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Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subject express concern about adapting, while parents fear their children may struggle with bilingual instruction. This study investigates how students, teachers, parents, and staff at Private Senior High School of Santo Yoseph Medan perceive the Bilingual education policy decided by YPK Don Bosco KAM in 2030. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibility by 2030, budget sufficiency, availability of qualified teachers, and whether non-English subject teachers can teach bilingually. A questionnaire with seven questions was distributed to 40 participants in Indonesian and later translated into English. Results show 60% believe bilingual education is essential, 10% disagree, 25% are uncertain, and 5% have no opinion. While over half support the policy, challenges remain, including limited funding, a shortage of trained bilingual teachers, and the need for more English classes and learning materials. Successful implementation requires the Don Bosco Catholic Education Foundation to increase funding and address these challenges to ensure smooth integration of bilingual education by 2030.

Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subject express concern about adapting, while parents fear their children may struggle with bilingual instruction. This study investigates how students, teachers, parents, and staff at Private Senior High School of Santo Yoseph Medan perceive the Bilingual education policy decided by YPK Don Bosco KAM in 2030. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibility by 2030, budget sufficiency, availability of qualified teachers, and whether non-English subject teachers can teach bilingually. A questionnaire with seven questions was distributed to 40 participants in Indonesian and later translated into English. Results show 60% believe bilingual education is essential, 10% disagree, 25% are uncertain, and 5% have no opinion. While over half support the policy, challenges remain, including limited funding, a shortage of trained bilingual teachers, and the need for more English classes and learning materials. Successful implementation requires the Don Bosco Catholic Education Foundation to increase funding and address these challenges to ensure smooth integration of bilingual education by 2030.

Technology is drastically changing the health sector and education landscape, generating new opportunities, introducing new applications, and rejuvenating or reinventing classical technologies for childhood development. Understanding the role of technology in health and education is crucial to the development of a child. This paper am at examining the perceptions of health workers and teachers on the role of technology in health and education and whether such role (s) can promote childhood development. A total of 22 participants (10 health workers and 12 teachers) were involved in the study and were sampled using propulsive sampling procedure. A survey research design methodology was used with the average reliability coefficients for the two structured questionnaires stood at 0.79 and 0.74. The data were analyzed using descriptive statistics. The result reveals that technology plays a significant role in healthcare and education and promotes childhood development to a very high extent. Specifically, in health, technology improves the dissemination of health information, facilitates public discourse and dialogue around medical health, and enables remote consultation, diagnosis among others. While, in education, technology helps students learn much better, improves communication and collaboration, provides teachers with more resources and allows children to learn at their own pace among others. Despite the positive roles of technology, the study indicates that must health workers and teachers in Nigeria do not frequently utilize technology tools in their healthcare delivery and the classroom for child’s development. This research provides an up-to-date picture of the situation in Nigeria notwithstanding the challenges faced. However, health and education administrators should investigate the non-frequent use of technology by health and teachers to mitigate it negative effect on young children.

Technology is drastically changing the health sector and education landscape, generating new opportunities, introducing new applications, and rejuvenating or reinventing classical technologies for childhood development. Understanding the role of technology in health and education is crucial to the development of a child. This paper am at examining the perceptions of health workers and teachers on the role of technology in health and education and whether such role (s) can promote childhood development. A total of 22 participants (10 health workers and 12 teachers) were involved in the study and were sampled using propulsive sampling procedure. A survey research design methodology was used with the average reliability coefficients for the two structured questionnaires stood at 0.79 and 0.74. The data were analyzed using descriptive statistics. The result reveals that technology plays a significant role in healthcare and education and promotes childhood development to a very high extent. Specifically, in health, technology improves the dissemination of health information, facilitates public discourse and dialogue around medical health, and enables remote consultation, diagnosis among others. While, in education, technology helps students learn much better, improves communication and collaboration, provides teachers with more resources and allows children to learn at their own pace among others. Despite the positive roles of technology, the study indicates that must health workers and teachers in Nigeria do not frequently utilize technology tools in their healthcare delivery and the classroom for child’s development. This research provides an up-to-date picture of the situation in Nigeria notwithstanding the challenges faced. However, health and education administrators should investigate the non-frequent use of technology by health and teachers to mitigate it negative effect on young children.

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.

Education plays a pivotal role in national development, and assessing its quality is crucial. One widely recognized international assessment is the OECD's PISA, which evaluates mathematics, science, and reading abilities among 15-year-old students globally. In 2018, Indonesian students scored below the OECD average, highlighting deficiencies in the education system. This study investigates the determinants influencing Indonesian students' PISA scores using 2018 data. Multiple linear regression is employed to analyze three models: mathematics, science, and reading scores as dependent variables. Independent variables include age, gender, study time in mathematics, science, and reading, economic, social, and cultural status, family wealth, home ICT ownership, teacher feedback, and school discrimination perception. The findings reveal varying influences on PISA scores across domains: age does not affect mathematics scores, gender does not affect science scores, and all variables significantly impact reading ability scores at the 5% confidence level.

This study aims to describe the classroom management through problem-solving strategies in realizing quality learning. This research was conducted by quantitative approach. The main data of this study was 108 high school teachers. The technique used for data collection is questionnaire. The analysis technique used descriptive statistics, factor analysis, normality test, and inferential statistical test through t and anova tests. The results of the analysis show that classroom management efforts through problem solving are categorized as good by all aspects. Every aspect is valid with Alfa Cronbach's 0.766, thus, normal. The analysis of categorical factors is relevant in analyzing the classroom management through problem solving in realizing quality learning, which is above 0.7. In correlational analysis and one t-test of sample, all data are correlated and have significant role seen by the value of sig. 0.000 < 0.05. The Anova test through the linear path shows all the linearity as it impacting the problem solving in classroom management with value of F 0.000 < 0.05. Each aspect has its own characteristics on its implementation in learning. It shows that classroom management through problem solving can be a strategy in realizing quality learning.

The development of digital technologies such as gadgets has grown very rapidly in the last decade, which applications often do not determine the age range for users, especially for children. Today, parents are faced with the dilemma of letting their children use these modern gadgets, which often cause serious addiction or keep them in the dark and risk facing children who know nothing. These problems also occur in MI Miftahul Huda students in the Tulungagung Regency in East Java province. The research was conducted on February 20 to March 20, 2024. This research was only limited to one class, namely class 2 with the dependence of the gadget to be given an alternative game of kinetic sand. The design of this study uses experimental quasy with pre and post design tests. The population in this study were MI Miftahul Huda Pulerejo Tulungagung students who were dependent on gadgets that met the research inclusion criteria. The sample in this study were 23 respondents. The problem of gadget dependency data has a very high level, which will affect the development of children's social skills. For that, a suitable method is needed for analyzing it, the method that has been used is to use traditional games by playing with their peers. Another solution researchers will use the game of kinetic sand to overcome the problem of gadget dependence on children, which has benefits in playing kinetic sand such as for creativity and as a gathering place for socialization. The general objective is to play kinetic sand to develop social skills in children, while the specific goal is to find out whether kinetic sand is the right game tool to overcome gadget dependency problems in primary school-age children. The expected benefits are the proposer researchers can socialize the game of kinetic sand to teachers and guardians of students in elementary school so that after this study ends, the game of kinetic sand can be applied to students or children of primary school age. The plan of this activity will begin with 1) collecting academic data, distributing questionnaires to student guardians, 2) data analysis, 3) testing using kinetic sand games, 4) discussing the results of the trial. The output that will be carried out are scientific publications in accredited national journals or non-accredited national journals.

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.

Education plays a pivotal role in national development, and assessing its quality is crucial. One widely recognized international assessment is the OECD's PISA, which evaluates mathematics, science, and reading abilities among 15-year-old students globally. In 2018, Indonesian students scored below the OECD average, highlighting deficiencies in the education system. This study investigates the determinants influencing Indonesian students' PISA scores using 2018 data. Multiple linear regression is employed to analyze three models: mathematics, science, and reading scores as dependent variables. Independent variables include age, gender, study time in mathematics, science, and reading, economic, social, and cultural status, family wealth, home ICT ownership, teacher feedback, and school discrimination perception. The findings reveal varying influences on PISA scores across domains: age does not affect mathematics scores, gender does not affect science scores, and all variables significantly impact reading ability scores at the 5% confidence level.

This study aims to describe the classroom management through problem-solving strategies in realizing quality learning. This research was conducted by quantitative approach. The main data of this study was 108 high school teachers. The technique used for data collection is questionnaire. The analysis technique used descriptive statistics, factor analysis, normality test, and inferential statistical test through t and anova tests. The results of the analysis show that classroom management efforts through problem solving are categorized as good by all aspects. Every aspect is valid with Alfa Cronbach's 0.766, thus, normal. The analysis of categorical factors is relevant in analyzing the classroom management through problem solving in realizing quality learning, which is above 0.7. In correlational analysis and one t-test of sample, all data are correlated and have significant role seen by the value of sig. 0.000 < 0.05. The Anova test through the linear path shows all the linearity as it impacting the problem solving in classroom management with value of F 0.000 < 0.05. Each aspect has its own characteristics on its implementation in learning. It shows that classroom management through problem solving can be a strategy in realizing quality learning.

The development of digital technologies such as gadgets has grown very rapidly in the last decade, which applications often do not determine the age range for users, especially for children. Today, parents are faced with the dilemma of letting their children use these modern gadgets, which often cause serious addiction or keep them in the dark and risk facing children who know nothing. These problems also occur in MI Miftahul Huda students in the Tulungagung Regency in East Java province. The research was conducted on February 20 to March 20, 2024. This research was only limited to one class, namely class 2 with the dependence of the gadget to be given an alternative game of kinetic sand. The design of this study uses experimental quasy with pre and post design tests. The population in this study were MI Miftahul Huda Pulerejo Tulungagung students who were dependent on gadgets that met the research inclusion criteria. The sample in this study were 23 respondents. The problem of gadget dependency data has a very high level, which will affect the development of children's social skills. For that, a suitable method is needed for analyzing it, the method that has been used is to use traditional games by playing with their peers. Another solution researchers will use the game of kinetic sand to overcome the problem of gadget dependence on children, which has benefits in playing kinetic sand such as for creativity and as a gathering place for socialization. The general objective is to play kinetic sand to develop social skills in children, while the specific goal is to find out whether kinetic sand is the right game tool to overcome gadget dependency problems in primary school-age children. The expected benefits are the proposer researchers can socialize the game of kinetic sand to teachers and guardians of students in elementary school so that after this study ends, the game of kinetic sand can be applied to students or children of primary school age. The plan of this activity will begin with 1) collecting academic data, distributing questionnaires to student guardians, 2) data analysis, 3) testing using kinetic sand games, 4) discussing the results of the trial. The output that will be carried out are scientific publications in accredited national journals or non-accredited national journals.

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.

The Internet of Things (IoT) is transforming the education sector by connecting devices, environments, and people to improve learning experiences. This paper investigates the integration of IoT technologies in schools, such as smart classrooms, connected learning tools, and automated systems for student tracking. The study highlights how IoT enhances the learning environment, improves operational efficiency, and provides real-time feedback for both students and teachers.  

The Internet of Things (IoT) is transforming the education sector by connecting devices, environments, and people to improve learning experiences. This paper investigates the integration of IoT technologies in schools, such as smart classrooms, connected learning tools, and automated systems for student tracking. The study highlights how IoT enhances the learning environment, improves operational efficiency, and provides real-time feedback for both students and teachers.  

The Right to education is one of the basic fundamental rights upheld by the constitution of India to every child. Children with special needs face massive challenges in being able to access education equitably due to various reasons viz. a rigid curriculum, non-accessibility, untrained teachers, bullying, and attitudinal issues. The new NEP (National Education Policy) 2020 seems to bring across many progressive steps which when clubbed with the RPWD (Right of Persons with Disabilities) act 2016 offers hope for children with special needs. In this article, we try to examine the various provisions outlined in the new NEP 2020 in the backdrop of RPWD 2016. An understanding of which will lead to predicting the barriers and gaps one can come across in the future during implementation at the ground level. Something which remains a challenge for a country like India with the best policies yet few actions.

During the Covid-19 pandemic, it is mandatory for every education unit to implement the PJJ system. This causes various problems, including a decrease in students' learning motivation. This study aims to determine the application of e-Student Worksheet Live Worksheet in learning to increase learning motivation in Grade II elementary school students. The approach used is a qualitative approach. The type of research used in this research is Classroom Action Research (CAR). The subjects used in this study were educators and class II students at Kraton Elementary School , Kediri Regency. The data collected in this study is the data of the thematic learning implementation process using the e-Student Worksheet Live Worksheet. The results showed that the use of e-Student Worksheet Live worksheet can increase teacher activities and student activities in learning activities and can increase students' learning motivation. For teachers, teachers should make variations in learning activities. One of them is by applying learning media in the form of e-Student Worksheet Live worksheet so that students do not get bored following learning activities and can be actively involved in learning activities.