Publication Search

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 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 research is motivated by the low level of student interest in Arts, Culture, and Crafts at school. This low level of interest is evident in the lack of active student participation, low enthusiasm during learning activities, and minimal initiative in completing arts and crafts practical assignments. This condition requires teachers to select and implement an appropriate learning model, one that not only delivers material clearly but also stimulates motivation and is suited to the characteristics of the students. One of the chosen models is Direct Instruction. This model emphasizes the teacher's delivery of material in a structured, clear, and systematic manner, followed by examples, guidance, and directed practice. The purpose of this study was to determine the extent to which the application of the Direct Instruction model can increase student interest in Arts, Culture, and Crafts. This study used qualitative methods with observation, interview, and documentation techniques to collect data. Analysis was conducted using descriptive qualitative methods by reviewing all field findings. The results showed that the application of the Direct Instruction model significantly increased student interest in learning. Students became more active in asking questions, enthusiastically followed instructions, and demonstrated improved skills in arts and crafts practicals. In addition, student involvement in class discussions also increased, and they were more confident in presenting their work. In conclusion, the use of the Direct Instruction model can be an effective alternative learning strategy to increase student interest in learning, particularly in Arts, Culture, and Crafts. Teachers are advised to combine this model with other creative methods to optimize learning outcomes.

The application of Project Based Learning (PBL) Methods has become the main research objective in improving mathematical problem solving abilities in secondary schools. This article was written with the aim of exploring the effectiveness of Project Based Learning (PBL) in the context of mathematics learning. The research method used is literature study and comprehensive analysis of related research results. The research results show that PBL makes a positive contribution in improving students' mathematical problem solving abilities. The factors of active student involvement, development of collaborative skills, and application of mathematical concepts in real world contexts are the keys to the success of PBL. The practical implication of these findings is the need for integration of PBL in secondary school mathematics curricula to support the development of better problem solving abilities.