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This paper examines the implementation of translanguaging pedagogies within digital learning environments and their effectiveness in developing multilingual competence among Generation Z learners. Through a mixed-methods study involving 186 students and 14 educators across six higher education institutions, this research investigates how strategic integration of translanguaging practices in digital spaces supports linguistic flexibility, metalinguistic awareness, and cross-cultural competence. Findings reveal that digitally-mediated translanguaging approaches resulted in significant improvements in learners' willingness to communicate across languages (p<.01), metalinguistic awareness (p<.001), and cross-cultural communication efficacy (p<.01) compared to monolingual instructional approaches. The research further identifies five key digital translanguaging strategies that effectively leverage Generation Z's technological aptitude and multimodal literacy. This study contributes to the growing field of multilingual digital pedagogy by demonstrating how translanguaging can be systematically integrated into digital learning environments to foster linguistic repertoire expansion that aligns with the communicative needs of increasingly globalized contexts. The pedagogical framework presented offers practical guidance for educators seeking to implement translanguaging approaches in various digital learning modalities while accommodating Generation Z's learning preferences and multilingual development.

This paper examines the implementation of translanguaging pedagogies within digital learning environments and their effectiveness in developing multilingual competence among Generation Z learners. Through a mixed-methods study involving 186 students and 14 educators across six higher education institutions, this research investigates how strategic integration of translanguaging practices in digital spaces supports linguistic flexibility, metalinguistic awareness, and cross-cultural competence. Findings reveal that digitally-mediated translanguaging approaches resulted in significant improvements in learners' willingness to communicate across languages (p<.01), metalinguistic awareness (p<.001), and cross-cultural communication efficacy (p<.01) compared to monolingual instructional approaches. The research further identifies five key digital translanguaging strategies that effectively leverage Generation Z's technological aptitude and multimodal literacy. This study contributes to the growing field of multilingual digital pedagogy by demonstrating how translanguaging can be systematically integrated into digital learning environments to foster linguistic repertoire expansion that aligns with the communicative needs of increasingly globalized contexts. The pedagogical framework presented offers practical guidance for educators seeking to implement translanguaging approaches in various digital learning modalities while accommodating Generation Z's learning preferences and multilingual development.

Attendance management is an essential component in educational institutions, companies, and organizations to monitor the presence and punctuality of participants. Traditional attendance systems, such as manual signatures or identification cards, are prone to various issues including human error, time inefficiency, and identity fraud. To address these challenges, this study aims to develop a smart attendance system using facial recognition technology based on Python and the OpenCV library. The system is designed to automatically detect and recognize faces in real time using a webcam or camera module. It employs computer vision techniques to capture facial images, extract unique features, and match them against a stored database of registered participants. Once the face is verified, the system records the attendance along with a timestamp, ensuring data accuracy and security. The development process involved several stages, including image acquisition, preprocessing, feature extraction, and classification. OpenCV was utilized for image processing tasks, while Python provided the programming framework to integrate all components. To enhance recognition accuracy, the system applied techniques such as histogram equalization for lighting normalization and Haar Cascade classifiers for initial face detection. An experimental evaluation was conducted under various conditions, including different lighting environments and facial orientations. The results demonstrated that the system achieved an accuracy rate of 96% under normal lighting conditions, with only a small decrease in performance under dim or uneven lighting. These findings indicate that the system is reliable for practical applications, especially in controlled environments. Conclusion: The Python-based facial recognition attendance system offers a more efficient, secure, and accurate alternative to conventional attendance methods. Future improvements may include the integration of deep learning models to enhance recognition robustness in diverse real-world scenarios.

Attendance management is an essential component in educational institutions, companies, and organizations to monitor the presence and punctuality of participants. Traditional attendance systems, such as manual signatures or identification cards, are prone to various issues including human error, time inefficiency, and identity fraud. To address these challenges, this study aims to develop a smart attendance system using facial recognition technology based on Python and the OpenCV library. The system is designed to automatically detect and recognize faces in real time using a webcam or camera module. It employs computer vision techniques to capture facial images, extract unique features, and match them against a stored database of registered participants. Once the face is verified, the system records the attendance along with a timestamp, ensuring data accuracy and security. The development process involved several stages, including image acquisition, preprocessing, feature extraction, and classification. OpenCV was utilized for image processing tasks, while Python provided the programming framework to integrate all components. To enhance recognition accuracy, the system applied techniques such as histogram equalization for lighting normalization and Haar Cascade classifiers for initial face detection. An experimental evaluation was conducted under various conditions, including different lighting environments and facial orientations. The results demonstrated that the system achieved an accuracy rate of 96% under normal lighting conditions, with only a small decrease in performance under dim or uneven lighting. These findings indicate that the system is reliable for practical applications, especially in controlled environments. Conclusion: The Python-based facial recognition attendance system offers a more efficient, secure, and accurate alternative to conventional attendance methods. Future improvements may include the integration of deep learning models to enhance recognition robustness in diverse real-world scenarios.

The development of critical thinking skills is essential for preparing future generations to effectively navigate the challenges posed by rapid technological and scientific advancements. This study examines the effectiveness of STEM-based learning (Science, Technology, Engineering, and Mathematics) in enhancing critical thinking skills among elementary school students in Indonesia. Using a quasi-experimental method with a pre-test and post-test control group design, this research involved 120 students from three elementary schools in East Java. The experimental group was taught using an integrated STEM approach, while the control group continued with a traditional curriculum. The primary objective was to assess how STEM-based learning impacts students' critical thinking, particularly in areas such as problem-solving, reasoning, and analysis. The results revealed a significant improvement in the critical thinking abilities of students in the STEM group compared to the control group. Students in the experimental group demonstrated enhanced skills in problem-solving and reasoning, with notable improvements in their ability to analyze and evaluate information. Additionally, the STEM group exhibited higher levels of engagement, curiosity, and motivation in their learning, along with a greater ability to apply interdisciplinary knowledge to real-life contexts. These findings suggest that STEM-based learning can play a crucial role in developing critical thinking and other essential skills required in the 21st century. This research underscores the potential benefits of incorporating STEM education into elementary school curricula to foster critical thinking and prepare students for future challenges. The study recommends that policymakers and educators focus on providing the necessary training, resources, and support to effectively implement STEM-based learning in primary education. By doing so, we can ensure that students develop the skills needed to succeed in a rapidly evolving world.  

The development of critical thinking skills is essential for preparing future generations to effectively navigate the challenges posed by rapid technological and scientific advancements. This study examines the effectiveness of STEM-based learning (Science, Technology, Engineering, and Mathematics) in enhancing critical thinking skills among elementary school students in Indonesia. Using a quasi-experimental method with a pre-test and post-test control group design, this research involved 120 students from three elementary schools in East Java. The experimental group was taught using an integrated STEM approach, while the control group continued with a traditional curriculum. The primary objective was to assess how STEM-based learning impacts students' critical thinking, particularly in areas such as problem-solving, reasoning, and analysis. The results revealed a significant improvement in the critical thinking abilities of students in the STEM group compared to the control group. Students in the experimental group demonstrated enhanced skills in problem-solving and reasoning, with notable improvements in their ability to analyze and evaluate information. Additionally, the STEM group exhibited higher levels of engagement, curiosity, and motivation in their learning, along with a greater ability to apply interdisciplinary knowledge to real-life contexts. These findings suggest that STEM-based learning can play a crucial role in developing critical thinking and other essential skills required in the 21st century. This research underscores the potential benefits of incorporating STEM education into elementary school curricula to foster critical thinking and prepare students for future challenges. The study recommends that policymakers and educators focus on providing the necessary training, resources, and support to effectively implement STEM-based learning in primary education. By doing so, we can ensure that students develop the skills needed to succeed in a rapidly evolving world.  

The accuracy of language in news texts is critical because appropriate language makes it easier for readers to understand. The quality of correct and appropriate language is essential in conveying information that is clear, accurate, and easy for readers to understand. Language errors in news texts can interfere with understanding and affect readers' minds. Therefore, correcting language errors in news texts, especially for junior high school students, is essential as part of the learning process. This research aims to provide a deeper understanding of language errors in the news texts studied, using data collection methods, listening and note-taking techniques, and analysis using the agih method. The research used a qualitative descriptive design approach to analyze errors in language use in news texts in the April 2023 Edition of Derap Guru Magazine, which included errors in conjunctions, punctuation, spelling, standard words, capital letters, abbreviated words, and ineffective sentences. Students can improve their language skills by analyzing language usage errors in news texts as teaching materials while deepening their understanding of news texts and effective language use.

The accuracy of language in news texts is critical because appropriate language makes it easier for readers to understand. The quality of correct and appropriate language is essential in conveying information that is clear, accurate, and easy for readers to understand. Language errors in news texts can interfere with understanding and affect readers' minds. Therefore, correcting language errors in news texts, especially for junior high school students, is essential as part of the learning process. This research aims to provide a deeper understanding of language errors in the news texts studied, using data collection methods, listening and note-taking techniques, and analysis using the agih method. The research used a qualitative descriptive design approach to analyze errors in language use in news texts in the April 2023 Edition of Derap Guru Magazine, which included errors in conjunctions, punctuation, spelling, standard words, capital letters, abbreviated words, and ineffective sentences. Students can improve their language skills by analyzing language usage errors in news texts as teaching materials while deepening their understanding of news texts and effective language use.

Islamic Cultural History lessons at MI PSM Gedoro often face challenges in increasing student engagement due to being perceived as boring. To address this issue, this study applies the "Group Investigation" (GI) learning model, which aims to encourage teamwork, concentration, peer communication, and cognitive development. In the GI model, students work together to complete learning tasks, such as drawing conclusions or communicating their findings. Through GI, students are given the opportunity to actively seek information, discuss, and collaborate with their group members. The selection of the "Group Investigation" learning model for Islamic Cultural History aims to capture students' attention while working on practice questions, train them to think critically, increase their agility, review previously learned material, understand the content more deeply, and build good cooperation among peers. Classroom Action Research (CAR) is used as the research methodology. Results from the first cycle showed that 86.95% of students scored above 75, which increased to 95.65% in the second cycle. This indicates that the "Group Investigation" learning model effectively improves student engagement and learning outcomes.

Islamic Cultural History lessons at MI PSM Gedoro often face challenges in increasing student engagement due to being perceived as boring. To address this issue, this study applies the "Group Investigation" (GI) learning model, which aims to encourage teamwork, concentration, peer communication, and cognitive development. In the GI model, students work together to complete learning tasks, such as drawing conclusions or communicating their findings. Through GI, students are given the opportunity to actively seek information, discuss, and collaborate with their group members. The selection of the "Group Investigation" learning model for Islamic Cultural History aims to capture students' attention while working on practice questions, train them to think critically, increase their agility, review previously learned material, understand the content more deeply, and build good cooperation among peers. Classroom Action Research (CAR) is used as the research methodology. Results from the first cycle showed that 86.95% of students scored above 75, which increased to 95.65% in the second cycle. This indicates that the "Group Investigation" learning model effectively improves student engagement and learning outcomes.

The infusion of technology in teaching and learning has opened up new ways to engage and educate and stimulated discussions over its role in perpetuating social divides while creating uneven distributions of power. In doing so, this study provides a theoretical lens on the potential ways in which ChatGPT and critical digital pedagogy intersect around technology affordances to support community-engaged, critically oriented teaching practice. Grounded in critical pedagogy and a theoretical framework informed by the basic tenets of ChatGPT, this research seeks to explore how it addresses issues that underpin critically oriented digital teaching practices rooted in dialogue & empowerment, and social justice. This scholarly contribution addresses an existing gap in the literature by exploring the interplay between ChatGPT and critical digital pedagogy, providing discerning contemplations on how technology can stimulate more engaged, vital, and socially equitable educational modalities. Drawing on previous research and methodologies, the present study unpacks associations between ChatGPT and critical digital pedagogy. Key findings from this exploration show ChatGPT as an essential benefit of reflection practices for empowerment and justice in the digital learning area. The implications of these findings are substantial for educators, researchers and policymakers wishing to foster more equitable educational practices in the digital age.

The infusion of technology in teaching and learning has opened up new ways to engage and educate and stimulated discussions over its role in perpetuating social divides while creating uneven distributions of power. In doing so, this study provides a theoretical lens on the potential ways in which ChatGPT and critical digital pedagogy intersect around technology affordances to support community-engaged, critically oriented teaching practice. Grounded in critical pedagogy and a theoretical framework informed by the basic tenets of ChatGPT, this research seeks to explore how it addresses issues that underpin critically oriented digital teaching practices rooted in dialogue & empowerment, and social justice. This scholarly contribution addresses an existing gap in the literature by exploring the interplay between ChatGPT and critical digital pedagogy, providing discerning contemplations on how technology can stimulate more engaged, vital, and socially equitable educational modalities. Drawing on previous research and methodologies, the present study unpacks associations between ChatGPT and critical digital pedagogy. Key findings from this exploration show ChatGPT as an essential benefit of reflection practices for empowerment and justice in the digital learning area. The implications of these findings are substantial for educators, researchers and policymakers wishing to foster more equitable educational practices in the digital age.

The research is aimed at developing mathematical learning media with the help of the GeoGebra Application with basket ball context on square function material that tests its validity and practicality. This research uses the development research method with ADDIE design, but developed in this research is the GeoGebra Application to square function Materials with basket ball context. Participants in to see this validation by 2 experts and 8 high school students in Cianjur district. Research procedures include analysis, design, development, implementation and evaluation.  The instruments used are validation sheets and practicality. Based on the results of the research showed that the application of GeoGebra with basket ball context on the square function material of the validator results is good and validated and practical at the time students use it.

Akidah Akhlak as a subject in Islamic education at MI PSM Gedoro often faces challenges in student engagement due to its perceived monotony. In this study, the Jigsaw learning model is applied to address this issue, with the aim of clarifying the teacher's presentation of the material, addressing active student participation, and overcoming space limitations to make learning more effective. In this model, the teacher provides each student with the opportunity to study a portion of the material so that they become experts in their respective areas. This expertise is then taught to their peers in other groups. Peers in other groups also study different parts of the material and become experts in their areas. The interaction that occurs is a sharing pattern of learning, where each student gains high confidence due to having unique expertise needed by others. Each student will feel interdependent and reliant on others. The choice of the Jigsaw learning model for the Akidah Akhlak subject is intentionally made to engage students actively during the learning process, review previously learned material, gain a detailed understanding of the content, and build good cooperation among peers. Classroom Action Research (CAR) is used as the research methodology. The results of the first cycle show that 34.78% of students scored above 75, which increased to 82.61% in the second cycle. This indicates that the Jigsaw learning model effectively enhances student engagement and learning result.

The research is aimed at developing mathematical learning media with the help of the GeoGebra Application with basket ball context on square function material that tests its validity and practicality. This research uses the development research method with ADDIE design, but developed in this research is the GeoGebra Application to square function Materials with basket ball context. Participants in to see this validation by 2 experts and 8 high school students in Cianjur district. Research procedures include analysis, design, development, implementation and evaluation.  The instruments used are validation sheets and practicality. Based on the results of the research showed that the application of GeoGebra with basket ball context on the square function material of the validator results is good and validated and practical at the time students use it.

Akidah Akhlak as a subject in Islamic education at MI PSM Gedoro often faces challenges in student engagement due to its perceived monotony. In this study, the Jigsaw learning model is applied to address this issue, with the aim of clarifying the teacher's presentation of the material, addressing active student participation, and overcoming space limitations to make learning more effective. In this model, the teacher provides each student with the opportunity to study a portion of the material so that they become experts in their respective areas. This expertise is then taught to their peers in other groups. Peers in other groups also study different parts of the material and become experts in their areas. The interaction that occurs is a sharing pattern of learning, where each student gains high confidence due to having unique expertise needed by others. Each student will feel interdependent and reliant on others. The choice of the Jigsaw learning model for the Akidah Akhlak subject is intentionally made to engage students actively during the learning process, review previously learned material, gain a detailed understanding of the content, and build good cooperation among peers. Classroom Action Research (CAR) is used as the research methodology. The results of the first cycle show that 34.78% of students scored above 75, which increased to 82.61% in the second cycle. This indicates that the Jigsaw learning model effectively enhances student engagement and learning result.

This study discusses the application of the Project Based Learning (PjBL) method in Fiqh learning at MI Nurussalam through cutting and pasting activities. This research is motivated by fiqh learning which has a monotonous and boring impression and low fiqh learning outcomes in grade 2 MI Nurussalam. The PjBL model involves active students, increasing students' motivation and critical thinking process. The purpose of this research is to increase the activeness of students and their learning outcomes. The research was conducted through a classroom action research approach with two cycles. The second cycle is a cycle of improvement from the reflection of the first cycle. Learning outcomes are evaluated through observation sheets. Learning outcomes and student activity increased from the first cycle to the second cycle, learning became more interactive, and the target of completeness of learning outcomes was achieved in the second cycle. Therefore, it can be concluded that the PjBL model is proven to be able to increase the activeness and learning outcomes of students at MI Nurussalam Mantingan.

This study discusses the application of the Project Based Learning (PjBL) method in Fiqh learning at MI Nurussalam through cutting and pasting activities. This research is motivated by fiqh learning which has a monotonous and boring impression and low fiqh learning outcomes in grade 2 MI Nurussalam. The PjBL model involves active students, increasing students' motivation and critical thinking process. The purpose of this research is to increase the activeness of students and their learning outcomes. The research was conducted through a classroom action research approach with two cycles. The second cycle is a cycle of improvement from the reflection of the first cycle. Learning outcomes are evaluated through observation sheets. Learning outcomes and student activity increased from the first cycle to the second cycle, learning became more interactive, and the target of completeness of learning outcomes was achieved in the second cycle. Therefore, it can be concluded that the PjBL model is proven to be able to increase the activeness and learning outcomes of students at MI Nurussalam Mantingan.

This research aims to explain the Miller-Seller curriculum perspective in the curriculum development of the Primary Teacher Education Study Program at STKIP Weetebula. This study is qualitative descriptive research with a literature review method. The results showed that in the curriculum of the PGSD Study Program, there were context, objectives, learning experiences, the role of lecturers, and curriculum evaluation. The curriculum context includes philosophical, psychological, and social. New findings in the curriculum of the PGSD Study Program include, the curriculum context is the philosophy of social reconstruction, humanisti and transpersonal psychology, and local cultural approaches. Learning experiences emphasize inquiry and probem solving, as well as finding the meaning of knowledge. The role of the lecturer as a facilitator of learning, facilitator of finding the meaning of knowledge and skills. Curriculum evaluation emphasizes mastery of learning material, acquisition of problem-solving skills, student self-evaluation. Based on these findings, the authors conclude that in the PGSD Study Program curriculum there is a Miller-Seller curriculum perspective, namely the position of transmission, transaction, and transpersonal. The three curriculum positions have various portions in planning, implementation, and evaluation in the PGSD Study Program curriculum.

This research aims to explain the Miller-Seller curriculum perspective in the curriculum development of the Primary Teacher Education Study Program at STKIP Weetebula. This study is qualitative descriptive research with a literature review method. The results showed that in the curriculum of the PGSD Study Program, there were context, objectives, learning experiences, the role of lecturers, and curriculum evaluation. The curriculum context includes philosophical, psychological, and social. New findings in the curriculum of the PGSD Study Program include, the curriculum context is the philosophy of social reconstruction, humanisti and transpersonal psychology, and local cultural approaches. Learning experiences emphasize inquiry and probem solving, as well as finding the meaning of knowledge. The role of the lecturer as a facilitator of learning, facilitator of finding the meaning of knowledge and skills. Curriculum evaluation emphasizes mastery of learning material, acquisition of problem-solving skills, student self-evaluation. Based on these findings, the authors conclude that in the PGSD Study Program curriculum there is a Miller-Seller curriculum perspective, namely the position of transmission, transaction, and transpersonal. The three curriculum positions have various portions in planning, implementation, and evaluation in the PGSD Study Program curriculum.