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Differentiated instruction is an approach aimed at meeting students' learning needs based on their abilities, characteristics, and requirements. This study aims to describe the experiences of a fifth-grade teacher in implementing differentiated instruction at SD 3 Jepang Kudus. The study employs a qualitative approach using a phenomenological design. Data were collected through interviews, observations, and documentation, and subsequently analyzed using the Miles and Huberman model, which encompasses data reduction, data display, and conclusion drawing. Data validity was established through technique triangulation. The results indicate that the teacher perceives differentiated instruction as an effort to provide learning support tailored to students' needs. Implementation is carried out through adjustments to the learning process, guidance, peer tutoring, and the creation of an inclusive learning environment. This implementation has a positive impact on students' academic, social, and emotional development. Challenges encountered include the diversity of students' learning abilities and the suboptimal application of differentiation regarding learning products and assessments. These findings underscore the importance of teacher experience in optimally and sustainably accommodating students' learning needs.

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.

Assessment practices in Indonesian language learning at vocational high schools are still predominantly oriented toward written tests and cognitive achievement, resulting in limited measurement of communicative competence, language politeness, and self-control. This condition is not fully aligned with the characteristics of vocational education, which prepares students to meet workplace demands through professional communication skills and strong personal character. This study aims to develop an integrative authentic assessment model based on language politeness and self-control in Indonesian language learning at vocational high schools. The study employed a qualitative approach using library research by analyzing 16 relevant references consisting of journal articles, policy documents, and supporting academic sources. Data were analyzed through identification, classification, comparison, interpretation, and conceptual synthesis. The findings reveal that the proposed model should integrate four principal dimensions: linguistic knowledge, language skills, language politeness, and self-control. The model may be implemented through contextual assessment tasks such as presentations, job interview simulations, customer service practices, digital portfolios, peer assessment, and reflective evaluation. This model offers a more comprehensive assessment framework and may serve as a practical guideline for teachers in evaluating students’ academic competence, communication ethics, and work readiness. The study contributes to the development of character-based assessment innovation in vocational education..

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 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.

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.

Arabic language instruction in various educational institutions today is still dominated by the structuralist paradigm, which emphasizes the mechanical memorization of patterns and repetition without addressing aspects of linguistic creativity. This study aims to explore the essence of Generative-Transformational Linguistic Theory proposed by Noam Chomsky and to formulate innovative ways to implement it in Arabic language learning. The approach taken in this study is qualitative, specifically a literature review (library research). Data were collected through primary and secondary literature, which were then examined using content analysis methods through the steps of simplification., categorization, and interpretation. The research findings indicate that Generative-Transformative Theory shifts the focus of learning from imitation to creation through the use of the Language Acquisition Device (LAD). Through the dichotomy of deep structure and surface structure, students are guided to perform various transformational operations such as substitution (al-ibdal), expansion (al-ittisa’), elision (al-hadzf), and addition (al-ziyadah). This principle is also found to align with the classical linguist Ibn Jinni’s thoughts on the concepts of Asl and Furu’. This research suggests that teachers of grammar and word structure should change how they teach strategies into a cognitive-creative process that enables students to independently and authentically generate an unlimited number of new utterances.

. 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 determine the influence of religious activities on adolescent behavior in daily life. Adolescence is a developmental phase that is vulnerable to various environmental influences, both positive and negative. Therefore, religious activities are considered one of the efforts to develop character and morality that can shape adolescents’ behavior in a positive direction. This study employed a quantitative approach using a survey method. Data were collected through observation, questionnaires, and documentation involving adolescents who actively participated in religious activities at school and within the community. The data were analyzed using simple statistical analysis techniques to identify the relationship and influence between the intensity of religious activities and adolescent behavior. The results showed that religious activities have a positive influence on adolescent behavior, particularly in aspects such as discipline, responsibility, politeness, social awareness, and self-control. Adolescents who actively participate in religious activities tend to demonstrate better behavior compared to those who are less involved. In addition, religious activities also contribute to reducing deviant behaviors among adolescents, such as juvenile delinquency, negative social interactions, and lack of respect toward parents and teachers. Therefore, religious activities can serve as an effective means of character building and strengthening moral values among adolescents in the modern era.

This study aims to analyze the perspective of TMI Putri Al-Amien Prenduan in increasing the learning motivation of intensive class I students and identify the obstacles and supporting elements. The approach used is qualitative with the type of case study. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through condensation, presentation, and conclusion drawing with source triangulation for data validation. The results of the study show that the homeroom teacher of TMI Putri Al-Amien Prenduan perspective has three special tasks, namely in the educational, functional, and structural fields. Furthermore, the role of homeroom teachers in increasing the learning motivation of intensive class I students at TMI Putri Institution includes: homeroom teachers as educators, motivators, good role models, substitutes for parents at home, companions, facilitators, building positive relationships, and providing rewards and punishments. And the obstacles faced by homeroom teachers in increasing the learning motivation of Intensive I students include: inability to participate in learning and cottage activities, the nature of students is less open, and students are difficult to regulate. Meanwhile, the supporting elements of homeroom teachers in increasing learning motivation I Intensive are: The existence of facilities, homeroom training, homeroom teacher seriousness, support for homeroom teachers and involving the role of parents.

The quality of learning is one of the important factors in the success of the educational process. Teachers and principals have a very important role in creating effective and quality learning. Therefore, appropriate psychological strategies are needed in managing learning as well as improving teacher motivation and performance. This study aims to determine the psychological strategies used by teachers and principals in improving the quality of learning. The research method used in this study is a literature review by analyzing several journals related to educational management and educational psychology. The results of the study show that psychological strategies such as teacher work motivation, principal leadership, effective communication, and organizational conflict management can improve the quality of learning in educational institutions. In addition, the application of psychological approaches can create a more positive school climate, strengthen cooperation among educational stakeholders, and support the development of professional teacher behavior. The findings indicate that the success of learning quality improvement depends not only on instructional techniques, but also on emotional, motivational, and leadership factors within the school environment.

The advancement of Artificial Intelligence (AI) in education has brought significant transformation alongside a serious threat of dehumanization, namely the erosion of human values such as empathy, social interaction, and pedagogical relationships in the learning process. This study aims to analyze the role of humanistic character education in realizing quality education amid the threat of AI-driven dehumanization. The research employs a qualitative approach using a literature review technique through the examination of relevant, credible, and up-to-date scientific literature. The findings reveal that AI has the potential to create digital heteronomy that undermines students' learning autonomy and triggers a decline in character and morality, thereby hindering the achievement of quality education in accordance with SDGs 2030. Humanistic character education emerges as a solution that positions students as whole individuals to be developed cognitively, affectively, morally, and spiritually through a teacher-AI collaboration model grounded in Pancasila values. Its implementation requires an integrated strategy involving national policy, the role of teachers as facilitators and moral guides, as well as the active involvement of families and communities. This research implies the importance of balancing technological advancement with the strengthening of human values so that education can continue to produce generations that are intellectually competent, emotionally mature, and morally resilient.

This study aims to examine the application of the leadership values of the Prophet Muhammad, consisting of siddiq, amanah, fathanah, and tabligh, in the leadership of madrasah principals and their influence on the performance and discipline of teachers at Madrasah Tsanawiyah in the Sungai Aur District. This study uses a descriptive qualitative approach with purposive sampling technique. Data collection techniques included in-depth interviews, observation, documentation, and questionnaires as additional data. Data analysis was conducted through data reduction, data presentation, and conclusion drawing using source and technique triangulation methods. The findings indicate that the value of siddiq is applied through honesty and openness in leadership, amanah is reflected in responsibility and teacher development, fathanah is evident in intelligence in decision-making, and tabligh is expressed through open communication. The application of these values has a positive impact on improving teacher performance in planning, implementing, and evaluating the learning process, as well as improving teacher discipline in terms of attendance, punctuality, and compliance with madrasah regulations. This study shows that prophetic leadership is an appropriate and effective leadership model in Islamic education management.

English plays an important role in supporting students’ academic learning and future professional practice. In nursing education, students are expected to use English to understand field-related terminology, communicate in learning and clinical contexts, and engage with academic sources relevant to nursing. To support these needs, English instruction is commonly delivered through an English for Specific Purposes (ESP) approach that focuses on language use within the nursing context. Nevertheless, questions remain regarding how far ESP-based instruction responds to the learning difficulties experienced by nursing students. Therefore, this study aims to analyze the English language learning difficulties experienced by undergraduate students in the Nursing Science Program at the University of Bhamada Slawi. This study conducted a descriptive qualitative research design. Data were collected through a learning needs questionnaire and limited interviews involving undergraduate students from the Nursing Science Program at the University of Bhamada Slawi. The findings demonstrate that undergraduate nursing students experience a wide range of English learning difficulties across multiple language skills. These difficulties indicate that students’ English learning needs are diverse and extend beyond general language competence. English is required not only to support students’ current academic activities, such as understanding nursing texts and participating in clinical communication, but also to prepare them for future professional practice in healthcare settings where English is increasingly used. Based on these findings English teachers and curriculum developers are encouraged to design instructional materials and learning activities that align with the academic and professional needs of nursing students.

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.

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.

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 evaluate the implementation of the Teaching Factory (TeFa) program in relation to the quality of vocational high school graduates in Pasaman Barat Regency. The research employed a qualitative approach with an evaluative design, utilizing the CIPP (Context, Input, Process, Product) model. Data were collected through observation, in-depth interviews, and documentation at three vocational schools: SMK Negeri 1 Pasaman, SMK Negeri 1 Lembah Melintang, and SMK Negeri 1 Gunung Tuleh. The findings indicate that TeFa implementation has proceeded adequately, although challenges remain in infrastructure, productive teacher competence, and industry partnerships. Context evaluation reveals strong school commitment to TeFa, input evaluation highlights limitations in facilities and teacher training, process evaluation shows variation in implementation across schools, and product evaluation demonstrates improvements in graduates’ technical and soft skills, although work readiness levels are not yet uniform. These results underscore the need for strengthened support from local government and industry to ensure the sustainability of the TeFa program as a strategy for improving vocational education quality.

The development of digital technology has driven significant transformations in learning and assessment practices at the elementary school level. Digital-based learning assessment is no longer viewed merely as a tool to measure learning outcomes, but as an integral component of a continuous, interactive, and contextual learning process. This study aims to evaluate the implementation of digital-based learning assessment in elementary schools through an observational study of international and national schools. A qualitative descriptive approach was employed. Data were collected through classroom observations, brief interviews with teachers and students, and documentation in six elementary schools located in Jakarta, Bandung, and Pesisir Selatan Regency. The findings indicate that international and private schools have systematically implemented digital-based assessment through the use of Learning Management Systems (LMS), digital quiz applications, and electronic portfolio assessments, supported by adequate infrastructure and high levels of teachers’ digital competence. In contrast, national public schools demonstrate adaptive efforts by utilizing simpler digital tools such as projectors, interactive quiz applications, and class-based or group-based assessment models, despite facing limitations in infrastructure and the precision of individual assessment. This study concludes that digital-based learning assessment in Indonesian elementary schools is currently in a positive transitional phase and requires strengthened infrastructure, continuous teacher professional development, and the development of contextual and sustainable assessment models.

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.