language learning in high school. The method used in this research is a qualitative descriptive method. The subject of this research is the novel Oriana's Wedding Diary by Ayana Kamila. Data collection techniques in this research used note-reading and literature study techniques. The results of this research were that several types of conversational implicatures were found in the novel, including: 1) General conversational implicatures, 6 data were found containing general conversational implications in the novel. 2) Specific conversational implicatures, 4 data were found containing general conversational implications in the novel. 3) Scale conversational implicatures, 3 data were found containing general conversational implications in the novel. The results of this conversational implicature research can also be implemented in high school in several materials, such as anecdote text material, fiction and non-fiction book material, and finally in historical story (novel) text material. In learning materials there are often sentences that can be interpreted in various ways. By understanding implicature, it is hoped that it can reduce confusion in interpreting the meaning that students have regarding these sentences.    

German language learning in High School (SMA) holds significant importance in the current era of globalization. The complexity of German grammar, including gendered nouns and article usage, demands innovative approaches in the learning process. This research explores innovative learning methods, focusing on the implementation of Game Based Learning (GBL) and the teaching of Nomen materials, to enhance the effectiveness of German language learning in SMA. The primary goal is to increase student participation and equip them with strong communication skills in German. Research findings indicate that integrating innovative learning methods, such as GBL, can serve as effective tools in achieving improved German language learning outcomes in SMA.

This research aims to describe the types of conversational implicatures found in the novel Oriana's Wedding Diary by Ayana Kamila, as well as their implementation in Indonesian language learning in high school. The method used in this research is a qualitative descriptive method. The subject of this research is the novel Oriana's Wedding Diary by Ayana Kamila. Data collection techniques in this research used note-reading and literature study techniques. The results of this research were that several types of conversational implicatures were found in the novel, including: 1) General conversational implicatures, 6 data were found containing general conversational implications in the novel. 2) Specific conversational implicatures, 4 data were found containing general conversational implications in the novel. 3) Scale conversational implicatures, 3 data were found containing general conversational implications in the novel. The results of this conversational implicature research can also be implemented in high school in several materials, such as anecdote text material, fiction and non-fiction book material, and finally in historical story (novel) text material. In learning materials there are often sentences that can be interpreted in various ways. By understanding implicature, it is hoped that it can reduce confusion in interpreting the meaning that students have regarding these sentences.