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Educational philosophy plays a significant role in developing students’ thinking abilities, especially in improving critical thinking competence and creativity. Through learning strategies that encourage students to actively ask questions, analyze, and evaluate information, students can develop into more rational, critical, and independent individuals in making decisions. This study aims to explore the role of educational philosophy in developing students’ critical reasoning competence and creativity. The research employed a qualitative method using a literature study approach. Data were obtained from various sources, including books, scientific journals, and articles relevant to the research topic. The findings show that the implementation of educational philosophy through discussions, question-and-answer methods, and experience-based learning (learning by doing) can improve students’ analytical skills while encouraging the emergence of creative and innovative ideas. In addition, a learning environment that provides students with opportunities to express their opinions can support the optimal development of their potential. Thus, educational philosophy not only functions as a theoretical foundation in education but also has practical applications in creating creative, active, and progressive learning environments. Therefore, the implementation of educational philosophy is important in producing a generation that is creative, analytical, and capable of facing the challenges of the modern era.

This literature study examines the procedures for developing creativity test instruments based on creative thinking indicators in educational assessment. The background of this study is driven by the limited availability of appropriate instruments that can accurately measure students’ creative thinking skills, as most existing assessments still emphasize lower-order thinking. The objective of this study is to analyze systematic procedures in developing valid and reliable creativity test instruments. The method used is a qualitative literature review of various studies on instrument development, particularly those applying Research and Development (R&D) approaches such as 4-D models. The findings show that the development process generally involves several stages, including needs analysis, formulation of test specifications, construction of items based on creative thinking indicators (fluency, flexibility, originality, and elaboration), expert validation, limited trials, and statistical analysis of validity and reliability. These indicators represent core dimensions of creative thinking that must be integrated into the instrument to ensure comprehensive measurement . The implications of this study highlight that systematic and theory-based procedures are essential to produce high-quality instruments that are valid, reliable, and practical, thereby supporting effective evaluation and fostering students’ creative thinking skills.

. This research is motivated by the low ability to write experiential stories of fourth-grade elementary school students, which is triggered by conventional learning methods and minimal use of media. The purpose of this study is to design interactive multimedia assisted by the Genially application on the material of writing experiential stories, which must meet the standards of validity, practicality and effectiveness. The method used is Research and Development (R&D) with the ADDIE framework (Analysis, design, development, implementation, evaluation). The research subjects consisted of 20 fourth-grade elementary school students. Data were collected through interviews, validation questionnaires, teacher and student response questionnaires, and pretests and posttests. The results of the study showed that Genilly interactive multimedia obtained a media validation percentage of 96%, material validation of 98% with a very valid category. The results of practicality obtained a percentage of 9a% from teachers and 98.3% from students with a very practical category. The effectiveness results showed an increase in learning outcomes with an N-Gain value of 0.91 in the proficient category, 0.74 in the developing category, and 0.71 in the need for guidance category, which is included in the high category. Thus, Genially interactive multimedia is suitable for use as a learning medium to help improve writing skills.

This study aims to (1) describe the process of developing the Smart Box Aku Cinta Pancasila learning media for first-grade elementary school students, (2) describe the validity of the Smart Box Aku Cinta Pancasila learning media, and (3) describe students’ responses to the Smart Box Aku Cinta Pancasila learning media. This research is a developmental study using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The study was conducted at UPT SD Negeri 253 Gresik during the odd semester. The research subjects consisted of 25 students, comprising 10 male students and 15 female students. The data collection techniques included interviews, media expert validation questionnaires, material expert validation questionnaires, learning outcomes test and student response questionnaires. The results of the study indicate that the Smart Box Aku Cinta Pancasila learning media obtained a media expert validation score of 96,25% with a very valid category, a material expert validation score of 97,50% with a very valid category, and a student response score of 97,2% with a very good category. Based on these results, the Smart Box Aku Cinta Pancasila learning media is considered valid and get a positive response, and therefore suitable for use as a learning media for Pancasila Education for first-grade elementary school students.

Education plays a crucial role in developing students’ potential both academically and non-academically. One of the important efforts to support this development is through extracurricular activities, which provide opportunities for students to explore and enhance their interests and talents. This study aims to describe the role of extracurricular activities in developing students’ interests and talents at SMP Swasta Katolik Maria Kanisia. This research employed a qualitative descriptive approach to understand the phenomenon in its natural setting. The data were collected through structured observations and document analysis involving students and extracurricular supervisors. The findings reveal that extracurricular activities have been implemented in a structured and systematic manner, including both compulsory and optional programs such as scouting, choir, drum band, wall magazine, and handicrafts. These activities contribute positively to the development of students’ interests, talents, creativity, social skills, and self-confidence. The role of supervisors is also significant in guiding and motivating students throughout the activities. Despite some challenges related to time and scheduling, extracurricular programs have shown meaningful impacts on students’ holistic development. Therefore, improving program management and support systems is essential to maximize their effectiveness.

The development of digital technology in the Society 5.0 era has significant implications for the education system, including Islamic Religious Education (PAI) learning. This era places humans at the center of technological development, thus demanding Islamic education to remain relevant, adaptive, and oriented towards humanitarian values. This study aims to analyze and reconstruct the objectives, materials, and strategies of Islamic Religious Education (PAI) learning to align with the characteristics and challenges of the Society 5.0 era. This study uses a literature review approach through a review of various scientific sources in the form of books, articles, and other sources. The results of the study indicate that the reconstruction of Islamic Religious Education (PAI) learning encompasses three main aspects. First, the learning objectives are directed at developing students who are faithful, have noble character, possess 21st-century competencies, and are able to utilize technology wisely. Second, Islamic Religious Education (PAI) learning materials need to be developed adaptively, contextually, and integrated with digital technology without eliminating the foundation of the Qur'an and Hadith. Third, Islamic Religious Education (PAI) learning strategies in the Society 5.0 era emphasize a humanistic, participatory approach, discovery learning, and blended learning that combines face-to-face and digital learning. This reconstruction is expected to produce a relevant, innovative Islamic Religious Education (PAI) learning model that is oriented toward character building and strengthening Islamic values ​​amidst modern technological developments.

This study aims to analyze the effectiveness, challenges, and solutions of the application of the Indonesian teaching module of biographical text material in grade X students of SMK Negeri Simpang Empat Tanah Bumbu in the Independent Curriculum. Teaching modules, which are essential for systematic planning, are often difficult for teachers to compile. This module focuses on the development of listening and speaking skills, as well as the cultivation of the Pancasila Student Profile (independent, critical, creative), supported by students' initial knowledge, various media, and a Creative-Productive learning model. With qualitative methods, the study found that although the teaching modules succeeded in creating planned learning (through activities such as goal negotiations, video exploration, and group discussions), there were major challenges in integrating all elements effectively, optimizing students' initial knowledge, developing independence/critical thinking, and overcoming media constraints and classroom dynamics. Therefore, this study emphasizes the need for teacher innovation in compiling and implementing modules so that learning becomes even, interesting, and in accordance with the spirit of the Independent Curriculum.

This study aims to describe the implementation of digital-based learning evaluation in elementary schools, including the types of media, methods of implementation, advantages, obstacles, and its relevance to evaluation theory. The research method used a descriptive qualitative approach with non-participant observation, semi-structured interviews, and documentation at five elementary schools in Jakarta and Bandung, namely Narada School, Bakti Mulya 400, Cendekia Leadership School, Binekas, and Bandung Alliance Intercultural School. The results showed variations in the implementation of digital evaluation, ranging from project-based authentic assessment and teacher observation to integrated digital systems using LMS, Google Classroom, Quizizz, and Kahoot. Digital evaluation was found to improve efficiency, motivation, student engagement, transparency, and documentation of learning outcomes. The challenges faced included technological readiness, digital literacy, technical glitches, student distractions, and the risk of cheating. These findings are in line with the theories of authentic assessment, constructivism, and formative and summative evaluation. The research conclusion emphasizes the importance of developing teachers' digital competencies, strengthening school technology infrastructure, and adjusting evaluation methods to be able to optimally assess students' cognitive, affective, and psychomotor aspects, thereby supporting the improvement of learning quality in elementary schools.

Analyzing procedural texts is an essential competence in Indonesian language learning at the junior high school level, as it requires students to apply analytical thinking and understand textual structures systematically. However, in classroom practice, students often experience difficulties in identifying text structure, linguistic features, and communicative purposes of procedural texts. This study aims to describe the implementation of the Problem Based Learning model in teaching procedural text analysis to ninth-grade students at SMPN 2 Sukaluyu Cianjur and to examine its role in developing students’ analytical abilities. The research employed a qualitative descriptive approach involving students and an Indonesian language teacher as research subjects. Data were collected through classroom observation, analysis of students’ work, and documentation of learning activities. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Problem Based Learning increased students’ engagement in the learning process, encouraged active discussion and collaboration, and supported students in understanding and analyzing the structure and linguistic features of procedural texts more effectively. Students were not only able to comprehend procedural text concepts theoretically but also demonstrated the ability to apply analytical skills in evaluating and revising texts. The learning process became more meaningful as students actively constructed knowledge through problem-solving activities related to real-life contexts. The results of this study imply that Problem Based Learning can serve as an effective alternative instructional model for Indonesian language learning, particularly in fostering analytical skills, learner autonomy, and meaningful engagement in procedural text instruction at the junior high school level.

This study aims to explore the historical and intellectual trajectory of physical education tracing its evolution from ancient civilizations to the modern era. Through a comprehensive analysis of the social cultural and scientific dimensions that have shaped the objectives and methods of this vital educational field the research investigates how physical education has always been interwoven with the prevailing religious political and philosophical ideologies of its time. Adopting a historical-analytical methodology the study examines key transitional phases—from the use of physical education in ancient societies for religious rites and military preparation through its marginalization during the conservative religious dominance of the Middle Ages to its revival during the Renaissance and Enlightenment where humanistic philosophies re-established the unity of body and mind within a holistic worldview. In the modern era physical education has emerged as an institutionalized and science-based discipline grounded in biology psychology and pedagogy. It has moved beyond its traditional functions to become a transformative tool for developing a well-rounded human being—physically mentally and socially. The findings reveal that the development of physical education over time was neither superficial nor merely procedural. Rather it reflected profound shifts in perceptions of the human body and its place within broader value systems. The comparison between ancient and modern perspectives highlights a significant shift: from shaping obedient bodies under authority to empowering individuals through self-awareness psychological well-being and active civic participation. Contemporary physical education therefore is no longer confined to physical performance; it serves as a holistic approach to preparing individuals to meet life’s challenges with balance and adaptability. The study recommends a re-evaluation of modern curricula to incorporate the rich historical and philosophical legacy of physical education along with greater integration of psychological and social dimensions within its pedagogical aims. It further calls for comparative research grounded in culturally nuanced frameworks that link past insights with present needs contributing to the creation of more humane and integrated educational models. Finally, the research underscores the critical role of specialized physical education instructors and advocates for their training to include leadership guidance and psychosocial support competencies beyond technical instruction.

This study analyzes the implementation of the Holistic Integrative Early Childhood Education (PAUD) policy in Surabaya as a strategic step to improve the quality and equity of PAUD services through intersectoral collaboration. Recognizing the significance of integrating education, health, nutrition, and child protection services, this study aims to analyze implementation strategies, challenges, and local innovations in providing holistic services in PAUD institutions in urban areas. This study applies a qualitative descriptive approach, collecting data through policy document analysis, semi-structured interviews with PAUD administrators, teachers, local officials, and parent representatives, and direct observation at several PAUD institutions. The research findings indicate that policy implementation is carried out through structured socialization, the formation of intersectoral coordination teams, and the provision of additional services such as routine health checks and parenting classes. However, challenges remain, such as uneven facilities and infrastructure among PAUD institutions, differences in teachers' understanding of the holistic integrative concept, and a lack of practical collaboration between PAUD institutions and health or child protection agencies. The study also identified local innovations, such as the use of social media to communicate with parents, enriching teaching materials with local cultural insights, and collaborating with universities to support activities. These findings emphasize that successful policy implementation depends not only on national regulations but also on local leadership skills, stakeholder collaboration, and responsiveness to community needs. Therefore, the study recommends improving ongoing training for educators, providing an adaptive policy framework to support local innovation, and developing digital infrastructure to facilitate more efficient communication and coordination.

The effectiveness of School-Based Management (SBM)-based extracurricular programs in developing students' soft skill characteristics still faces challenges, particularly in evaluating their impact. In response to this issue, this study aims to describe the influence of SBM-based extracurricular programs on the development of elementary students’ soft skills, including leadership, discipline, responsibility, honesty, and self-confidence. This research employed a descriptive qualitative method with a case study approach conducted at SD Negeri 7 Tahunan, Jepara. Data were collected through observation, in-depth interviews, and documentation. Data analysis followed the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. The findings reveal that the implementation of extracurricular programs managed participatively and supported by external coaches significantly contributes to shaping students' soft skills. Students showed improvement in discipline through regular attendance and rule compliance, responsibility through task completion in groups, honesty in activity reporting, as well as leadership and confidence through participation in scouting and sports. The implementation of SBM, which involves various stakeholders such as teachers, parents, and coaches, fosters an inclusive, reflective, and sustainable learning ecosystem that effectively supports character development through non-academic activities.

The researcher used the experimental method in the pre- and post-measurement method. The number of training units reached was eight weeks, and the research sample consisted of ten players who represented the Najaf breeding team. The study's objectives were to determine the effect of SAQ training in developing transitional speed and agility among the Najaf breeding team and to determine the impact of these exercises in improving the skill performance of the skill of receiving volleyball. The study's findings, which were obtained using SPSS, indicated that SAQ exercises had a significant effect on the development of transitional speed and agility as well as improving the skill performance of the reception skill. The researcher suggested that physical and skill variables be given special attention because they are important in raising the level of performance of players. Additionally, the researcher suggested that SAQ training be given special attention because it is an effective training method in all situations of play to raise the physical and skill responses of volleyball players.

Writing proficiency in Arabic is a complex productive skill that requires mastery of vocabulary, sentence structure, and appropriate language use within context. In foreign language learning institutions such as the Jalaluddin Ar-Rumi Dormitory, the writing process is often influenced by external factors, including the Arabic-speaking environment and social interaction among students. This study aims to analyze the extent to which these two factors affect students' Arabic writing skills. A quantitative approach with a correlational survey design was used. The sample consisted of 40 purposively selected students. Data were collected through a closed-ended questionnaire to measure the Arabic-speaking environment and social interaction, as well as a writing test to assess writing ability. Data were analyzed using multiple linear regression. The results showed that both the Arabic-speaking environment and social interaction had a positive and significant effect on writing skills, with the Arabic-speaking environment having a more dominant influence. These findings highlight the importance of creating a learning atmosphere that actively and interactively supports the use of Arabic. The implications of this study point to the need for strengthening language immersion strategies and structured social interaction programs as integral components in developing Arabic writing proficiency in language institutions.

This study aims to develop and validate the feasibility of interactive learning media based on iSpring on hardware material for junior high school students in grade VII. The conventional learning process is often less interesting and not optimal in conveying hardware concepts that tend to be abstract. Therefore, the development of this interactive media is expected to be an alternative in learning media in class and outside the classroom. This study uses the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate). The research stages include defining student needs and curriculum, media design, developing iSpring learning media products, and distributing and evaluating feasibility. The validation results from media experts showed a feasibility percentage of 92.22% and from material experts 100%. With an average validation value from material experts and media experts reaching 94.61%, this iSpring-based interactive learning media was declared very feasible for use in the learning process.

The purpose of this study was to analyze how effective communication strategies can influence community participation in rural development projects and to identify factors that influence communication success in the local context. The research method used is a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and document analysis related to development projects. Respondents in this study included community members, local stakeholders, and parties involved in project implementation. The results showed that transparent, participatory, and sustainable communication had a significant impact on the level of community participation. Factors such as the active involvement of community leaders, the use of local media, and the existence of discussion forums also influenced the effectiveness of communication. In addition, this study found that two-way communication and involving the community in the planning and decision-making process increased the sense of ownership and support for development projects. The conclusion of this study is that a good communication strategy can significantly increase community participation in rural development projects. Recommendations for the implementation of communication strategies include increasing community involvement from the planning stage, utilizing local communication media, and developing effective feedback mechanisms. This study contributes to the understanding of the role of communication in rural development and can be a reference for planning similar projects in the future.    

The development of methods in Arabic language learning in Islamic educational institutions has undergone various innovations, one of which is through the implementation of the qira'ah method using the Al-Arabiyyah Baina Yadaik textbook. This research aims to examine how the qira'ah method is implemented using the Al-Arabiyyah Baina Yadaik textbook for students in class 2A at Salafiyah Wustha Islamic Centre Bin Baz Yogyakarta. The qira'ah method, which emphasizes the ability to read and understand Arabic texts, becomes a strategic approach in comprehensively mastering the Arabic language. The Al-Arabiyyah Baina Yadaik textbook, as a systematic and integrated learning reference, is often chosen to develop students' language skills. Through the structured and contextual approach offered by this textbook, it is highly expected that students' ability to read and understand Arabic texts can increase significantly. This research uses a qualitative descriptive approach with observation, interview, and documentation techniques. The research findings show that the implementation of the qira'ah method using the Al-Arabiyyah Baina Yadaik textbook has successfully improved the reading ability and understanding of Arabic texts among the students in class 2A. In conclusion, the selection of appropriate methods and teaching materials plays an important role in improving the effectiveness of Arabic language learning, particularly in developing reading and text comprehension skills in pesantren-based educational institutions such as Islamic Centre Bin Baz Yogyakarta.    

An effective learning process is the foundation or main idea in developing children's potential. Children's active contribution in the learning process is an important indicator of children's learning success. This article aims to analyze efforts that can be made to improve children's learning contributions effectively both from internal and external aspects. This study uses a qualitative, participatory, and daily life-relevant approach that can increase children's activeness in learning. Moreover, guidance from both parents and teachers is essential in fostering children's participation in learning. Collaboration between schools and families is a key factor in creating a supportive learning environment. Thus, efforts to improve children's learning contributions require not only the right pedagogical approach, but also an approach from the school, family, and social environment that supports the creation of a conducive, inclusive, and enjoyable learning atmosphere.

The study aimed to design a training program using the Fartlek training method to develop speed and strength endurance among preparatory school students, as well as to investigate the impact of Fartlek training on improving the technical performance of court defense skills in volleyball. The researcher adopted the experimental method with pre- and post-test measurements. The sample was selected purposively and consisted of volleyball players, specifically 18 second-year students. Six students were excluded for participating in the pilot experiment, leaving 12 students as the final research sample. The Statistical Package for the Social Sciences (SPSS)، was used to analyze the results. The findings revealed statistically significant differences between the pre- and post-tests in favor of the post-test. The progressive application of exercises positively contributed to the development of both physical and skill-related variables. The researcher recommended emphasizing physical and skill-related variables due to their importance in enhancing player performance. Additionally, the study advocated for implementing the training program—with its physical and skill-focused exercises—in regular training sessions, given its effectiveness in improving all tested parameters. The use of the Fartlek training method in training units was also encouraged, as it proved impactful in developing the physical capacities of the sample. 

Advances in artificial intelligence (AI) technology have brought about significant transformations in various sectors of life, including in the realm of education. In this context, the supervision of Islamic education as a mechanism for fostering and improving the quality of learning based on Islamic values, faces the demand to adapt to the development of technology. This article aims to explore the opportunities and challenges of Islamic education supervision in the AI era. On the one hand, AI offers various opportunities, such as optimizing learning monitoring, analyzing teacher performance data in real-time, and developing more personalized and adaptive learning models. But on the other hand, challenges also arise, including the potential reduction of spiritual values in the digitalization process, the gap in access to technology, and the need to improve digital literacy for Islamic educators and education supervisors. With a qualitative analysis approach and literature review, this article concludes that the integration of AI in Islamic education supervision must remain based on ethical principles and Islamic values, in order to be able to create a supervision system that is not only technologically efficient, but also spiritually and morally meaningful.