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This study aimed to determine the effect of Geoboard learning media on the mathematics learning outcomes of fourth-grade students in plane geometry. The research employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The participants were 29 fourth-grade students of SDN Pejagan 1 Bangkalan selected through saturated sampling. Data were collected through observation and multiple-choice achievement tests administered before and after the implementation of Geoboard media. Data analysis included descriptive statistics, the Shapiro-Wilk normality test, and the Paired Sample t-Test. The results showed a significant improvement in students’ learning outcomes after using Geoboard. The mean pretest score increased from 67.21 to 87.10 on the posttest, indicating an average gain of 19.90 points. The normality test confirmed that the data were normally distributed, while the Paired Sample t-Test yielded a significance value of 0.000 (p < 0.05). These findings indicate that Geoboard learning media significantly improves students’ mathematics learning outcomes in plane geometry. Therefore, Geoboard can be used as an effective learning medium to support mathematics instruction in elementary schools.

The rapid advancement of digital technology has significantly transformed various aspects of human life, including the education sector. In the Society 5.0 era, educational institutions are expected to integrate digital technologies into learning processes to develop adaptive, innovative, and globally competitive human resources. This study aims to analyze digital technology-based learning innovations in improving educational quality, identify their potential benefits, and examine the challenges and strategies for optimizing their implementation. This research employed a qualitative descriptive approach through a literature review by analyzing relevant academic sources, including scholarly journals, books, conference proceedings, and other scientific publications. The findings indicate that digital learning innovations are implemented through the utilization of Learning Management Systems (LMS), Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR), interactive learning media, blended learning, and flipped classroom models. These technologies contribute to enhancing learning effectiveness, expanding educational accessibility, increasing student motivation and engagement, and fostering essential twenty-first-century competencies. Nevertheless, several challenges remain, including digital inequality, inadequate technological infrastructure, limited digital competencies among educators, and concerns related to digital ethics and cybersecurity. Therefore, effective implementation requires comprehensive strategies, such as strengthening teachers' digital competencies, improving educational infrastructure, developing adaptive curricula, integrating innovative learning media, and promoting digital literacy and ethical awareness. These efforts are expected to support the development of a more adaptive, inclusive, and high-quality education system that aligns with the demands of the Society 5.0 era.

This study aims to describe Sundanese language learning discourse in the eleventh grade at SMA Negeri 8 Bandung city based on the components of learning discourse. The study employed a qualitative approach with a descriptive method. Data were collected through observation using the non-participatory observation method (SBLC) and recording techniques. The data consisted of recorded utterances during Sundanese language learning activities, which were then transcribed into written form. Data analysis was conducted using content analysis and hermeneutic techniques. The results showed that the learning process consisted of opening, core, and closing activities using the Cooperative Learning model. The components of learning discourse identified included opening and closing conversations, participant cooperation, speech acts, and the nature of utterance sequences. The interaction demonstrated the use of quantity and quality maxims, locutionary, illocutionary, and perlocutionary speech acts, as well as chained utterance sequences in the form of question-and-answer interactions between teacher and students. The findings also revealed that the learning process tended to be teacher-centered, as the teacher was more dominant in directing classroom interaction, although the communication remained interactive and supported the achievement of learning objectives.

This study investigates the effect of game-based learning through Tic Tac Toe on improving the speaking skills of fifth-grade Thai students at Ban Elerd School. A pre-experimental design with a pre-test and post-test was employed, involving 17 participants. The intervention consisted of three sessions using Tic Tac Toe to enhance vocabulary, fluency, and pronunciation. The findings indicate significant improvements in students’ speaking abilities, particularly in vocabulary and fluency, with mean scores increasing from 3.12 (pre-test) to 3.86 (post-test). However, pronunciation improvement was not statistically significant, suggesting the need for additional targeted instruction. These results underscore the effectiveness of Tic-Tac-Toe as a game-based learning tool, fostering engagement and reducing anxiety in language learning. This study concludes that game-based learning can effectively support language development in elementary school contexts, particularly in vocabulary acquisition and fluency enhancement.

This study aims to describe the level of understanding of grade IV students of SD HKBP Perdamean regarding environmental pollution. The research method used is descriptive with a focus on depicting student understanding based on the indicators that have been set. The research data shows that students' understanding is in the category quite well, although it is not even in every indicator. Students better understand aspects of direct action such as keeping the environment clean, planting trees, and saving on the use of plastic. However, understanding of the causes and impacts of environmental pollution, such as littering, river pollution, waste incineration, and air pollution, is still relatively low. In general, the results of the study show that students' understanding is still dominant in simple practical knowledge, so it does not fully cover the concept of environmental pollution and causes. These findings underscore the need for more contextual, student-centered, and hands-on learning that integrates real-world experiences with scientific concepts. Thus, a more interactive and environment-based learning strategy is expected to improve students' overall understanding of environmental pollution and its impact on life.

Ecology is the study of the relationship between living organisms and their environment, including the interactions that occur within an ecosystem. This study examines the utilization of the “DPR (Di Bawah Pohon Rindang)” area as a form of ecological interaction among students at Universitas Indraprasta PGRI. The research aims to understand how green open spaces on campus support students’ social and ecological interactions. This study employed a qualitative approach through observation, interviews, and documentation involving 10 student informants. The findings show that the “DPR (Di Bawah Pohon Rindang)” area is actively used for academic and non-academic activities such as discussions, studying, resting, and social interaction. The presence of shady trees and a comfortable environment encourages students to interact more actively and creates a conducive learning atmosphere. In addition, the green open space provides ecological benefits by reducing heat exposure and improving air quality around the campus environment. However, several negative impacts were also identified, including littering and noise caused by overcrowded activities. Therefore, collective awareness is needed to maintain the cleanliness, comfort, and sustainability of the area so that it can continue to function optimally as a space for ecological interaction within the campus environment.

This study aims to analyze environmentally based science learning as an effort to enhance ecological awareness among elementary/Islamic elementary school (SD/MI) students through a literature review approach. The method employed is a Systematic Literature Review (SLR) by examining reputable scientific articles published between 2020 and 2026. Data were collected through documentation, with literature selected using purposive sampling based on topic relevance, while data analysis utilized content analysis techniques to identify patterns, characteristics, and key findings across studies. The results indicate that environmentally based science learning is characterized by the integration of scientific concepts with real environmental contexts, the use of contextual approaches, and the application of active learning models such as problem-based learning, project-based learning, and inquiry learning. This approach has been proven to play a significant role in enhancing students’ ecological awareness, including knowledge, attitudes, and environmentally responsible behaviors. However, its implementation still faces several challenges, such as limited facilities, teacher competencies, and suboptimal integration into the curriculum. Additionally, research gaps remain, particularly regarding the lack of studies examining long-term impacts on students’ ecological behavior. Therefore, more innovative learning strategies and more comprehensive future research are needed.

This study aims to analyze the effectiveness of the experimental method in teaching Natural Science at the elementary school level. A quantitative approach with a quasi-experimental design using a pretest-posttest control group was applied. The sample consisted of an experimental group taught using the experimental method and a control group taught using conventional methods. Data were collected through tests, observations, and documentation, and analyzed using t-tests and N-Gain calculations. The results show that the experimental method is more effective in improving students’ activeness, conceptual understanding, and learning outcomes compared to conventional methods. Students actively participated in experiments, discussions, and observations, making learning more meaningful. However, variations in improvement were influenced by students’ initial ability, interest, and participation, as well as supporting factors such as teacher readiness and facility availability. In conclusion, the experimental method is effective for science learning in elementary schools when supported by proper planning and adequate resources.

This research is designed to portray the use of YouTube as an instructional medium, measure student learning outcomes before and after its implementation, and examine how YouTube media impacts the academic performance of fourth-grade students at SDN Socah 1. The study employed a pre-experimental design with a one-group pretest-posttest pattern. A total of 22 fourth-grade students at SDN Socah 1 were designated as research participants through purposive sampling. A written multiple-choice test consisting of 10 items was used as the data collection instrument. Data were analyzed using the normalized N-Gain formula and the Paired Sample T-Test at a significance threshold of α = 0.05. Findings showed a rise in the students' mean score from 40.9 on the pretest to 78.6 on the posttest, producing an average N-Gain of 0.67, which is classified as moderate. The Paired Sample T-Test produced a t-count of 8.751 with a significance value of 0.000 < 0.05, resulting in the rejection of H₀ and confirming that YouTube media exerted a meaningful and constructive effect on students' learning achievement. Therefore, YouTube media is worthy of consideration as an innovative and effective digital technology-based instructional alternative for fostering comprehension and academic performance among elementary school students.

The curriculum is one of the important elements in education which functions as a guide for carrying out learning activities at school. The success of education really depends on the teacher's ability to understand and describe the existing curriculum system. This research aims to reveal the importance of teacher accuracy in describing the curriculum system during the learning process at SDN Sumbertlaseh 2 Sumbertlaseh Village. The method applied in this research is a qualitative descriptive approach with data collection techniques through observation, interviews and documentation. The results of the research show that teachers' accuracy in understanding and explaining the curriculum system can help the learning process take place more efficiently, increase students' understanding of the material being taught, and support the achievement of educational goals more optimally. Therefore, teachers need to improve their understanding of the structure and implementation of the curriculum so that the learning process becomes better.

Problem-solving ability is an essential skill that students need to meet the demands of both academic learning and the workforce in the 21st century. This study aims to analyze the influence of self-efficacy and interpersonal communication on the problem-solving ability of eleventh-grade students at SMKN 31 Jakarta, both partially and simultaneously. A quantitative approach was employed, with data collected through a Likert scale questionnaire. Samples were drawn using a probability sampling technique with a proportional random sampling approach. Data analysis was conducted using Structural Equation Modeling (SEM) based on Partial Least Squares (SmartPLS 4.0). The results indicate that self-efficacy has a positive and significant effect on problem-solving, with a path coefficient of 0.455, a t-statistic of 7.843, and a p-value of 0.000. Similarly, interpersonal communication has a positive and significant effect on problem-solving, with a path coefficient of 0.447, a t-statistic of 7.501, and a p-value of 0.000. Taken together, self-efficacy and interpersonal communication account for the variance in problem-solving with an R-square value of 0.416, indicating that both independent variables explain 41.6% of the variation in problem-solving ability. These findings suggest that self-efficacy and interpersonal communication play a significant role in enhancing students' problem-solving ability.

This study aims to examine in depth the professional competence of mathematics teachers through a literature review approach. The method used in this research is a literature review by analyzing ten relevant scientific articles obtained from various credible national and international sources. The study was conducted to identify the factors influencing the professional competence of mathematics teachers and its implications for the quality of learning and students’ learning outcomes. The findings reveal that mathematics teachers’ professional competence plays a significant role in improving the effectiveness of the learning process, students’ critical thinking skills, and mathematics learning achievement. Factors influencing professional competence include continuous training, academic supervision, teacher certification, teaching experience, intrinsic motivation, and the integration of digital technology in learning activities. In addition, professional competence is closely related to pedagogical competence in supporting students’ mathematical skills. The findings of this study emphasize that the development of mathematics teachers’ professionalism should be carried out systematically, continuously, and adaptively to technological advancements in order to improve the quality of mathematics education in the digital era.

This study aims to analyze the relationship between workload and teacher well-being in a socio-economic context through a literature review approach. Teachers play a crucial role in the success of the education system, but increasing work demands, changes in education policies, and advances in digital learning have increased the complexity of their tasks. Teachers' workload extends beyond the teaching process to include administrative aspects, assessment, student guidance, and other professional responsibilities that can impact their well-being. The methodology used was a literature review, reviewing various academic sources, including journal articles, scientific books, and research reports published between 2021 and 2026. The data were analyzed using content analysis techniques to identify patterns of association between workload and teacher well-being from a social and economic perspective. The study findings indicate that high workload contributes to increased stress, emotional exhaustion, and decreased job satisfaction, particularly when job demands are not supported by adequate resources. Teacher well-being has been shown to be complex, encompassing interrelated economic, psychological, and social factors. Elements such as income, a supportive work environment, and professional recognition are crucial in improving teacher well-being and work motivation. This study emphasizes that managing a proportional workload and improving teacher welfare are strategic steps to support teacher professionalism and the overall quality of education. These findings are expected to serve as a reference for policymakers in formulating strategies to improve teachers' quality of work life.

The digital technology revolution has significantly influenced and transformed the education sector, particularly in how students access information and interact within learning environments. Easy access to various sources of information offers great opportunities for the learning process, but it also presents challenges related to students’ attitudes, ethics, and their ability to use technology wisely. In this context, the teacher’s role becomes increasingly essential not only as a provider of instructional material, but also as a figure who models character development. This study aims to analyze the contribution of teachers’ personality competencies in shaping students’ character in the digital era. A qualitative approach was employed using a literature review method. Various scientific articles relevant to teacher personality competencies and character education served as the primary data sources. The findings were examined through descriptive qualitative analysis to identify concepts, theories, and previous research related to the role of teachers in character building. The results of the review indicate that teacher personality aspects, such as integrity, discipline, responsibility, empathy, and moral exemplarity, significantly contribute to students’ character development. Teachers with positive personality traits can create a supportive learning environment, model appropriate behavior, and guide students in using technology wisely. Therefore, strengthening teachers’ personality competencies is an essential step in supporting the success of character education in the digital era.

In today's digital age, students prefer to switch from conventional learning resources to online media platforms. This convenience presents many problems related to students' lack of information literacy and critical thinking skills. This study aims to describe the behavior and preferences of 10th grade students at SMA Negeri 3 Magelang in using digital media as an academic reference source. The research method used in this study was descriptive quantitative using a Likert scale questionnaire distributed to 35 10th grade students as respondents. The collected data were analyzed using descriptive statistical techniques to identify trends in student behavior. The findings of this study indicate that most students are very active in exploring the internet, using search engines such as Google and watching educational videos on YouTube to find references/references for school assignments. Many students began to show critical awareness by cross-checking the accuracy of information and comparing several digital sources before using them. However, there were still variations in the ability to distinguish credible information and persistence in consistently citing sources in the bibliography.Overall, students feel that digital media greatly supports them in understanding lesson material more quickly, but they still need additional guidance to improve their digital literacy so that the use of technology can continue to support responsible academic achievement.

Mathematics is often perceived as challenging by students due to its abstract nature, leading to low engagement and poor learning outcomes. Differences in student characteristics, such as varying levels of readiness, interests, and learning styles, have not yet been fully accommodated in conventional teaching methods. These conditions underscore the need for a learning approach that can adapt to students’ needs, such as differentiated instruction. This study aims to examine the effectiveness of differentiated instruction in improving students’ mathematics learning outcomes through a literature review. Data were collected using a documentation technique by searching Google Scholar for relevant scientific articles. The analyzed articles were published between 2020-2025, sourced from accredited journals indexed in SINTA, and aligned with the research topic. Based on the selection process, 10 articles were obtained and analyzed descriptively. The results of the study indicate that differentiated instruction is effective in improving mathematics learning outcomes, as evidenced by improved scores, learning mastery, and conceptual understanding, and in increasing student engagement in the learning process.

Speaking is a critical skill in language learning and is essential for effective communication and social interaction. However, students often struggle with speaking due to various factors such as lack of confidence, motivation, and exposure to the language. Mingle games, which involve active interaction and problem solving in a fun context, were introduced as a teaching method to address these challenges. This study investigates the impact of implementing mingle games to enhance the speaking skills of elementary school students in Loei Province, Thailand. A quantitative research approach was employed, with pre tests and post tests administered to a sample of 22 students from Ban Nonkokkha School. The findings indicate that the use of mingle games have positive impact for students' speaking skills, as evidenced by higher post test scores. This study concludes that Mingle Game has a significant impact in developing students' speaking skills. The suggestion from the researcher is to develop and explore more learning media so that students are motivated to speak English more.

This study aims to describe the shift in language variety within the student social media ecosystem and analyze its relevance to strengthening the use of formal Indonesian in higher education. The development of digital communication technology has created new interaction patterns that influence students' lexical choices, syntactic structures, and discourse construction. This study employed a qualitative descriptive method with a sociolinguistic approach. Data were obtained through documentation of students' social media posts over three months, in-depth interviews, and analysis of academic essay texts. The analysis was conducted through data reduction, categorization, interpretation, and verification using source and method triangulation techniques to ensure data validity. The results indicate four dominant forms of language shift: code-mixing, the use of digital abbreviations, non-standard vocabulary, and simplification of sentence structure. These shifts are partially carried over into academic writing and affect grammatical accuracy, sentence effectiveness, and text coherence. However, digital language practices also demonstrate students' linguistic creativity and social identity construction. This study emphasizes the importance of integrating digital literacy and language awareness-based learning into the higher education curriculum to maintain formal Indonesian standards without ignoring sociolinguistic dynamics in the digital space.

In the rapidly developing digital era, the internet has become a primary communication platform for teenagers, resulting in the development of new language variations, particularly slang vocabulary. The background of this study is the rapid changes in language use among teenage internet users, who demonstrate high linguistic creativity, yet the development process remains poorly understood. The purpose of this study is to analyze the forms of new slang vocabulary formation and the factors that drive this linguistic creativity. The research method used is qualitative with a descriptive-analytical approach, where data were collected through observations on social media platforms and interviews with teenage internet users. The research findings indicate that the development of new slang vocabulary occurs through several methods, including word truncation, word combination, the use of interjections, and the adaptation of the meaning of old words. Factors supporting this linguistic creativity include the need for group identity, the desire to express oneself, and easy access to information via the internet. The implications of this study are to provide a better understanding of language development in the digital era, which can be used as a reference for developing language learning materials.

This literature study analyzes mobile device restriction policies in schools within the context of IT-based deep learning. The research examines three main dimensions: (1) device restriction policies from child protection and learning quality perspectives, (2) technology's role in supporting deep learning aligned with numeracy literacy in the Merdeka Curriculum, and (3) policy formulation that accommodates IT-based learning needs. Using qualitative library research methodology with content analysis, this study synthesizes findings from Scopus-indexed international journals and SINTA-indexed national journals (2014-2025). Results indicate that device restriction policies significantly improve academic achievement (a 6.4% increase in test scores) and student well-being, particularly for low-performing and disadvantaged students. However, effectiveness depends on pedagogical quality, digital literacy, and infrastructure support. Technology integration through adaptive platforms, gamification, and digital tools effectively supports deep learning and numeracy literacy development. This study recommends balanced policies combining structured restrictions during learning hours with strategic technology integration guided by the TPACK framework, supported by comprehensive digital literacy programs and adequate infrastructure