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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.

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.

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.

Critical reading is one of the important language skills that students need to acquire. Based on observational results, the critical reading skills of eleventh-grade students at SMA Muhammadiyah 1 Semarang have not yet reached an optimal level. Therefore, this study aims to examine the effectiveness of teaching critical reading of news texts using the OK5R and SQ3R methods assisted by the Wordwall website for eleventh-grade students. This study employed an experimental method with a quasi-experimental design, specifically a nonequivalent control group design. The research instruments consisted of test and non-test instruments. The test instrument was a written test, while the non-test instruments included observation sheets and interview guidelines. Data analysis was conducted through prerequisite analysis tests (normality and homogeneity tests), instrument validity testing, and hypothesis testing using paired sample t-tests, independent sample t-tests, and n-gain score analysis with the assistance of SPSS version 25. The results showed that the n-gain score of the experimental class I using the OK5R method was 0.3465, while the experimental class II using the SQ3R method obtained an n-gain score of 0.0660. Based on these findings, teaching critical reading of news texts using the OK5R method assisted by the Wordwall website was more effective than the SQ3R method. It can be concluded that the OK5R method assisted by the Wordwall website is effective for teaching critical reading of news texts to eleventh-grade students, whereas the SQ3R method assisted by the Wordwall website is less effective.

Critical thinking skills are considered a fundamental skill essential for facing the challenges and complex issues of the 21st century. One teaching strategy considered effective in fostering these skills is the Problem-Based Learning (PBL) method. This study aims to describe the application of PBL in the teaching and learning process and its impact on strengthening students' critical thinking skills. The approach used in this research is classroom action research (CAR) with descriptive qualitative methods. The study results revealed that the use of PBL can improve students' critical thinking skills, particularly in the aspects of interpretation, analysis, and assessment. In addition, the implementation of PBL also has a positive impact on increasing student activeness, collaboration skills, and independence in the learning process. Obstacles encountered during the learning process can be minimized through the application of appropriate strategies, such as providing scaffolding and optimizing the use of digital-based learning resources. These findings make an important contribution to the development of more effective teaching methods in improving the quality of students' critical thinking in schools, as well as offering practical solutions for teachers to increase student engagement in problem-based learning.

This study aims to analyze the perception of prospective teachers toward authoritarian teaching styles in elementary schools, focusing on two potential impacts: the formation of discipline and the emergence of fear in students. The research employs a descriptive qualitative approach using in-depth interviews with prospective elementary school teachers to explore their perceptions of the effectiveness and risks of authoritarian teaching styles in classroom management. Data were collected through direct interviews with 12 prospective teachers who shared their experiences, observations, and reflections on how this approach may influence student behavior and the learning environment. The findings reveal that prospective teachers view authoritarian teaching styles as effective in fostering discipline, order, and obedience among students. However, they also express concerns about the potential negative effects, such as fear, reduced student comfort, and limited participation in class activities. These perceptions highlight the need to balance discipline and psychological safety in elementary education, ensuring that teaching methods support both academic structure and emotional well-being.

Reading and numeracy skills are the main foundations for the learning process, cognitive development, and student success in everyday life. However, in Indonesia, these two basic skills remain a serious challenge, particularly at the elementary school level. Based on the results of the 2023 National Assessment, 61.53% of students have not achieved minimum competency in reading literacy, and 46.67% have not met basic standards in numeracy. This condition reflects a significant gap between curriculum targets and actual achievements in the field. This low achievement is influenced by various factors, including uneven teacher quality and competence, limited educational infrastructure such as inadequate libraries, limited internet access, especially in remote areas, and disparities in literacy development between regions. This study uses a descriptive qualitative approach with a literature review method and analysis of empirical data from various sources, including government reports, national survey results, and previous research, to identify the root causes and formulate improvement strategies. The study results indicate that strengthening the foundations of basic education must be done through improving teacher competency, ongoing training, and updating teaching methods to be more contextual. The use of educational technology and digital media can be an innovative solution to expand access to quality learning, especially in areas with limited facilities. Furthermore, revitalizing school and community libraries, as well as strengthening community-based literacy programs, is considered capable of fostering a culture of reading and numeracy from an early age. With a comprehensive approach, collaboration between the government, schools, communities, and the private sector can create an inclusive, responsive, and sustainable education ecosystem. This joint effort is expected to reduce the literacy and numeracy achievement gap, while preparing a young generation that is capable, critical, and adaptive to future challenges.

Instilling the value of honesty in muamalah (social and economic interactions) is an essential component of Islamic character education, particularly in shaping students' moral foundation. This study critically examines the teaching materials used in the subject of Qur’an and Hadith for Grade IX students at MTs Hidayatul Falah, focusing on the theme “Honest Behavior in Muamalah.” The research employed a qualitative approach with a descriptive analysis method. Data were obtained through the examination of teaching documents, classroom observations, and interviews with educators. The findings reveal that the materials used address three key learning domains: cognitive (knowledge-based), affective (attitudinal), and psychomotor (behavioral). However, the content tends to overemphasize the cognitive domain, often presenting honesty and the importance of keeping promises merely as theoretical constructs without sufficient contextualization. While the materials are based on authentic Qur’anic verses and hadiths, they fall short in connecting those teachings to real-life scenarios that are relatable to students’ daily experiences, particularly in the context of modern adolescent challenges such as academic integrity, social media behavior, and financial transactions. Additionally, the dominant instructional method is still conventional, with limited use of interactive and student-centered strategies. As a result, students are less likely to internalize and practice these moral values meaningfully. The study underscores the need to develop more dynamic and contextualized teaching resources that incorporate active learning techniques, such as case studies, role-playing, and reflective discussions. These methods can enhance student engagement, critical thinking, and self-reflection, thereby fostering a deeper understanding and genuine application of honesty in everyday muamalah. Strengthening the relevance and delivery of religious character education is vital for preparing students to become ethically responsible individuals in both personal and social contexts.

Low student achievement in mathematics is often attributed to unengaging and less interactive teaching methods. The Teams Games Tournament (TGT) learning model, when integrated with Quizizz, offers a cooperative and gamified learning environment that can enhance student motivation and academic performance. This study investigates the effectiveness of the TGT model supported by Quizizz in improving students' learning outcomes in the topic of social arithmetic. Employing a quantitative approach with a One-Group Pretest-Posttest design, the study involved 24 seventh-grade students from MTs Al-Ma’arif Wuluhan. Data were collected through pretest and posttest assessments and analyzed using descriptive statistics, normality testing with the Shapiro-Wilk test, and a paired sample t-test. The results revealed a significant improvement in students' average scores from 47.92 to 82.71, with a p-value < 0.001, indicating a statistically significant effect of the implemented learning model. These findings support the use of TGT with Quizizz as an effective and engaging alternative for mathematics instruction.

This study aims to analyze the impact of Distance Learning (PJJ) on the learning outcomes of elementary school students during the COVID-19 pandemic. In its implementation, PJJ presents various challenges, including decreased learning outcomes (learning loss), lack of student involvement, low concentration, and limited learning facilities. Inhibiting factors such as access to technology, minimal parental guidance, and lack of motivation for independent learning also worsen the condition. However, various strategies have been implemented by teachers and parents to overcome these obstacles, ranging from variations in learning methods, strengthening communication, to creating a conducive learning environment. The results of the analysis show that collaboration between teachers and parents is very important in maintaining the quality of learning. This study also found a significant difference between learning outcomes before and during PJJ, where face-to-face learning tends to provide better results. This study recommends the need to strengthen educational infrastructure and increase the digital capacity of all elements of education as an effort to face similar challenges in the future.  

This study aims to examine the application of interactive multimedia in improving students' understanding of the concept of science and natural sciences on living things in grade III of elementary school. The method used is a literature study by analyzing various scientific journals, articles, and related documents. Data analysis was carried out using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that interactive multimedia makes a significant contribution in helping students understand abstract living things. This media presents information visually and verbally through images, sound, video, and animation, thereby increasing student involvement both cognitively and emotionally. The use of interactive multimedia also encourages active and scientific learning approaches such as observing, asking, and trying, which are in accordance with the cognitive development stage of elementary school students. Various studies have shown that the use of interactive multimedia improves learning outcomes by up to 25% compared to conventional methods. The main obstacle in its implementation is the limited facilities and ability of teachers to operate technology, but this can be overcome with training and support from various parties. In conclusion, interactive multimedia is effective as a learning aid to strengthen the understanding of science and natural sciences concepts, and is very relevant to the demands of 21st century learning which requires innovation, collaboration, and optimal use of technology in the classroom.

This research is motivated by the low interest and skills of class X students of SMKS PAB 5 Klambir Lima which is caused by less interesting teaching methods and minimal innovation of learning media utilized during teaching and learning activities in the classroom. This study aims to develop comic learning media on negotiation text material for class X students. The research methodology uses research and development with the ADDIE model consisting of five stages, namely analysis, design, development, implementation, and evaluation. The population in the study were class X students of SMKS PAB 5 Klambir Lima with a sample size of 28 students. Data collection was carried out through observation, interviews, questionnaires, and documentation, then analyzed using a Likert scale, mean, and the N-Gain formula to obtain valid and accurate results. The results of the study indicate that the comics developed were declared very feasible by media experts 96%, language experts 96%, and material experts 92%. The level of practicality of the comics also obtained very practical results with teacher responses of 4.7 and students 3.30. In addition, the results of the effectiveness of comics show an increase in students' writing skills, with an average N-Gain of 81.35% in the effective category. This study shows that comics can be an alternative teaching material that supports the learning process and learning outcomes experience significant development.

This study aims to determine the influence of peer interaction on the language development of early childhood children in Simpang Gambir Village, Lingga Bayu District. Early childhood is a golden period for language development, which is strongly influenced by the social environment. One of the key components of this environment is peer presence, which plays an essential role in play, communication, and learning. This research uses a quantitative approach with survey and observational methods involving children aged 4–6 years. Data were collected through observation of children's language behaviors during play with peers, as well as interviews with teachers and parents. The results show that children who frequently interact with peers demonstrate more advanced language abilities compared to those who rarely engage in peer interaction. Frequent and quality interactions have been shown to improve speaking skills, expand vocabulary, and enhance sentence structure used by the children. Therefore, it can be concluded that peer interaction has a significant positive effect on early childhood language development.

Number sense is a person's perspective on a number and its calculations. A person with a good sense of numbers can use various methods and strategies to solve complex problems. This research is motivated by the lack of number sense, this is because the methods used in the learning process still use traditional mathematics teaching. This research is an ex post facto research where data is reviewed with a qualitative approach and presented descriptively. The results of the study show that the level of number sense in elementary school students is able to understand the basic meaning of numbers and operations, use the right benchmarks, assess the fairness of the results, but have not been able to realize the relative and absolute magnitude of a number.

The problem of this study is the lack of students' critical thinking skills in mathematics learning. The purpose of this text is to describe critical thinking in mathematics. The methodology used in the research of this article is qualitative. One of the methods used is qualitative using data collection techniques in the form of diagnostic tests. From several sources obtained, the most relevant data related to this article are presented. The ability to think critically has been proven to have a very important role in learning the material rounding numbers. Students who have good critical thinking skills are not only able to apply rounding rules mechanically, but also understand basic concepts and can apply them in various problem contexts. This study recommends the importance of integrating learning strategies that can develop students' critical thinking skills in mathematics learning, especially through problem-based learning approaches and contextual learning.

Learning Social Sciences (IPS) in Indonesia is still dominated by conventional methods based on memorization, so students often have difficulty connecting material with real life. Various studies have proposed learning innovations, but their implementation is still limited and poorly evaluated in the context of Merdeka Belajar. This research focuses on the implementation of social studies learning innovations at SDS Islam Ulul Albab which combines the role play method, the Teams Games Tournament (TGT) type cooperative learning model, and the use of audiovisual technology through Smart TV. The purpose of this study is to analyze the effectiveness of innovative methods in improving students' conceptual understanding without having to memorize. Using a qualitative approach with a field research method, data was collected through observation, interviews, and document analysis. The results showed that the role-playing method helped students understand social studies material through hands-on experience, while the TGT model increased students' participation and learning motivation through fun academic competition. In addition, the use of audiovisuals provides a more interesting learning experience and makes it easier for students to understand abstract social studies concepts. In conclusion, this learning innovation is effective in improving students' understanding conceptually, aligns with the principles of Merdeka Belajar, and has the potential to become a learning model that can be used to improve students' understanding of social studies.    

This research aims to investigate the obstacles faced by students in understanding vector field material in the Vector Calculus course. The basis of this study is the low understanding of students regarding abstract concepts in vector calculus, particularly related to vector fields, the del operator, gradients, and directional derivatives. The method applied in this research is qualitative, utilizing questionnaires distributed to three students from the fourth semester. The research findings indicate that students encounter major challenges in visualizing vector fields in three-dimensional space, understanding the differentiation process related to gradients, and associating directional derivatives with gradients. Several factors contributing to these difficulties include a lack of variation in practice problems and a minimal understanding of basic mathematical concepts. The results of this study highlight the need for a learning approach that focuses more on strengthening concepts, the use of visual media, as well as its application in real contexts so that students can build a deeper understanding of vector field material. The results of this study are expected to provide input for the development of more effective and beneficial vector calculus teaching methods.

Education plays an important role in improving the quality of human resources, where teachers serve as the key to the success of the teaching and learning process. Prospective teachers need to possess adequate knowledge and skills to carry out teaching responsibilities effectively. The Teaching Practice Program (PLK) - Teaching Assistance is a course designed to help students of the education program at Universitas Negeri Padang develop teaching skills before entering the professional education field. However, based on preliminary observations at SMK Negeri 5 Padang, it was found that PLK-Teaching Assistance students still lacked certain teaching skills, such as mastery of subject matter, use of media and teaching methods, and classroom management. This study aims to determine students' perceptions of the teaching skills of PLK-Teaching Assistance students at SMK Negeri 5 Padang. The results are intended as feedback and improvement to enhance the teaching skills of these students. The research used a quantitative approach. The population consisted of Grade X and XI students of the Mechanical Engineering program, with a total sample of 126 students. The results showed that students' perception of the teaching skills of PLK-Teaching Assistance students in the Mechanical Engineering Education program at SMK Negeri 5 Padang was categorized as good, with a percentage of 67%. This included: 1) questioning skills (56%), 2) reinforcement skills (56%), 3) explanation skills (56%), 4) teaching variation skills (51%), 5) opening and closing learning skills (55%), 6) small group and individual teaching skills (56%)—all categorized as good; and 7) classroom management skills (41%), and 8) small group discussion guidance skills (42%)—both categorized as less satisfactory. Therefore, overall, students' perception of the teaching skills of Universitas Negeri Padang's PLK-Teaching Assistance students in the Mechanical Engineering Education program at SMK Negeri 5 Padang was considered good.

Learning assessment at the primary school and madrasah level plays an important role in supporting a holistic education process. This study aims to explore teachers' understanding of formative and authentic assessments and the challenges they face in implementing them. Data shows that around 60% of teachers still rely on written test-based summative assessments, which tend to measure limited cognitive abilities and can cause stress in students. Using a qualitative approach with a case study method, this research involved interviews with teachers and analysis of learning documents. Results show that teachers' understanding of formative and authentic assessments greatly affects the effectiveness of their implementation. Teachers who understand the importance of formative assessment are better able to provide constructive feedback, while an understanding of authentic assessment allows them to design tasks that are relevant to the real context. Challenges such as limited training and the habit of using traditional methods are still obstacles. This study recommends the need for continuous training for teachers to improve their understanding and skills in designing more diverse and effective assessments. Thus, it is expected that assessments can create more engaging learning experiences and support students' holistic development.

Mastery of science and technology is a must in facing the era of globalization. This requires various parties to be able to develop capabilities related to the development of capabilities in the field of technology. In the field of education, one of the educational breakthroughs in Indonesia that seeks to develop humans who can create a science and technology-based economy is STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning. This study aims to describe STEAM as an alternative to learning mathematics in SD in the 21st century. This study uses a literature review method. The library study method is a critical study of the discussion of a topic that has been written by researchers or scientists in various sources in the form of books, journals, ebooks, or other scientific articles. The results of this study indicate that it is very important to use learning methods and media in the world of education to support teaching and learning activities, especially at the SD level. STEAM is one of the methods that can be used in learning but it is undeniable that this method cannot be applied in all school circles. Schools that have been able to use this method are those that are well-coordinated. Therefore, we really hope that this STEAM method can be implemented in all school circles which also indicates that our education is developing to be better every day.