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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 study examines the effectiveness of the Partner in Learning model in enhancing students' collaboration skills during productive practice activities at SMKN 9 Bandung. Modern industrial demands require vocational school graduates to possess not only technical skills but also strong collaborative competencies. However, conventional teacher-centered learning approaches often limit students' opportunities for active social interaction. This research employed a qualitative descriptive approach with a case study design. Data were collected through semi-structured interviews with ten students from six different vocational programs at SMKN 9 Bandung, as well as non-participatory observation conducted during practice sessions in April 2026. Data analysis followed the interactive model of Miles, Huberman, and Saldana (2014), comprising data reduction, data display, and conclusion drawing. Source triangulation was applied to ensure data credibility. The findings reveal that the Partner in Learning model is effective in improving students' collaborative abilities, particularly in terms of active communication, teamwork, and shared responsibility in completing practice tasks. Nevertheless, challenges remain, including a classroom environment that is not yet fully conducive to open discussion and students' low initiative in independently seeking additional references. These findings imply that the success of this model depends on a supportive learning environment and strategies to foster student learning autonomy.

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 Artificial Intelligence (AI) technology in the education sector has undergone major changes. These changes bring great opportunities to change the learning process to be more personal, effective, and inclusive. The purpose of this journal is to analyze the potential and challenges that need to be faced in the application of AI in education so that it can run optimally. The method used in this study is the literature review method of various recent studies that discuss the use of AI in education, The results of the study show that AI has great potential to improve the personalization of learning and educational efficiency. However, there are number of significant challenges, such as limited infrastructure, privacy and data security issues, resistance from educators and students, and the digital divide that still occurs in several regions. Therefore, a strategy is needed that includes a academic laziness that reduces learning motivation, constraints on AI contextual knowledge, Inability to process complex information, loss of literacy skills, amd the risk of addiction to AI technology. With a planned and sustainable strategy, AI has great potential to improve the quality of national education and also reduce the dangers that may arise from the modern technological era.  

Inclusive education is an educational service system that provides opportunities for all students, including children with special needs, to learn together in a shared educational environment. One such child with special needs who requires special attention in the learning process is a child with writing difficulties (dysgraphia). This study aims to describe the application of assessment instruments, as well as the writing abilities and challenges experienced by students with dysgraphia at SDN Nurbayan 1, Tangerang City. The research method used was descriptive qualitative research, with data collection techniques including observation, interviews, and documentation. The study subjects consisted of a student with dysgraphia and the classroom teacher. The results showed that the student experienced challenges in fine motor skills, letter and word formation, writing consistency, and writing speed. The application of assessment instruments, such as observation sheets, anecdotal notes, and interviews, provided a comprehensive picture of the student's abilities and learning needs. Although technical writing skills were still relatively low, the student demonstrated a strong interest and motivation in writing activities. Therefore, the application of appropriate, flexible, and process-oriented assessment instruments is essential to support the development of the writing abilities of children with dysgraphia in an inclusive educational environment.

This study aims to describe and analyze the implementation of inclusive education management at SMP Negeri 4 Babelan. Inclusive education is an educational approach that provides learning opportunities for all students without discrimination, including those with special educational needs (ABK). This concept emphasizes the importance of a friendly, adaptive, and responsive learning environment to student diversity. This study uses a qualitative descriptive approach with data collection techniques through in-depth interviews, participatory observation, and documentation studies. Informants in this study consisted of the principal, regular teachers, special assistant teachers, students with special needs, and their parents. The results of the study indicate that inclusive education management at SMP Negeri 4 Babelan has been implemented through four main management functions, namely: (1) strategic planning integrated into the annual school work program, including budget allocation for inclusion needs; (2) organizing an inclusion team involving teachers, education staff, and the school committee; (3) implementing adaptive learning based on a differentiation and individualization approach, adjusted to students' abilities and learning styles; and (4) evaluations conducted periodically to assess students' academic and social-emotional development, as well as the effectiveness of the inclusion program as a whole. However, this study also identified several obstacles, including a limited number of special assistant teachers, a lack of professional training for regular teachers, and a lack of supporting facilities such as therapy rooms or learning aids. Furthermore, factors supporting the program's success include the school leadership's commitment to mainstreaming inclusion, a collaborative spirit among teachers, and the support and active involvement of parents. Based on these findings, this study recommends several strategic steps, such as strengthening teacher training in inclusive classroom management and adding special assistant teachers as needed.

This study aims to analyze the implementation of the Think Pair Share (TPS) learning model in improving problem solving skills in fractional materials for grade V students at SD Negeri 3 Mantingan. The background of this research is the low ability of students to solve fractional problems, mainly due to procedural misconceptions and lack of opportunities to discuss and construct understanding collaboratively. The method used is the Kemmis and McTaggart model Class Action Research (PTK), which consists of four stages: planning, action, observation, and reflection. The research was conducted in one cycle, involving 28 students as subjects. Data collection was carried out through evaluation tests (pre-cycle and cycle I) as well as observation of student learning activities. The results of the study showed a significant increase in problem solving ability. The average score of students increased from 36.43 in the pre-cycle to 93.21 in the first cycle, with a t-test of 25.18 and a p< value of 0.001, indicating a high significance. Learning completeness increased from 0% to 100%. The TPS model has been proven to be able to overcome misconceptions, especially through the peer scaffolding process in the "pair" stage, which helps students in identifying variables and choosing the right calculation operations. In addition, there was an increase in students' collaborative skills in terms of expressing opinions and asking questions, with an achievement range between 68% to 75%. The main obstacles faced in the implementation of polling stations are the management of discussion time and class noise. However, this was successfully overcome through the use of timers and Student Worksheets (LKPD) equipped with scaffolding questions. It can be concluded that the TPS model is an innovative and effective approach in improving mathematical problem solving skills contextually, in line with the principles of the Independent Curriculum.

Pasta dough, or fresh pasta, is a flour-based food product that is popular globally but has limitations in shelf life. This study aims to develop an innovative pasta dough by adding kluwek (Pangium edule), a local Indonesian ingredient, to enhance flavor, texture, aroma, and color. Kluwek was chosen due to its bioactive compounds, such as tannins, healthy fats, and minerals, as well as its potential as a natural flavor enhancer (umami) and preservative. This experimental study used variations of kluwek addition (8%, 10%, 12%) to the basic pasta dough (wheat flour, egg, salt). Data were collected through organoleptic tests by 30 panelists (trained and semi-trained) to evaluate color, aroma, taste, texture, and overall preference, as well as laboratory tests for proximate analysis (moisture, protein, fat, fiber, ash, carbohydrates, and tannins). The organoleptic test results showed that the 12% kluwek concentration produced pasta with a moderately brown color (score: 3.10), a moderate aroma (3.07), a sufficiently savory taste (3.03), and a chewy texture (3.43), which was significantly preferred over the 8% and 10% concentrations (p<0.05). Proximate analysis revealed superior nutritional content, including protein (13.80%), healthy fats (5.10%), fiber (2.05%), and tannins (0.41%). The moisture (24.05%) and ash (0.31%) levels met the SNI 3551:2015 standard for fresh pasta. In conclusion, the addition of 12% kluwek produces pasta with acceptable sensory properties and higher nutritional value. This innovation not only enriches the diversification of locally sourced pasta products but also opens opportunities for the commercialization of functional foods. Recommendations for further research include shelf-life stability testing, cyanide residue toxicity assessment, and formulation optimization with other additives.  

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.

Technological developments and changes in the global world are driving rapid transformation in various aspects.The education system needs to undergo fundamental changes to prepare the next generation to face the challenges and opportunities of the 21st century. A new curriculum needs to be designed to teach students the essential skills of this century, such as critical thinking, creativity, collaboration, and understanding digital literacy. The conventional curriculum model that focuses on mastering factual knowledge and basic skills is no longer sufficient.In order to change education, all aspects of the education ecosystem must be evaluated comprehensively, including the government, educational institutions, teachers, parents, and society as a whole. The curriculum must be updated to support project-based learning methods, cross-disciplinary research, and an emphasis on developing 21st century skills. In addition, the way of teaching must shift from a teacher-dominated approach to a student-focused approach, with the help of digital technology.

The COVID-19 pandemic has had a major impact on the world of education, forcing a massive transformation of learning from face-to-face to the virtual world. In this article, we emphasize how technology, digital media, and online learning strategies have changed during the pandemic and how they are applied at various levels of education. In the online learning process, both teachers and students face challenges and opportunities, according to literature research conducted in several recent books and journals. Information technology is very important to convey information and encourage students to learn. This transformation not only affects learning methods but also requires innovation in curriculum and teaching methods to be more flexible and adaptive. The digital era has encouraged the use of technology in education. This is despite many obstacles, such as limited infrastructure and lack of human resources. This study shows that the readiness of the education system to face the crisis is very important. In addition, in the future, educators and students must be strengthened in digital skills.

This research discusses the role of humanistic teaching strategies in enhancing students' learning motivation in Islamic Religious Education (PAI). Humanistic teaching strategies focus on the holistic development of students, addressing cognitive, emotional, and spiritual aspects. Through this approach, students are given opportunities to relate learning material to their personal experiences, which in turn increases their engagement and intrinsic motivation to learn. This research uses the library research method to collect and analyze various literatures related to humanistic teaching, learning motivation, and its implementation in PAI. The findings of this study indicate that the application of humanistic strategies in PAI teaching can create a more inclusive environment, improve positive interactions between teachers and students, and encourage students to learn more meaningfully and with greater motivation.

Islamic educational institutions often face conflicts arising from misalignment between individual goals and institutional objectives, ineffective communication, and competition over resource utilization. Such conflicts, if not properly managed, can hinder organizational productivity. However, conflict management based on Islamic values, such as open dialogue, clarification, compromise, and accommodation, has proven to transform conflicts into opportunities for innovation, strengthen collaboration, and enhance productivity. This study adopts a literature review approach to analyze conflict management strategies aimed at improving the productivity of Islamic educational institutions. The findings reveal that a constructive approach to conflict management not only resolves issues but also fosters a harmonious and inclusive work environment. By employing strategies such as negotiation, mediation, and collaboration, conflicts can become drivers of innovation and organizational performance improvement. Moreover, the role of wise leadership in establishing policies based on Islamic values is crucial for creating a synergistic, productive, and competitive organization. This research is expected to serve as a reference for developing sustainable and effective conflict management strategies in Islamic educational institutions.

The Civics Education (PKn) subject is one of the courses that holds a strategic and important role in shaping the multicultural traits and attitudes of students, with the expectation that each individual can become a good person. In the era of globalization and the advancement of information technology, the challenges in instilling an attitude of tolerance are increasingly complex. Therefore, innovation in PKn teaching methods is an urgent need. Technological advancements offer new opportunities in the educational world. The use of technology in learning can enhance the effectiveness and efficiency of the teaching-learning process, as well as make learning more engaging and relevant for students. Technology-based PKn learning innovations can be a solution to instill tolerance attitudes in a more interactive, collaborative, and contextual way. The research method used is qualitative, a research model that utilizes descriptive data in the form of written or spoken language from observable people and actors. This qualitative research is conducted to explain and analyze the phenomena of individuals or groups, events, social dynamics, attitudes, beliefs, and perceptions. Interview and observation results show that at SMP NEGERI 35 MEDAN, the application of technology in Civics Education has successfully instilled an attitude of tolerance well. Media such as PowerPoint, images, and videos are used to facilitate students' understanding of the material, and teachers' examples become a reflection of students' behavior. However, there are obstacles in the form of limited facilities and infrastructure, as well as challenges in maintaining students' focus during lessons. These challenges can be overcome by using engaging learning media that can stimulate students' activity.

The purpose of writing this journal is to determine the implementation of transformative leadership in Islamic educational institutions, which is an extension of charismatic leadership, leaders create a vision and environment that motivates employees to achieve beyond expectations. Transformative leadership, employees feel trust, admiration, loyalty and respect for their leadership, so they are motivated to do more than what is expected of them. In fact, it often goes beyond what they thought they could do. 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 transformational leadership is leadership possessed by managers or leaders whose abilities are not general and are translated through the ability to realize missions, encourage members to learn, and be able to provide inspiration to subordinates regarding various things that need to be known and done. The implementation of transformational leadership refers to the 4 basic principles of transformational leadership, namely idealized influence (ideal influence and charisma). The head of the madrasah is open to interaction and two-way communication that requires each other, respects each other, accepts input, suggestions and innovative ideas from the leadership elements below him. Become a role model and work with high enthusiasm, discipline, loyalty, and hard work. Build commitment during official meetings and sign madrasa integrity facts. Providing opportunities and support for teachers and education staff to take part in webinars, training, training and bringing in speakers from outside the madrasah. Inspiration Motivation (motivational inspiration) providing motivation from the head of the madrasah directly through official meetings, discussion forums, meetings, indirectly providing words of encouragement and appreciation through electronic media. Providing rewards for teachers who excel.

Digital Village Index (DVI) and Sustainable Development Goals (SDGs) is a method or technique of measuring the digitalization maturity and maturity of a village through the analysis of relevant indicators that are suitable for the village. Measurement of village digitalization is a very important thing to do in order to evaluate existing digitalization activities and to prepare further digitalization planning. This research aims to analyze digitalization in Kanrung Village, which will show how the readiness, opportunities, and challenges of the village towards a digital village based on the Digital Village Index (DVI) and Sustainable Development Goals (SDGs). The results of this study show that the level of measurement is still at level 2 (Connected), where the village has digital technology, but it has not been implemented and the process of correspondence services is still manual.