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Language skills are one of the key aspects in children's cognitive and social development. The family environment, as the first and primary environment for children, plays an important role in shaping language habits, enriching vocabulary, and developing children's communication skills. This study aims to explore the influence of the family environment on children's language development, focusing on interactions between parents and children, reading habits, and emotional support in the family. The research method used was a qualitative approach with in-depth interview techniques involving parents as research subjects. The results revealed that a communicative and supportive family environment is the main basis for children in learning language. Habits such as inviting children to talk, reading books together, and providing emotional support are the main factors that influence children's language development. In the midst of the digital era, parents need to be smart in utilizing technology, by limiting the use of gadgets and prioritizing direct interaction. Consistent communication patterns and special activities such as reading together or role-playing have also proven to be very effective in supporting children's language development. Although there are challenges such as time constraints and children's interest in gadgets, parents can overcome them with creativity and patience. This study provides practical advice for parents in creating a family environment that supports children's language development.

Language skills are one of the key aspects in children's cognitive and social development. The family environment, as the first and primary environment for children, plays an important role in shaping language habits, enriching vocabulary, and developing children's communication skills. This study aims to explore the influence of the family environment on children's language development, focusing on interactions between parents and children, reading habits, and emotional support in the family. The research method used was a qualitative approach with in-depth interview techniques involving parents as research subjects. The results revealed that a communicative and supportive family environment is the main basis for children in learning language. Habits such as inviting children to talk, reading books together, and providing emotional support are the main factors that influence children's language development. In the midst of the digital era, parents need to be smart in utilizing technology, by limiting the use of gadgets and prioritizing direct interaction. Consistent communication patterns and special activities such as reading together or role-playing have also proven to be very effective in supporting children's language development. Although there are challenges such as time constraints and children's interest in gadgets, parents can overcome them with creativity and patience. This study provides practical advice for parents in creating a family environment that supports children's language development.

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. 

The purpose of writing this article is to determine the implementation of prophetic in basic education institutions. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that the prophetic leadership paradigm is a leadership paradigm that refers to the leadership concept of the prophets or Apostles of Allah SWT. Where this prophetic paradigm is a set of theories that not only describes and transforms social phenomena, and does not just change things for the sake of change, but more than that, it is hoped that it can direct change on the basis of ethical and prophetic ideals. From the description of the verses of the Koran, hadith, and theoretical views, which are relevant to the values ​​of the mission sent by the prophets, there are several indications or characteristics that could be seen as a prophetic leadership paradigm. Among these characteristics are: a) Smart, analytical and critical (fathanah); b) Tabligh, firm, brave and upholding justice and honesty; c) Gentleness and compassion; d) Bringing the mission of monotheism (transcendental). Then, other prophetic leadership values ​​or characteristics include: Smart, analytical and critical (fathanah); Tabligh, firm, brave and upholding justice and honesty; Gentleness and compassion; Bringing the mission of monotheism (transcendental); have a progressive vision; Have moral responsibility; Have managerial abilities; Sincere and have a spirit of dedication and devotion; Trustworthy and fair; Carrying the mission of worship and monotheism; Zuhud, honest and good at socializing or interacting with others; Become a role model for subordinates; Wise, forgiving and tolerant; Optimistic, patient and moral al-Karimah; has a reforming spirit and professionalism. Apart from that, the prophetic leadership paradigm is a necessity to be implemented and at the same time becomes the spirit in the implementation of leadership in Islamic educational institutions. Everything is a means to create the benefit of the people and solely.    

The purpose of writing this article is to determine the implementation of prophetic in basic education institutions. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that the prophetic leadership paradigm is a leadership paradigm that refers to the leadership concept of the prophets or Apostles of Allah SWT. Where this prophetic paradigm is a set of theories that not only describes and transforms social phenomena, and does not just change things for the sake of change, but more than that, it is hoped that it can direct change on the basis of ethical and prophetic ideals. From the description of the verses of the Koran, hadith, and theoretical views, which are relevant to the values ​​of the mission sent by the prophets, there are several indications or characteristics that could be seen as a prophetic leadership paradigm. Among these characteristics are: a) Smart, analytical and critical (fathanah); b) Tabligh, firm, brave and upholding justice and honesty; c) Gentleness and compassion; d) Bringing the mission of monotheism (transcendental). Then, other prophetic leadership values ​​or characteristics include: Smart, analytical and critical (fathanah); Tabligh, firm, brave and upholding justice and honesty; Gentleness and compassion; Bringing the mission of monotheism (transcendental); have a progressive vision; Have moral responsibility; Have managerial abilities; Sincere and have a spirit of dedication and devotion; Trustworthy and fair; Carrying the mission of worship and monotheism; Zuhud, honest and good at socializing or interacting with others; Become a role model for subordinates; Wise, forgiving and tolerant; Optimistic, patient and moral al-Karimah; has a reforming spirit and professionalism. Apart from that, the prophetic leadership paradigm is a necessity to be implemented and at the same time becomes the spirit in the implementation of leadership in Islamic educational institutions. Everything is a means to create the benefit of the people and solely.    

The purpose of this writing is to determine the factors that influence reading interest and interest in class X MA Nurul Huda Lumajang students through the sociodrama method. This type of research is qualitative research with a descriptive approach. Class X students are the subjects. The influencing factors are internal and external factors. Internal factors include intelligence, interest and attention, motivation, perseverance, attitude, reading habits, as well as physical fitness and health. Students will not be interested in reading if they do not have the desire, health, physical fitness, intelligence and motivation. Bad libraries, outdated reading materials, some even unused, little encouragement from teachers, no encouragement from parents, parents who do not provide encouragement due to lack of funds, no parental attention to children's reading. Most parents focus more on learning outcomes, reading habits that students have not acquired since childhood. The influence of the reading environment and playmates indirectly influences students' interest in reading. The uncontrolled influence of technology. For example, the influence of misuse of smartphones or gadgets, the influence of television programs on students who forget their student responsibilities.    

The purpose of this writing is to determine the factors that influence reading interest and interest in class X MA Nurul Huda Lumajang students through the sociodrama method. This type of research is qualitative research with a descriptive approach. Class X students are the subjects. The influencing factors are internal and external factors. Internal factors include intelligence, interest and attention, motivation, perseverance, attitude, reading habits, as well as physical fitness and health. Students will not be interested in reading if they do not have the desire, health, physical fitness, intelligence and motivation. Bad libraries, outdated reading materials, some even unused, little encouragement from teachers, no encouragement from parents, parents who do not provide encouragement due to lack of funds, no parental attention to children's reading. Most parents focus more on learning outcomes, reading habits that students have not acquired since childhood. The influence of the reading environment and playmates indirectly influences students' interest in reading. The uncontrolled influence of technology. For example, the influence of misuse of smartphones or gadgets, the influence of television programs on students who forget their student responsibilities.