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As a strategic public policy, the Free Nutritious Meal program serves as a long-term social investment aimed at enhancing the quality of human resources. This study is directed to examine and map the positive contributions of the MBG initiative to the pillars of health, discipline levels, and academic achievement of students through a literature review method. The article search, utilizing keywords such as "Makan Bergizi Gratis," "Implementasi MBG," and "Dampak MBG," yielded 10 relevant scientific articles, which were subsequently analyzed using thematic analysis techniques. The findings indicate that the MBG program exerts a significant positive impact on various dimensions of student development. In the academic aspect, this program improves students' focus, concentration, motivation, and active learning engagement. Health-wise, MBG contributes to improving nutritional status, which supports children's physical and psychological readiness, whereas, in terms of discipline, this intervention is proven to increase attendance rates while reducing tardiness at school. Overall, it is concluded that the MBG program does not merely function to fulfill essential nutritional intake, but also acts to maximize learning effectiveness and student academic performance across all education levels.

Good study habits are an important factor in achieving success in elementary school learning. However, based on observations in class 3 of SDN 1 Bugel, it was found that students still show less disciplined behavior during the learning process, especially during group activities, such as talking without permission, not paying attention, and not following classroom rules. This study aims to improve students' study discipline in grade 3 of SDN 1 Bugel by using the Star Rewards system within the cooperative learning model called Numbered Heads Together (NHT). This study uses the Classroom Action Research (PTK) approach with a two-cycle design following the Kemmis and McTaggart model. The research subject is 17 third-grade students from SDN 1 Bugel. Data collection was done through observation, questionnaires, documentation, field notes, and interviews. Data analysis was done using both quantitative and qualitative descriptive techniques. The research results show that using the Star Rewards system in cooperative learning type NHT has significantly improved students' discipline in studying. The average score on the discipline questionnaire increased from 69.5 in cycle I to 85.5 in cycle II, showing an increase of 16.03 points. The minimum score for students has gone up from 50 to 75, showing that all students have improved in terms of discipline. Giving positive reinforcement through stars has been proven to motivate students to be more disciplined, focused, and responsible during learning. This finding suggests that combining the NHT model with the Star Rewards system can be an effective strategy for helping build discipline in elementary school students.

The purpose of this study is to analyze various forms of low student concentration behavior during learning activities at Sungai Tarab Elementary School, as well as the factors underlying these conditions in classroom learning processes. This research uses a qualitative method with a case study design, focusing on an in-depth understanding of phenomena occurring in the field. The selection of research informants uses a purposive sampling technique, where informants are determined based on specific criteria related to the research problem to ensure that the data obtained is valid and reliable. Data were collected through three techniques, namely in-depth interviews, observation, and document study. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results of the study show that forms of low student learning concentration behavior include walking around the classroom, talking with friends during lessons, and disturbing classmates when they feel bored and uninterested in classroom learning activities. This condition indicates the need for more interactive teaching strategies and more effective classroom management. It is important for teachers to improve student focus through varied and engaging learning approaches, as well as strengthening classroom discipline. In addition, support from the school environment and parents also contributes to reducing these behaviors sustainably.

This article discusses the issue of self-confidence crisis among students of class XI-4 at SMAN 8 Medan in expressing their opinions during the learning process. This phenomenon leads to passive classroom interaction, where students tend to remain silent, hesitant to ask questions, and afraid to answer due to psychological barriers in the form of speech anxiety. The purpose of this article is to identify the factors causing low self-confidence, describe the behavioral manifestations of anxiety, and design an interactive, solution-oriented strategy. The methodology employed is a descriptive qualitative approach, with data collection techniques including open-ended questionnaires distributed to 35 students, in-depth interviews with the subject teacher, and field documentation. The results indicate that students' low self-confidence is predominantly driven by internal factors, such as the fear of negative evaluation and physical responses like nervousness or trembling. Furthermore, a rigid teaching approach in the classroom influences students' willingness to speak by up to 80%. As a solution, the implementation of an innovative strategy through the "Talk or Challenge" game using a paper ball relay proved effective in reducing speech anxiety, triggering instant critical thinking skills, and fostering a supportive, inclusive, and collaborative peer-support ecosystem.

This study aims to analyze the role of educational psychology management in improving students' emotional well-being through a literature review approach. The study is motivated by the increasing emotional problems experienced by students due to academic pressures, social demands, and technological developments in the digital era. Research data were obtained from various relevant scientific articles published between 2022 and 2025 and accessed through academic databases. The analysis process was conducted by reviewing, comparing, and synthesizing research findings related to educational psychology management and students' emotional well-being. The results of the review indicate that effective educational psychology management can be implemented through empathetic approaches in learning, academic stress management, the development of emotional regulation skills, and the integration of spiritual values into the educational process. These approaches have been proven to create a conducive, safe, and supportive learning environment that optimally promotes students' emotional development. In addition, guidance and counseling services, as well as the implementation of humanistic learning management, play a significant role in maintaining students' psychological stability. Therefore, educational psychology management serves as an important strategy in realizing an educational system that is not only oriented toward academic achievement but also focused on enhancing students' overall emotional well-being.

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 aims to analyze the comparison of students' physical fitness during the COVID-19 pandemic and after the pandemic based on VO2 Max values. The research sample amounted to 100 students who had physical fitness data in two observation periods, namely during the pandemic and after the pandemic. Fitness measurements were carried out using the Beep Test (Multi-Stage Fitness Test / MSFT) to obtain a VO2 Max value. The results of the study showed that the average VO2 Max of students during the pandemic was 35 ml/kg/minute, while after the pandemic it increased to 42 ml/kg/minute. An increase of 7 ml/kg/min indicates a recovery in the student's aerobic capacity after returning to normal physical activity. Students who remained active in exercise during the pandemic showed better levels of fitness than students who did little physical activity. In addition, psychological factors, social support, and the availability of sports facilities also affect changes in students' physical fitness. Thus, the COVID-19 pandemic has been proven to have an impact on the decline in students' physical fitness, but these conditions can be restored through increased physical activity, environmental support, and structured physical education programs in the post-pandemic period.

. 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 students' low appreciation of the teachings of the Bible, which is evident in their lack of understanding of spiritual values ​​in everyday life. The purpose of this study is to describe the application of the storytelling model in increasing appreciation of the teachings of the Bible among eighth-grade students of Ratu Damai Waibalun Junior High School. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of seventh-grade students and Catholic religious teachers. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data were analyzed through data reduction, data presentation, and drawing conclusions. The results show that the application of the storytelling model can create a more lively, interesting, and meaningful learning atmosphere, so that students more easily understand and appreciate the teachings of the Bible. In addition, storytelling encourages students' emotional involvement, increases personal reflection, and helps students connect teaching values ​​with real experiences. The implications of this study indicate that the storytelling model can be an effective and contextual learning strategy in fostering a deeper appreciation of students' spiritual values.

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.

Students often have difficulty understanding the Solar System material given in elementary school science lessons using only conventional methods due to its abstract nature. This study creates and explains the advantages of "3D Solar System" learning materials with interactive puzzles and quizzes for sixth-grade elementary school students using the Qreatif Educative platform. Qualitative research methodology is applied to this type of library research. Scientific articles from the DOAJ and Google Scholar databases are scanned to collect data. After that, content analysis methods such as data reduction, classification, theory synthesis, and drawing conclusions are applied in this paper. The results of this study, the use of 3D media significantly increases students' cognitive interest and understanding because it provides more realistic and detailed visuals compared to 2D media. Qreatif Educative's interactive puzzle and quiz elements have successfully created a fun and engaging learning environment based on the psychological characteristics of elementary school children who like to learn through play. The conclusion of this study is that the "3D Solar System" media is worth considering as a creative alternative to improve the standard of science teaching and make it more interactive and student-centered.

Writing skills are a fundamental component of Indonesian language learning at the elementary school level, yet many students experience difficulties in composing descriptive texts due to limited vocabulary, weak text structure, and low engagement in the learning process. This study aimed to examine the effectiveness of the Project-Based Learning (PjBL) model in improving students’ ability to write descriptive texts about places. The research employed a quantitative approach using a quasi-experimental design with a One Group Pretest–Posttest Design. The subjects of the study were 27 sixth-grade students of SDN Selagedang. Data were collected through descriptive writing tests, observation of learning activities, and documentation. The writing test results were analyzed using descriptive statistics and inferential analysis with a t-test to identify differences in students’ writing ability before and after the implementation of PjBL. The findings revealed a significant improvement in students’ descriptive writing skills following the application of Project-Based Learning, as indicated by higher posttest scores compared to pretest scores. In addition, classroom observations showed increased student engagement, collaboration, and active participation during the learning process. These results suggest that Project-Based Learning provides meaningful learning experiences by integrating observation, collaboration, and authentic writing tasks. The study implies that PjBL can be an effective alternative instructional model for teaching descriptive writing in elementary schools, as it not only enhances students’ writing outcomes but also fosters active and contextual learning environments.

Differences in learning needs and delays in reading are common problems that are often encountered among grade IV elementary school students. This situation can have an impact on students' academic achievement if not resolved with effective learning methods. The purpose of this study is to describe the learning methods used by teachers to deal with differences in learning needs and reading delays in grade IV elementary school students. This study uses a qualitative approach by collecting data through observation, interviews, and documentation. The findings of this study show that successful learning methods include different learning, the application of multisensory methods, remedial, individual mentoring, and the use of various learning media that are innovative and interesting for students. This method is able to help students who have difficulty reading without interfering with the learning process of other students. With the sustainable and appropriate application of learning methods, teachers can create an inclusive learning experience, support the development of students' reading skills optimally, increase learning motivation, and build students' confidence and independence in overcoming academic challenges.

This study aims to develop AR-Venture Nusantara learning media on Indonesian cultural diversity material for fourth-grade elementary school students and to examine its validity, effectiveness, and practicality. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study was conducted at UPT SDN 256 Gresik with 19 fourth-grade students as research subjects. Data were collected through interviews, media and material expert validation questionnaires, learning achievement tests, and student response questionnaires. The data were analyzed using descriptive quantitative techniques. The results showed that AR-Venture Nusantara media achieved a very valid category, with media expert validation reaching 96.43% and material expert validation reaching 95.31%. The effectiveness of the media was demonstrated by student learning outcomes, where 16 out of 19 students achieved mastery learning with scores ≥75, indicating classical completeness. In addition, the practicality of the media based on student responses reached 86.51% in the very good category. These findings indicate that AR-Venture Nusantara media is valid, effective, and practical for use in IPAS learning, particularly in introducing Indonesian cultural diversity.

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.

The purpose of this study was to determine how classroom management affects students' desire to learn at MTs Al Mahrus. This study uses a quantitative approach and an ex-post facto research design because the research variables arose naturally without the researcher's assistance. Students in grades VII, VIII, and IX at MT Al Mahrus were the subjects of this study. To obtain an overview of the learning conditions in the classroom, observations and questionnaires were used as supporting data. The results of the study indicate that classroom management at MT Al Mahrus is in the good category, while student learning motivation is in the uncertain category. The data obtained were analyzed using descriptive statistics and inferential statistics with the help of the SPSS program. The results of the descriptive test show that the level of classroom management and student learning motivation are in the good category. These results confirm that effective classroom management is very important for increasing students' desire to learn.

Rapid progress in information and communication technology has significantly influenced education, particularly in the assessment of student learning. This research aims to explore the use of digital assessment methods at SD Binekas Bandung and their role in improving educational standards. A qualitative descriptive methodology was utilized, which involved direct observation, interviews with the school’s administrators and teachers, and the collection of relevant documentation. The study was conducted on October 21, 2025. The findings indicate that SD Binekas has effectively integrated digital assessment instruments such as Google Forms, Quizizz, Wordwall, and smart boards. Teachers actively utilize these tools for both formative and summative assessments. Students showed a favorable response, reflecting heightened motivation and involvement. The identified advantages include more streamlined assessment processes, instant feedback, the ability to conduct statistical analyses, and enhanced digital skills among learners. However, several challenges remain, including dependence on internet connectivity, varying degrees of digital literacy among users, and obstacles in evaluating psychomotor skills. The implementation of digital assessments at SD Binekas has successfully improved the quality of teaching and learning through more efficient, engaging, and transparent assessment strategies.

This study aims to analyze the simultaneous effect of implementing Canva, an interactive visual media, in Science (Ilmu Pengetahuan Alam/IPA) and the application of the Deep Learning approach (in-depth and contextual learning) in English on improving students' learning motivation at SMP Negeri 3 Galesong Selatan. Learning motivation is measured as a dependent variable crucial for academic success in the digital era. This research uses a Mixed Methods design with an embedded quasi-experimental model, supported by descriptive qualitative data through in-depth observations and interviews. The research sample consists of seventh-grade students who were the subjects of the Canva intervention in Science, and eighth-grade students who were the subjects of the Deep Learning intervention in English, each compared with a control group. The results of the paired t-test hypothesis test showed a significant and positive increase in students' learning motivation in both intervention groups. Qualitatively, Canva proved effective in visualizing complex Science concepts, facilitating understanding and creativity. Meanwhile, Deep Learning successfully contextualized English through authentic projects, enhancing material relevance and student independence. The main conclusion of this study is that the combination of visual technology innovation and the adoption of pedagogy focused on in-depth understanding is a transformative strategy for fostering strong intrinsic learning motivation at the junior high school level.

This study is motivated by the low descriptive writing skills of elementary school students, which are influenced not only by linguistic aspects but also by students’ social and emotional conditions during the learning process. Writing instruction that remains teacher-centered and lacks emotional engagement often results in less meaningful learning experiences and low academic achievement. This study aims to improve the descriptive text writing skills of fifth-grade students at SDN Lio 1 Karangtengah through the implementation of a Social Emotional Learning approach. The research employed a quantitative approach using a Classroom Action Research design conducted in two cycles. The research subjects consisted of 25 fifth-grade students. Data were collected through classroom observations and descriptive writing tests, while data analysis was conducted quantitatively by examining improvements in students’ average scores, classical learning absorption, and learning mastery in each cycle. The results indicate a significant improvement in students’ descriptive writing skills from the first to the second cycle. The implementation of the Social Emotional Learning approach enhanced student engagement, improved the quality of students’ written work, and increased classical learning mastery. These findings suggest that integrating social and emotional aspects into Indonesian language instruction contributes to a more effective and meaningful learning process. The study implies that the Social Emotional Learning approach can serve as an alternative instructional strategy to support the holistic development of students’ writing skills at the elementary school level.

This study is motivated by the low ability of seventh-grade students to understand and write procedural texts, particularly in terms of linguistic features and the logical sequencing of steps. These conditions indicate the need for a learning model that actively engages students and enhances their analytical thinking skills. This research aims to examine the effect of the Problem Based Learning model on students’ ability to analyze and write procedural texts at SMP Negeri 1 Warungkondang. The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The research population consisted of all seventh-grade students, with a sample of 32 students divided into an experimental class and a control class. Data were collected through comprehension tests, procedural text writing assessments, and classroom observations of student learning activities. Statistical analysis was conducted to identify differences and improvements in students’ abilities following the implementation of the learning model. The findings reveal that students’ understanding of procedural text structure was at a moderate level, with the highest achievement in identifying text goals and the lowest in mastering linguistic features. Students’ writing ability was predominantly categorized as moderate, indicating that while they understood the basic structure of procedural texts, they encountered difficulties in organizing steps logically and in detail. Furthermore, the use of audiovisual media within problem-based learning significantly increased student engagement and learning enthusiasm, although oral communication skills remained limited. These results suggest that Problem Based Learning is effective in improving procedural text learning outcomes; however, it should be supported by focused linguistic guidance and staged writing practice to optimize students’ overall writing performance.