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This study aims to examine the role of community participation in supporting cleanliness programs to create a clean and healthy residential environment in Baru Village, Pasar Rebo District, East Jakarta. This research employed a descriptive qualitative method. Data were collected through observation, interviews, and documentation involving local residents and the neighborhood head (RT). The collected data were analyzed descriptively to identify the forms of community participation and the factors influencing it. The findings indicate that community participation plays an important role in supporting the success of environmental cleanliness programs. Such participation is reflected in regular community service activities, drainage cleaning, household waste management, proper waste disposal, environmental greening, and maintaining the cleanliness of homes and surrounding areas. Factors influencing community participation include residents’ awareness, support from neighborhood heads and community leaders, cooperation among residents, the availability of sanitation facilities, and the regular implementation of cleanliness activities. Community participation also provides positive impacts, including a cleaner and healthier environment, reduced risk of water stagnation, improved environmental comfort, and stronger social relationships among residents. Therefore, community participation needs to be continuously enhanced to ensure the sustainability of cleanliness programs and the ongoing realization of a clean and healthy residential environment.

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.

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 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.

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.

Classroom Action Research (CAR) is a widely used approach to improve teaching practices through iterative cycles of planning, action, observation, and reflection. Despite its popularity, many studies report methodological weaknesses, particularly in ensuring coherence between research problem formulation, objectives, and success indicators. This study aims to examine the alignment among these three key components in CAR studies using a Systematic Literature Review (SLR) approach. Data were collected from peer-reviewed articles indexed in Scopus, ScienceDirect, Taylor & Francis Online, ERIC, and Google Scholar, published between 2015 and 2025. The study selection followed PRISMA 2020 guidelines, including identification, screening, eligibility assessment, and final inclusion of relevant studies. A qualitative thematic synthesis was applied to analyze patterns in the relationship between problem formulation, research objectives, and success indicators. The findings show that CAR problem formulations are generally contextual and based on classroom issues, while research objectives function as operational translations of these problems. Success indicators are used as measurable criteria to evaluate the effectiveness of interventions. However, inconsistencies are still found in several studies, such as misalignment between objectives and problems or poorly defined success indicators. Overall, the study emphasizes the importance of conceptual coherence to improve the quality and credibility of CAR research designs.

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.

This study aims to analyze the actualization of administrative service quality in managing school administration at MTs Darussalam Parigi Baru, Pondok Aren District, South Tangerang City, including service implementation, challenges encountered, and improvement efforts. This research employed a qualitative approach using a case study method through observation, interviews, and documentation involving the head of administration, administrative staff, teachers, and students. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that administrative services have been implemented reasonably well through the application of excellent service principles, including reliability, responsiveness, responsibility, and effective communication in correspondence and student administration services. However, several challenges remain, such as limited human resources, partially manual filing systems, inadequate administrative facilities, and the absence of well-established standard operating procedures (SOPs). Improvement efforts have been carried out through strengthening work coordination, enhancing staff discipline, and developing a more structured administrative system. This study concludes that the quality of administrative services plays a strategic role in supporting administrative effectiveness and improving the quality of educational services in madrasahs.

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 determine the effect of digital literacy and peer conformity on the critical thinking of grade X students at SMKN 31 Jakarta. The study used a quantitative method with a survey approach. The study population was 217 students, while the research sample was 141 respondents obtained using the Slovin formula. The data collection technique was carried out by distributing questionnaires using a Likert scale. Data were analyzed using the Structural Equation Modeling-Partial Least Square (SEM-PLS) method with the help of the SmartPLS application. The results showed that digital literacy had a positive and significant effect on students' critical thinking. This was evidenced by the path coefficient value of 0.436, the T-statistic value of 6.988, and the P-value of 0.000. Peer conformity also had a positive and significant effect on students' critical thinking with a path coefficient value of 0.447, the T-statistic value of 7.290, and the P-value of 0.000. Furthermore, the R-square test results obtained a value of 0.445, indicating that digital literacy and peer conformity variables were able to explain 44.5% of the critical thinking variable, while the remaining 55.5% was influenced by other factors outside the study. Based on these results, it can be concluded that digital literacy and peer conformity have a positive and significant influence on the critical thinking of 10th-grade students at SMKN 31 Jakarta.

Population growth is an important indicator in regional development planning because it influences the provision of public services, infrastructure development, and policy formulation. Accurate population estimation is therefore essential to support data-driven decision-making by local governments. This study aims to estimate the population growth rate of Serdang Bedagai Regency by applying data mining techniques using the Multiple Linear Regression method. The data used were obtained from the Central Statistics Agency (BPS) of Serdang Bedagai Regency for the period 2019–2023 and include the number of male and female residents. The research process involved several stages, including data collection, data preprocessing, model development, and statistical analysis. Based on the analysis, a regression model was obtained with the equation Y = 0 + 1.5558X1 + 0.4367X2, where Y represents the total population, X1 represents the number of male residents, and X2 represents the number of female residents. The results indicate an estimated population of 683,056 people in 2024, showing an increase compared to the previous year. These findings suggest that the Multiple Linear Regression method can provide reliable population estimates and serve as a useful reference for supporting evidence-based regional development planning and population management strategies in Serdang Bedagai Regency.

This study aims to determine the effect of Field Work Practice (PKL) and Career Planning on the Job Readiness of grade XII students at SMKN 31 Jakarta. The research employed a quantitative method with a survey approach. The population consisted of all grade XII students of SMKN 31 Jakarta, and a saturated sampling technique was applied so that the entire population became the research sample. Data were collected through questionnaires using a Likert scale and analyzed using validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination with the assistance of IBM SPSS. The results indicate that Field Work Practice has a positive and significant effect on Job Readiness, with a t-value of 9.967 and a significance value of 0.000 (<0.05). Career Planning also has a positive and significant effect on Job Readiness, with a t-value of 8.318 and a significance value of 0.000 (<0.05). Simultaneously, Field Work Practice and Career Planning significantly influence Job Readiness, as indicated by an F-value of 88.543 and a significance value of 0.000 (<0.05). The regression equation obtained was Y = -1.782 + 0.638X₁ + 0.450X₂. The coefficient of determination (R²) of 0.571 shows that both variables contribute 57.1% to Job Readiness, while 42.9% is influenced by other factors. The findings suggest that better implementation of PKL and more mature Career Planning are associated with higher levels of student Job Readiness.  

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.

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 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.

With the advancement of technology, artificial intelligence tools have begun to emerge in the field of education, such as ChatGPT, which is now used by some teachers at Pondok Modern Darussalam Gontor to compare translations of Indonesian texts into Arabic. Although there are recognized reference books for correcting translations, there are discrepancies between machine translations, including errors in terminology selection and contradictions with the educational context. This raises questions about the accuracy of ChatGPT’s translations, making this study necessary to analyze and evaluate terminological errors. This study aims to analyze the translation errors made by ChatGPT when translating Indonesian articles into Arabic. This study also seeks to evaluate the quality of these translations based on the classification of terminological errors and Ali Al-Qasimi’s theory regarding the evaluation of terminology in terms of acceptance and rejection. This study employs a qualitative approach using content analysis, in which ChatGPT’s translations are compared with those in reference books, with reference to specialized Arabic dictionaries. Subsequently, the data was analyzed to identify error patterns and their acceptance levels within an educational context. The results indicate that translation errors can be classified into four main patterns: phonetic transfer, conceptual errors, semantic shifts, and inaccurate synonyms.

In everyday life, communication is not merely used to convey information, but also conveys specific intentions or actions that are realized through spoken utterances. In the study of pragmatics, these actions are known as speech acts, which can be performed through direct or indirect speech act strategies. These two strategies have different meanings and are understood based on the conversational context. The Indonesian version of the film “Miracle in Cell No. 7” was chosen as the subject of this study because it features various interactions among characters set against diverse emotional, social, and legal contexts, thereby allowing for the emergence of various speech act strategies. This study aims to describe the forms of direct and indirect speech act strategies and to explain the meanings contained in the characters’ utterances in the film “Miracle in Cell No. 7.” This study employs a qualitative descriptive method with data collection techniques conducted through observation and note-taking. The results indicate that direct speech act strategies are used to clearly convey intentions, such as commands and prohibitions, while indirect speech act strategies are used to convey intentions implicitly, such as empathy, polite requests, and expressions of regret.