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This study aims to develop a learning media prototype based on the Quizizz application, combined with 3D Augmented Reality (AR) technology, to support the implementation of Merdeka Belajar management in schools. AR technology enables the integration of virtual objects into real-world environments in real time, creating an interactive and engaging learning experience for students. Validation tests conducted at SMK N 03 Kota Bengkulu revealed that students experienced enjoyable and interactive learning, especially in the hardware introduction subject for the Computer and Network Engineering (TKJ) program. This prototype also supports teachers and educational institutions in implementing the Merdeka Belajar curriculum and can be used by parents and students as a learning aid at home. Furthermore, test results indicate that this media can serve as a supportive tool for the Merdeka Belajar Kampus Merdeka (MBKM) program. This prototype holds significant commercial potential through subscription or licensing models for schools and educational institutions, along with AR content that can be tailored to specific curriculum needs. The key advantages of this innovation include interactivity, support for learning flexibility, integration of cutting-edge technology, and accessibility through common devices like smartphones and tablets. The development stages include research and development, prototype creation, testing, product launch, as well as ongoing maintenance and feature enhancement.

This study aims to develop a learning media prototype based on the Quizizz application, combined with 3D Augmented Reality (AR) technology, to support the implementation of Merdeka Belajar management in schools. AR technology enables the integration of virtual objects into real-world environments in real time, creating an interactive and engaging learning experience for students. Validation tests conducted at SMK N 03 Kota Bengkulu revealed that students experienced enjoyable and interactive learning, especially in the hardware introduction subject for the Computer and Network Engineering (TKJ) program. This prototype also supports teachers and educational institutions in implementing the Merdeka Belajar curriculum and can be used by parents and students as a learning aid at home. Furthermore, test results indicate that this media can serve as a supportive tool for the Merdeka Belajar Kampus Merdeka (MBKM) program. This prototype holds significant commercial potential through subscription or licensing models for schools and educational institutions, along with AR content that can be tailored to specific curriculum needs. The key advantages of this innovation include interactivity, support for learning flexibility, integration of cutting-edge technology, and accessibility through common devices like smartphones and tablets. The development stages include research and development, prototype creation, testing, product launch, as well as ongoing maintenance and feature enhancement.

This study aims to analyze the influence of Technology Availability and Perceived Ease of Use on Academic Achievement with mediating variables of Perceived Behavior, Perceived Usefulness, and Subjective Norm. A qualitative approach with an explanatory design was used in this study. The research population consists of all students at Politeknik Bisnis Indonesia who actively use technology in academic activities, with a sample of 130 respondents selected through a purposive sampling technique. The research results show that Technology Availability has a significant positive effect on Perceived Behavioral Intention (T-Statistic 8.412; P-Value 0.000) and Perceived Usefulness (T-Statistic 3.249; P-Value 0.001). Perceived Ease of Use shows a significant positive effect on Perceived Usefulness (T-Statistic 10.875; P-Value 0.000) and Subjective Norm (T-Statistic 11.476; P-Value 0.000). These results support the Technology Acceptance Model (TAM) theory. Additionally, Perceived Behavioral Intention and Perceived Usefulness each have a significant positive effect on Academic Achievement (T-Statistic 3.382; P-Value 0.001, T-Statistic 2.422; P-Value 0.016). However, Subjective Norms do not have a direct impact on Academic Achievement. (T-Statistik 1,452; P-Value 0,147). These findings highlight the importance of technology availability and perceived ease of use in enhancing students' academic performance by meditating on behavioural intention and perceived benefits. Recommendations are given for improving access and technology training in educational environments to maximize the use of technology in learning.

This study aims to analyze the influence of Technology Availability and Perceived Ease of Use on Academic Achievement with mediating variables of Perceived Behavior, Perceived Usefulness, and Subjective Norm. A qualitative approach with an explanatory design was used in this study. The research population consists of all students at Politeknik Bisnis Indonesia who actively use technology in academic activities, with a sample of 130 respondents selected through a purposive sampling technique. The research results show that Technology Availability has a significant positive effect on Perceived Behavioral Intention (T-Statistic 8.412; P-Value 0.000) and Perceived Usefulness (T-Statistic 3.249; P-Value 0.001). Perceived Ease of Use shows a significant positive effect on Perceived Usefulness (T-Statistic 10.875; P-Value 0.000) and Subjective Norm (T-Statistic 11.476; P-Value 0.000). These results support the Technology Acceptance Model (TAM) theory. Additionally, Perceived Behavioral Intention and Perceived Usefulness each have a significant positive effect on Academic Achievement (T-Statistic 3.382; P-Value 0.001, T-Statistic 2.422; P-Value 0.016). However, Subjective Norms do not have a direct impact on Academic Achievement. (T-Statistik 1,452; P-Value 0,147). These findings highlight the importance of technology availability and perceived ease of use in enhancing students' academic performance by meditating on behavioural intention and perceived benefits. Recommendations are given for improving access and technology training in educational environments to maximize the use of technology in learning.

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.

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.

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.