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In the current digital era, social media has become an open space filled with streams of information, including invalid ones. Santri, as the future generation of the ummah, are required to have critical thinking skills to filter, analyze, and make wise decisions. Islamic boarding schools as traditional Islamic educational institutions are faced with the challenge to remain relevant amidst technological developments. This study aims to: 1) Find out the strategies of Pondok Pesantren Daruttaqwa III Gresik in improving students’ critical thinking skills toward social media developments, 2) Identify supporting and inhibiting factors in the implementation of the strategy, 3) Understand the role of Pondok Pesantren Daruttaqwa III in integrating traditional values with modern approaches to sharpen students’ critical thinking skills. This research uses a qualitative method with a case study approach. Data were collected through observation, interviews, and documentation. The data analysis includes data collection, data reduction, data presentation, and drawing conclusions. The results show that the strategies include: 1) Integration of digital literacy and critical thinking in the formal education curriculum, 2) Character building and supervision in the dormitory environment as a key strategy, 3) Strengthening through extracurricular activities, awareness campaigns, and limited training. Supporting factors include strong leadership, dedication from teachers and administrators, presence of traditional Islamic values as ethical foundations, and increased student awareness. Obstacles include time limitations, lack of structured materials, varying digital literacy levels, and the rapid evolution of social media. The pesantren has successfully integrated Islamic values such as tabayyun, adab, amanah, and husnudzon with modern approaches.

In the current digital era, social media has become an open space filled with streams of information, including invalid ones. Santri, as the future generation of the ummah, are required to have critical thinking skills to filter, analyze, and make wise decisions. Islamic boarding schools as traditional Islamic educational institutions are faced with the challenge to remain relevant amidst technological developments. This study aims to: 1) Find out the strategies of Pondok Pesantren Daruttaqwa III Gresik in improving students’ critical thinking skills toward social media developments, 2) Identify supporting and inhibiting factors in the implementation of the strategy, 3) Understand the role of Pondok Pesantren Daruttaqwa III in integrating traditional values with modern approaches to sharpen students’ critical thinking skills. This research uses a qualitative method with a case study approach. Data were collected through observation, interviews, and documentation. The data analysis includes data collection, data reduction, data presentation, and drawing conclusions. The results show that the strategies include: 1) Integration of digital literacy and critical thinking in the formal education curriculum, 2) Character building and supervision in the dormitory environment as a key strategy, 3) Strengthening through extracurricular activities, awareness campaigns, and limited training. Supporting factors include strong leadership, dedication from teachers and administrators, presence of traditional Islamic values as ethical foundations, and increased student awareness. Obstacles include time limitations, lack of structured materials, varying digital literacy levels, and the rapid evolution of social media. The pesantren has successfully integrated Islamic values such as tabayyun, adab, amanah, and husnudzon with modern approaches.

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

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

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

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

This research examines the role of Pura Siwa Jagat Karana as the orientation center of the Balinese Hindu community in Ternate City, functioning not only as a place of worship but also as a hub for social and cultural activities. The study aims to describe the role of Pura Siwa Jagat Karana in the religious, social, and cultural life of the Balinese Hindu community and to analyze the challenges faced in sustaining its existence within a multicultural society. The research employs Emile Durkheim’s Structural Functionalism theory, emphasizing the role of religious institutions in maintaining social integration. A qualitative approach was applied, using observation, in-depth interviews, and documentation. The findings reveal that Pura Siwa Jagat Karana functions as a spiritual center, a medium for preserving Balinese culture, and a means of strengthening solidarity and identity of the Balinese Hindu community. Nevertheless, the temple faces several challenges, including limited accessibility for worshippers, changes in management, insufficient ritual facilities, dynamics in priest leadership, and constrained resources. Despite these obstacles, the temple continues to serve as a symbol of harmony and a space for interfaith dialogue that fosters peace in the heterogeneous society of Ternate.

This research examines the role of Pura Siwa Jagat Karana as the orientation center of the Balinese Hindu community in Ternate City, functioning not only as a place of worship but also as a hub for social and cultural activities. The study aims to describe the role of Pura Siwa Jagat Karana in the religious, social, and cultural life of the Balinese Hindu community and to analyze the challenges faced in sustaining its existence within a multicultural society. The research employs Emile Durkheim’s Structural Functionalism theory, emphasizing the role of religious institutions in maintaining social integration. A qualitative approach was applied, using observation, in-depth interviews, and documentation. The findings reveal that Pura Siwa Jagat Karana functions as a spiritual center, a medium for preserving Balinese culture, and a means of strengthening solidarity and identity of the Balinese Hindu community. Nevertheless, the temple faces several challenges, including limited accessibility for worshippers, changes in management, insufficient ritual facilities, dynamics in priest leadership, and constrained resources. Despite these obstacles, the temple continues to serve as a symbol of harmony and a space for interfaith dialogue that fosters peace in the heterogeneous society of Ternate.

This research aims to analyze the behavior of school organizations in facing curriculum changes at UPT SMP N 27 Medan. Curriculum change is a challenge that requires adaptation from all school elements, including teachers, principals and support staff. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews and documentation. The research focus includes how school organizations behave in responding to curriculum changes, the strategies implemented to manage changes, and the obstacles faced during the adaptation process. It is hoped that the research results will provide an overview of the dynamics of school organizations in the context of curriculum change as well as recommendations for effective management of change in the school environment.

This research aims to analyze the behavior of school organizations in facing curriculum changes at UPT SMP N 27 Medan. Curriculum change is a challenge that requires adaptation from all school elements, including teachers, principals and support staff. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews and documentation. The research focus includes how school organizations behave in responding to curriculum changes, the strategies implemented to manage changes, and the obstacles faced during the adaptation process. It is hoped that the research results will provide an overview of the dynamics of school organizations in the context of curriculum change as well as recommendations for effective management of change in the school environment.

This article explores the challenges and solutions in teaching syntax in Indonesian language education at schools. Syntax, as a crucial part of language structure, is often perceived as difficult and boring by students due to its theoretical and non-contextual delivery. Based on a literature review of scholarly journals and national books, it was found that students’ understanding of sentence structure remains low, affecting their writing and speaking skills. Teachers also face obstacles in developing effective and engaging teaching strategies. To address these issues, this article proposes several solutions, such as the use of communicative approaches, interactive learning media, and continuous professional development for teachers. It is hoped that with more contextual and practical methods, syntax learning can become more meaningful and enjoyable for students.

This article explores the challenges and solutions in teaching syntax in Indonesian language education at schools. Syntax, as a crucial part of language structure, is often perceived as difficult and boring by students due to its theoretical and non-contextual delivery. Based on a literature review of scholarly journals and national books, it was found that students’ understanding of sentence structure remains low, affecting their writing and speaking skills. Teachers also face obstacles in developing effective and engaging teaching strategies. To address these issues, this article proposes several solutions, such as the use of communicative approaches, interactive learning media, and continuous professional development for teachers. It is hoped that with more contextual and practical methods, syntax learning can become more meaningful and enjoyable for 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.

Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.

Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.

Reading ability is an important basic skill for elementary school student. However, not all students can master it well due to various factors, such as delayed language development, lack of stimulus, and specific learning disorders such as dyslexia.This research aims to determine Ultilization impact technology in supporting reading literacy for students with reading difficulties. The method employed is a literature review by analyzing many  previous studies Associated with the utlization of technology in improving reading skills.the findings of the study show that digital-based digital innovation , such as interactive learning applications, Text-to-Speech (TTS), Augmented Reality (AR), and QR-Code technology,can improve students’ reading skills. The main obstacles in implementing technologies that are less relevant to learning. Recommendations provided include increasing technology, and integrating digital methods with conventional learning approaches. This research is expected to be a reference for educators and stakeholders in the developing  process more effective strategies to improve elementary school students’ reading skills by optimally utilizing technology.

Reading ability is an important basic skill for elementary school student. However, not all students can master it well due to various factors, such as delayed language development, lack of stimulus, and specific learning disorders such as dyslexia.This research aims to determine Ultilization impact technology in supporting reading literacy for students with reading difficulties. The method employed is a literature review by analyzing many  previous studies Associated with the utlization of technology in improving reading skills.the findings of the study show that digital-based digital innovation , such as interactive learning applications, Text-to-Speech (TTS), Augmented Reality (AR), and QR-Code technology,can improve students’ reading skills. The main obstacles in implementing technologies that are less relevant to learning. Recommendations provided include increasing technology, and integrating digital methods with conventional learning approaches. This research is expected to be a reference for educators and stakeholders in the developing  process more effective strategies to improve elementary school students’ reading skills by optimally utilizing technology.

This study aims to find out: (1) The effect of the application of the DLDPF model on improving TDBI writing proficiency; (2) Differences between student learning outcomes with the DLDPF model and without DLDPF; and (3) Student obstacles in the application of the DLDPF model. The design of this study is a pseudo-experiment with a non-equivalent comparison group design scheme. The researcher used a nonprobability sampling technique in the form of total sampling. The instruments used in this study are tests and questionnaires. The test instrument is in the form of an essay test with four aspects of assessment criteria (content, organization, grammar, and vocabulary). There are also document study instruments and semi-open questionnaires with the Likert Scale. The results of the study revealed the following findings. First, the results of the paired sample test showed a sig. (2-tailed) of 0.00 < 0.05 which means that there is a significant influence of the application of the DLDPF model on the improvement of TDBI writing proficiency. Second, the results of the independent sample t-test showed a sig. (2-tailed) of 0.00 < 0.05 which means that the application of the DLDPF model has a significant impact on improving TDBI writing proficiency. In addition, the experimental class has an N-gain score of 0.59 which means it has a moderate level of improvement. The control class has an N-gain score of 0.24 which means it has a low level of improvement. In other words, it shows that there is a difference between student learning outcomes with the DLDPF model and student learning outcomes with no DLDPF model. And third, respondents showed few obstacles in the application of the DLDPF model, including: (1) Most of the respondents (70.53%) did not experience linguistic barriers; and (2) Most respondents (70%) did not experience nonlinguistic barriers.

This study aims to find out: (1) The effect of the application of the DLDPF model on improving TDBI writing proficiency; (2) Differences between student learning outcomes with the DLDPF model and without DLDPF; and (3) Student obstacles in the application of the DLDPF model. The design of this study is a pseudo-experiment with a non-equivalent comparison group design scheme. The researcher used a nonprobability sampling technique in the form of total sampling. The instruments used in this study are tests and questionnaires. The test instrument is in the form of an essay test with four aspects of assessment criteria (content, organization, grammar, and vocabulary). There are also document study instruments and semi-open questionnaires with the Likert Scale. The results of the study revealed the following findings. First, the results of the paired sample test showed a sig. (2-tailed) of 0.00 < 0.05 which means that there is a significant influence of the application of the DLDPF model on the improvement of TDBI writing proficiency. Second, the results of the independent sample t-test showed a sig. (2-tailed) of 0.00 < 0.05 which means that the application of the DLDPF model has a significant impact on improving TDBI writing proficiency. In addition, the experimental class has an N-gain score of 0.59 which means it has a moderate level of improvement. The control class has an N-gain score of 0.24 which means it has a low level of improvement. In other words, it shows that there is a difference between student learning outcomes with the DLDPF model and student learning outcomes with no DLDPF model. And third, respondents showed few obstacles in the application of the DLDPF model, including: (1) Most of the respondents (70.53%) did not experience linguistic barriers; and (2) Most respondents (70%) did not experience nonlinguistic barriers.