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As a strategic public policy, the Free Nutritious Meal program serves as a long-term social investment aimed at enhancing the quality of human resources. This study is directed to examine and map the positive contributions of the MBG initiative to the pillars of health, discipline levels, and academic achievement of students through a literature review method. The article search, utilizing keywords such as "Makan Bergizi Gratis," "Implementasi MBG," and "Dampak MBG," yielded 10 relevant scientific articles, which were subsequently analyzed using thematic analysis techniques. The findings indicate that the MBG program exerts a significant positive impact on various dimensions of student development. In the academic aspect, this program improves students' focus, concentration, motivation, and active learning engagement. Health-wise, MBG contributes to improving nutritional status, which supports children's physical and psychological readiness, whereas, in terms of discipline, this intervention is proven to increase attendance rates while reducing tardiness at school. Overall, it is concluded that the MBG program does not merely function to fulfill essential nutritional intake, but also acts to maximize learning effectiveness and student academic performance across all education levels.

This qualitative study aims to explore the effectiveness of reward-and-punishment-based Islamic Religious Education in strengthening students' learning motivation at SMA Negeri 1 Bukateja using Travis Hirschi's social control theory framework. This research was conducted through a case study approach in one of the public high schools in Purbalingga Regency. Data were collected through interviews, participant observation, and documentation studies. The results of the study indicate that the implementation of rewards and punishments functions as a social control mechanism that is able to activate four elements of social bonds: attachment, commitment, involvement, and trust. The reward system in the form of praise, certificates, and gifts has been proven to strengthen the emotional bond between students and teachers, thereby increasing active participation and enthusiasm for learning. Meanwhile, educational punishments, such as reprimands, additional assignments, and community service, are able to build student commitment to rules and reduce indiscipline behavior.This study contributes to the development of Islamic education theory through a social control perspective and serves as a practical reference for Islamic Religious Education teachers in designing effective, fair, and sustainable learning systems.

This study examines the emergence of localized English expressions in Indonesian social media discourse, highlighting how English is adapted and reinterpreted in multilingual digital contexts. While previous studies on English in Indonesia have primarily focused on formal domains such as education and language policy, limited attention has been given to informal online communication where linguistic innovation is highly visible. This study aims to analyze how English lexical items are re-semanticized and creatively transformed by Indonesian users on social media platforms. The study employed a qualitative approach using data collected from Instagram posts and comments, focusing on selected examples of English-derived expressions such as boba, gas, voucher, server, and suamiable. The analysis compares the conventional meanings of these terms in Inner Circle English with their localized meanings in Indonesian usage. The findings reveal that English functions as a flexible linguistic resource, undergoing processes of semantic shift, metaphorical extension, and lexical blending. These localized forms reflect users’ creativity as well as their ability to adapt global linguistic resources to local cultural contexts. The study concludes that English in Indonesian social media is not merely borrowed but actively reconstructed, contributing to the dynamic development of English in the Expanding Circle.

In this study, it is planned to analyze teachers' and students' perceptions regarding the implementation of the Merdeka Curriculum at IRE classes in MTs Tanada. In terms of method used, this study is a qualitative study carried out with field studies in which methods of observation, interviews, and documentation are included. According to the findings obtained from the study, the Merdeka Curriculum has brought about changes in the process of PAI teaching in terms of active participation of students, using digital media in learning processes, discussion activities through the P5 process. While teachers see the Merdeka Curriculum as flexible and supportive of creative learning, students see the lessons taught within the scope of this curriculum as diverse and attractive. Although the implementation of the Merdeka Curriculum shows some positive aspects, it has also faced a number of challenges related to different understandings between teachers, regulations, difficulty in assessing attitudes, and the heavy workload of students. This study concluded that the implementation of the Merdeka Curriculum in Islamic Education in MTs Tanada was quite successful despite the need for improvements in teaching skills.

Project-Based Learning (PjBL) is a learning method that emphasizes students' active involvement in completing real-world projects relevant to nursing education. Evaluating the implementation of PjBL is essential to assess its application at the Faculty of Nursing, Universitas Riau. This study aimed to analyze the implementation of the PjBL method among nursing students at Universitas Riau. The study employed a descriptive evaluative quantitative design with a cross-sectional approach. A total of 123 fourth-semester students were selected using a purposive sampling technique. The research instrument was a closed-ended questionnaire consisting of 25 Likert-scale items that had been validated through expert judgment and demonstrated good reliability with a Cronbach’s alpha coefficient of 0.80. The instrument covered the dimensions of project planning, collaboration and communication, motivation and creativity, critical thinking and independence, understanding and application of learning materials, interest and satisfaction, as well as lecturer assessment and feedback. Data were analyzed using univariate analysis with frequency and percentage distributions. Most respondents were 20 years old (55.3%), female (87.0%), and had a Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA) above 3.50. The implementation of PjBL was categorized as high (63.4%), moderate (35.8%), and low (0.8%). Overall, the implementation of PjBL was considered optimal and effectively supported students’ active engagement, collaboration, and understanding of learning materials.

Project-Based Learning (PjBL) is a learning method that emphasizes students' active involvement in completing real-world projects relevant to nursing education. Evaluating the implementation of PjBL is essential to assess its application at the Faculty of Nursing, Universitas Riau. This study aimed to analyze the implementation of the PjBL method among nursing students at Universitas Riau. The study employed a descriptive evaluative quantitative design with a cross-sectional approach. A total of 123 fourth-semester students were selected using a purposive sampling technique. The research instrument was a closed-ended questionnaire consisting of 25 Likert-scale items that had been validated through expert judgment and demonstrated good reliability with a Cronbach’s alpha coefficient of 0.80. The instrument covered the dimensions of project planning, collaboration and communication, motivation and creativity, critical thinking and independence, understanding and application of learning materials, interest and satisfaction, as well as lecturer assessment and feedback. Data were analyzed using univariate analysis with frequency and percentage distributions. Most respondents were 20 years old (55.3%), female (87.0%), and had a Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA) above 3.50. The implementation of PjBL was categorized as high (63.4%), moderate (35.8%), and low (0.8%). Overall, the implementation of PjBL was considered optimal and effectively supported students’ active engagement, collaboration, and understanding of learning materials.

This study aims to describe the utilization of multimodal media in teaching news text reading skills among seventh-grade junior high school students. The research employed a quantitative approach with a descriptive research design. The data were collected through questionnaires distributed to 61 seventh-grade students as the research respondents. The research instrument used a Likert scale covering aspects of students’ perceptions, comprehension, motivation, participation, and readiness toward the use of multimodal media in learning news text reading skills. The data were analyzed using descriptive quantitative techniques through percentage calculations and interpretation of respondents’ answers. The findings revealed that most students showed positive responses toward the use of multimodal media. A total of 72.1% of students agreed that learning through printed and digital media made the learning process more engaging. In addition, 59% of students stated that digital media helped them understand news content more clearly, while 60.7% felt more active during learning activities using multimodal media. The use of multimodal media also increased students’ motivation, self-confidence, and reading comprehension skills in understanding news texts. The findings indicate that the combination of printed and digital media creates a more interactive and effective learning environment that aligns with students’ literacy needs in the digital era. Therefore, multimodal media can serve as an alternative instructional strategy to improve students’ news text reading skills in junior high schools. The implications of this study highlight the importance of integrating digital and printed media in Indonesian language learning to enhance students’ reading literacy quality.

This study was motivated by the importance of using digital technology-based learning media in Catholic Religious Education learning to improve students’ learning achievement. The development of digital technology requires teachers to use interesting and interactive learning media that are suitable for students’ needs. This study aimed to determine the use of digital technology-based learning media in Catholic religious education learning and its impact on students’ learning achievement at SMPK Swadaya Tuakepa. This study used a qualitative method with a descriptive approach. The research subjects consisted of the principal, the Catholic religious education teacher, and five students. Data were collected through interviews, observations, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that digital technology-based learning media such as PowerPoint, learning videos, Canva, Kahoot, and Quizizz had been utilized well in the learning process. The use of digital media helped teachers explain learning materials more clearly and attractively so that students became more active, focused, and motivated in learning. In addition, the use of digital media also improved students’ intellectual abilities, cognitive strategies, attitudes, and skills. Therefore, digital technology-based learning media can improve the quality of Catholic religious education learning and students’ learning achievement at SMPK Swadaya Tuakepa.

Early Childhood Education (PAUD) is a stage of education that plays a crucial role in maximizing children's cognitive, social-emotional, motor skills, and creativity growth at their peak developmental stage. Children aged three to six learn efficiently through play, hands-on exploration, and interaction with their surroundings. The purpose of this study was to evaluate the use of loose parts media based on natural materials as a means to stimulate creativity in early childhood at PAUD Pelita Mandiri Kertek. This study adopted a descriptive qualitative approach and utilized data collection techniques such as observation, in-depth interviews with teachers, and documentation of children's work. The main focus of this study was on the use of various natural materials, such as corn cobs, twigs, pebbles, and leaves, in play and learning activities. The results showed that loose parts media using natural materials can enhance children's creativity by improving problem-solving skills, strengthening verbal skills in expressing ideas and telling stories about their work, and supporting independent learning because children are actively involved in the educational process. The open-ended nature of the materials allows children to explore and express their ideas freely, thus creating a learning atmosphere full of creativity, innovation, and fun. The implications of this research indicate that the use of loose parts media based on natural materials can be an alternative learning method that is not only effective, but also economical and easy to implement to support the development of children's creativity, independence, and thinking skills, in line with the principles of child-centered learning.

This study aimed to increase students’ learning activeness and reduce boredom in Indonesian language lessons through the implementation of the Project Based Learning (PjBL) model for first-grade students at MI Ma’arif NU Bebekan. The research was conducted using an observation method during the learning process. The subjects of this study were first-grade students of MI Ma’arif NU Bebekan. Data were collected through observations of students’ activities, participation in learning, enthusiasm in completing projects, and responses during Indonesian language lessons. The observation results showed that the implementation of Project Based Learning had a positive impact on the learning process. Before the implementation of this model, some students appeared less active, easily bored, and less involved in classroom activities. After learning was carried out through project-based activities related to Indonesian language materials, students became more interested in participating in lessons, more confident in asking and answering questions, and more active in collaborating with their classmates to complete assignments. In addition, the learning atmosphere became more enjoyable because students were directly involved in activities connected to their daily experiences. Based on the findings, it can be concluded that the implementation of Project Based Learning was effective in increasing learning activeness and reducing boredom among first-grade students of MI Ma’arif NU Bebekan in Indonesian language lessons. This learning model can serve as an effective alternative for creating a more engaging, active, and meaningful learning experience for elementary school students.

The development of information and communication technology has significantly transformed the field of education. Teachers no longer depend only on lectures to deliver learning materials but also use various learning media to improve the effectiveness of the teaching and learning process. One of the most widely used innovations is interactive learning media, which combines text, images, audio, video, and other interactive features to support student learning. Interactive learning media can create a more engaging and enjoyable learning environment. Through this media, students actively participate in learning activities rather than simply receiving information passively. As a result, their attention, motivation, and understanding of the learning materials can improve. However, low student learning outcomes remain a challenge in education. Limited student involvement in the learning process often affects their ability to understand lessons and achieve learning objectives. Previous studies have indicated that interactive learning media can enhance both the quality of learning and student achievement. Therefore, examining the influence of interactive learning media on student learning outcomes is important to support the development of more effective, innovative, and technology-based learning processes in the digital era.

In the post-pandemic period, the learning process at the Madrasah Tsanawiyah level continues to face significant challenges, particularly the emergence of disparities in student learning outcomes in general subjects. Many students have not yet fully returned to an active and focused learning pattern, resulting in uneven learning outcomes. Under these circumstances, self-directed learning has become an increasingly prominent aspect, as it relates to students’ ability to manage their own learning process without relying too heavily on teacher guidance. This study aims to examine how learning autonomy influences MTs students’ learning outcomes by reviewing existing studies. The research employs a literature review method using a qualitative descriptive approach, drawing on scientific sources from the past five years. The data were analyzed through content analysis to identify patterns of relationships emerging from previous studies. The results of the study indicate that learning autonomy tends to have a positive correlation with improved learning outcomes, although the magnitude of the effect is not always consistent across every study. Students who are better able to manage their own learning steps generally appear more active, more focused in their studies, and more aware of the processes they are undergoing. Nevertheless, the development of learning autonomy does not occur in isolation, as it remains influenced by the school’s learning environment and the way teachers manage instruction. Thus, it is clear that fostering independent learning is a key factor in efforts to improve student learning outcomes in the post-pandemic era.

This study aims to implement the Cooperative Integrated Reading and Composition (CIRC) learning model to improve collaboration skills and learning outcomes among phase E students in class X-3 at SMA Katolik 2 Kabanjahe in Catholic Religious Education. This research employed Classroom Action Research conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. Data were collected through observation sheets, learning outcome tests, and documentation, then analyzed using descriptive qualitative analysis supported by process and learning achievement indicators. The findings showed that the implementation of the CIRC learning model improved across learning stages, including orientation from 87% to 95%, organization from 90% to 97%, concept introduction from 87% to 92%, publication from 93% to 98%, and reflection and reinforcement from 87% to 98%. Students’ collaboration skills also increased in each indicator, namely working productively from 75% to 88%, actively participating in problem solving from 82% to 88%, maintaining a balance between listening and speaking from 76% to 86%, appreciating group members’ contributions from 73% to 87%, and demonstrating responsibility as group members from 77% to 93%. Learning outcomes also improved, as shown by the increase in the proficient category from 27% to 77%, while the basic and developing categories decreased to 0% in cycle II. These results indicate that CIRC effectively enhances students’ active participation, collaboration, responsibility, and learning achievement. Therefore, CIRC is recommended as an alternative collaborative learning model for Catholic Religious Education, particularly in strengthening cooperative interaction and meaningful understanding of religious learning materials in classroom practice.

This study aims to provide the benefits of a psychological approach in education through a learning adjustment strategy based on the developmental stage and age limits of students. The study used a library method with a qualitative descriptive-analytical approach through a review of educational psychology literature, cognitive development theory, national education regulations, and various relevant scientific journals. The results of the study indicate that learning effectiveness is greatly influenced by the alignment between material, teaching methods, and students' psychological readiness. Piaget's cognitive development theory indicates that elementary school-aged children are at the concrete operational stage, thus requiring contextual learning, the use of real-life media, and active interaction in the learning process. This study also found that age limits in the education system have an important function as a means of synchronizing students' biological, emotional, social, and intellectual readiness with learning targets. Through the "Psychological Navigation" model, this study offers a strategic framework for educators to create adaptive, humanistic learning that is oriented towards optimal student development. The implications of this study emphasize that teachers need to understand the individual characteristics of students so that the educational process does not only focus on academic achievement, but also supports the psychological well-being and character formation of students as a whole.

This study aims to analyze the strategies applied by teachers in shaping students' green behavior in grade IV of SDN Sarakan III, Sepatan District, Tangerang Regency. The approach used is descriptive qualitative. The research subjects include grade IV teachers, students, and the school principal. Data collection was carried out through observation, interviews, and document studies. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The research results show that teachers implement five main strategies, namely: (1) designing learning according to the objectives and characteristics of students; (2) encouraging active student participation; (3) presenting material contextually; (4) using Project Based Learning (PjBL) methods and the Contextual Teaching and Learning (CTL) approach; and (5) habituating environmentally caring behavior in everyday school life. The implementation of students' green behavior has been observed in the aspects of knowledge, attitude, and action, although consistency still needs to be improved, especially due to limited school facilities and differences in students' levels of awareness.

The use of digital learning media and discussion methods is increasingly important to support junior high school students' learning outcomes. Digital media, such as videos, animations, and interactive platforms, facilitate understanding of material and increase learning motivation, while discussion methods encourage active participation, critical thinking, and student reflection. This study examines the influence of the use of digital learning media and discussion methods on junior high school students to obtain a comprehensive picture of the effectiveness of both variables in improving student learning outcomes. A qualitative method with a literature review approach was used as the research method. Sources were obtained from relevant journals, articles, and books, and analyzed descriptively and qualitatively. The results found that the use of digital media and discussion methods had a positive effect on student learning outcomes. Implications emphasize the importance of adequate technological facilities and teacher training to utilize digital media and discussion methods to create enjoyable and interactive learning.

This research aims to develop audio-visual learning media based on the Discovery Learning model to improve the ability to write news texts in grade XI students of SMK Mutiara Qolbu Cianjur. The Research and Development (R&D) method is used by referring to the development model which includes the stages of identification of potentials and problems, data collection, product development, product validation, limited scale trials, product revisions, large-scale trials, final revisions, and final products. The research subjects consisted of 103 students in grade XI of SMK Mutiara Qolbu Cianjur which were divided into three classes. Data collection techniques were carried out through observation, interviews, questionnaires, expert validation, and news text writing tests. Data were analyzed using quantitative and qualitative descriptive techniques. The results of the study show that audio-visual learning media based on the Discovery Learning model obtained a very good feasibility level based on the results of the validation of material experts with a percentage of 91% and the validation of media experts of 89%. The results of the trial showed that the learning media received a positive response from students with an average percentage of 87.25%. In addition, the use of Discovery Learning-based audio-visual learning media has proven to be effective in improving students' ability to write news texts. This is shown by the increase in the average score of students from 64.21 in the pre-test to 84.37 in the post-test. The use of audio-visual media also improves students' learning activities, such as active questioning, discussion participation, and the ability to identify news elements.

This study aims to explore how the inquiry approach functions as a pedagogical strategy in Christian Religious Education to enhance students’ spiritual discernment. The background of this research arises from the tendency of learning practices that remain predominantly focused on cognitive aspects, thereby not fully cultivating spiritual sensitivity in life decision-making. This study employs a qualitative method with a descriptive-analytical approach through a review of theological and pedagogical literature, conceptual analysis, and reflection on classroom learning practices. The analysis focuses on the relationship between the core elements of inquiry questioning, investigating, dialoguing, and reflecting on knowledge and the process of developing the ability to discern God’s will in the real-life contexts of students. The findings indicate that inquiry effectively creates a reflective learning experience that integrates cognitive, affective, and behavioral dimensions, enabling students not only to understand faith teachings theoretically but also to consider Christian values in concrete situations. This approach encourages active participation, constructive and critical dialogue, and fosters habits of faith reflection, moral sensitivity, and personal responsibility. Thus, inquiry is proven to be a relevant pedagogical method for achieving the theological goal of Christian Religious Education, namely the formation of spiritual discernment that guides students’ attitudes, decisions, and actions in daily life.

Ecology is the study of the relationship between living organisms and their environment, including the interactions that occur within an ecosystem. This study examines the utilization of the “DPR (Di Bawah Pohon Rindang)” area as a form of ecological interaction among students at Universitas Indraprasta PGRI. The research aims to understand how green open spaces on campus support students’ social and ecological interactions. This study employed a qualitative approach through observation, interviews, and documentation involving 10 student informants. The findings show that the “DPR (Di Bawah Pohon Rindang)” area is actively used for academic and non-academic activities such as discussions, studying, resting, and social interaction. The presence of shady trees and a comfortable environment encourages students to interact more actively and creates a conducive learning atmosphere. In addition, the green open space provides ecological benefits by reducing heat exposure and improving air quality around the campus environment. However, several negative impacts were also identified, including littering and noise caused by overcrowded activities. Therefore, collective awareness is needed to maintain the cleanliness, comfort, and sustainability of the area so that it can continue to function optimally as a space for ecological interaction within the campus environment.

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.