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This study aims to describe the implementation of scientific learning strategies in the 2013 Curriculum in Islamic Religious Education and its impact on the activeness of third-grade students at SD Negeri 101765 Bandar Setia. This research employed a qualitative approach with a phenomenological design. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results indicate that the application of scientific learning steps (5M), namely observing, questioning, collecting information, associating, and communicating, effectively enhances students’ activeness in asking questions, participating in discussions, and communicating learning outcomes. The learning process becomes more interactive, enjoyable, and meaningful. However, several challenges remain, including limited instructional time, differences in students’ literacy abilities, and less conducive classroom conditions. Therefore, more structured lesson planning and adaptive learning strategies are required to achieve optimal learning outcomes in Islamic Religious Education.

The creative economy industry serves as a strategic pillar of the national economy, experiencing significant transformation in the digital era. This study aims to comprehensively analyze the pattern of human resource (HR) competency gaps within priority subsectors of Indonesia's creative economy and formulate effective, multi-stakeholder development strategies. Employing a Systematic Literature Review (SLR) methodology, this research rigorously analyzes 30 scientific journal articles, government reports, and publications from global institutions published between 2014 and 2024. The findings delineate three primary clusters of competency gaps: (1) The Digital-Technical Competency Gap, encompassing deficiencies in data analytics, specialized software mastery, and digital content creation tools; (2) The Digital-Business Competency Gap, which includes shortcomings in digital financial literacy, online business model development, and management of digital intellectual property rights; and (3) The Social-Cognitive Competency Gap, highlighting needs in adaptability, complex problem-solving, and effective virtual collaboration. In response, this paper proposes an integrative strategic framework grounded in a collaborative multi-stakeholder approach. Key recommendations include revitalizing educational curricula through industry-embedded learning and micro-credential integration, developing agile and accessible training ecosystems featuring bootcamps and digital platforms, and fostering supportive policies through fiscal incentives and the alignment of national qualification frameworks with digital skill standards. The successful implementation of this synergistic strategy is expected to significantly enhance the adaptability, innovation capacity, and global competitiveness of Indonesia's creative workforce, thereby ensuring the sustainable growth of the creative economy sector in the face of rapid digital disruption.

This research traces the role of classical Islamic intellectual traditions in shaping the direction and character of the contemporary Islamic education system at the Al Asror Islamic Boarding School, Gunung Pati, Semarang. This study highlights the preservation and adaptation of the main elements of turats such as the study of the yellow book, sanad-based teacher-student relations, oral learning patterns, and the development of manners and learning ethics which are maintained as the methodological foundation of Islamic boarding schools. In the context of educational modernization, this study observes how the tradition undergoes adjustment without losing its epistemological roots. Using a qualitative approach, this study explores classroom learning practices, curriculum structure, and views of pesantren stakeholders through observation, in-depth interviews, and document analysis. Field findings show that the Al Asror Islamic Boarding School is able to combine classical scientific heritage with modern educational needs, including the implementation of more systematic learning strategies, strengthening curriculum management, and the use of digital technology as a means of supporting learning. The synergy between traditional values and the demands of this era confirms that turats are not only relevant, but also remain a source of values, ethos, and a framework of thinking that enriches Islamic boarding school educational innovations. Furthermore, the results of the study emphasize that the ability of pesantren to harmonize classical intellectual heritage with social, technological, and pedagogical developments is a strategic factor for the resilience, continuity, and competitiveness of Islamic education in the modern era.

Shyness is one of the affective factors that often hinders students’ ability to speak English in the classroom, particularly in English as a Foreign Language (EFL) contexts. This study aims to investigate students’ experiences of shyness in speaking English, identify the factors contributing to their shyness, and examine its impact on their speaking learning process. This research employed a qualitative descriptive approach. The participants were junior high school students who were involved in English learning activities during a community service program (KKN). Data were collected through an open-ended questionnaire consisting of 20 questions related to students’ attitudes, feelings, experiences, and coping strategies in speaking English. The findings reveal that most students experience nervousness, fear of making mistakes, and fear of being laughed at by peers when speaking English. Peer reactions, low self-confidence, limited vocabulary, and pronunciation difficulties were identified as the main factors causing shyness. Furthermore, shyness negatively affects students’ participation and willingness to practice speaking English in class. However, supportive teachers, group-based activities, and a relaxed learning atmosphere were found to help reduce students’ shyness. This study suggests that teachers should create a supportive and non-threatening classroom environment to enhance students’ confidence in speaking English.

Financial literacy is a crucial competency for today’s young generation, especially Gen Z, who are currently in the midst of the development of financial technology. However, the level of financial literacy among vocational and high school students is still relatively low, including students at SMK Negeri 1 Musuk. This community service activity, which includes outreach activities, aims to provide and improve students’ understanding and also change students’ attitudes towards financial literacy so they can manage their finances well, wisely, and responsibly. The method used in this outreach activity is a qualitative method with a type of outreach activity consisting of several stages or sessions: the first is the observation session, the second is the activity planning, and the third is the implementation of the outreach activity. This activity was carried out on December 5, 2025, with 30 participants from class XI AKL 1 participating in this activity. The material presented consisted of the definition of financial literacy, factors, impacts, financial management strategies, as well as case studies or real examples of financial literacy. The results of this activity indicate that there is an increase in students’ understanding in learning financial literacy material, marked by students’ enthusiasm to listen and focus on the material presented. Not to mention, there were quite positive results from this activity: the students became more active in learning, as evidenced by the way they answered the questions I posed. This activity had a very positive impact on the younger generation, fostering awareness of the importance of financial literacy for their future.

This study aims to analyze teachers' teaching strategies in improving the quality of science learning for upper grade students (IV, V, and VI) at the SD Inpres Perumnas II Makassar. The results show that teachers implement various strategies including selecting approaches that suit students' needs, using a variety of learning methods, actively involving students in learning activities, utilizing media that support conceptual understanding, and implementing continuous evaluation to assess learning success. All of these strategies complement each other and help create more engaging, understandable, and relevant science learning for students. Research findings also revealed that the choice of teaching strategy is influenced by several important factors: student characteristics, the characteristics of the science material being taught, the availability of learning media and facilities, the learning environment, and the desired learning objectives. These five factors serve as the basis for teachers to determine the most appropriate strategy, ensuring a more effective, focused learning process that enhances students' understanding of the material. Furthermore, this study identified several challenges teachers face in implementing science teaching strategies, such as diverse student abilities, time constraints, a lack of supporting media and facilities, sub-conducive classroom conditions, and uneven student motivation. These challenges require teachers to be creative and adapt strategies to ensure learning objectives are achieved and the quality of science instruction continues to improve.

The Industrial Revolution 4.0 has significantly transformed the education sector, including Islamic education. Digital transformation requires Islamic education to adapt while maintaining Islamic values as the foundation of learning. Islamic education faces challenges such as limited digital competence among educators, unequal technological infrastructure, and curricula that are not yet responsive to digital demands. Therefore, examining Islamic education in this era is essential. This study aims to analyze the role of Islamic education in the Industrial Revolution 4.0, identify challenges and opportunities in digital adaptation, and explore development strategies integrating Islamic values with digital technology. This study employs a literature review method by analyzing relevant national and international journal articles published within the last five years. The findings indicate that Islamic education plays a crucial role in strengthening moral values and character amid rapid technological advancement, while digital integration offers opportunities for adaptive and competitive learning development.

The development of digital marketing has become a strategic factor in the growth of creative culinary businesses, particularly for micro, small, and medium enterprises facing increasing competition and changes in consumer behavior in the digital era. The use of digital platforms, such as social media and online marketplaces, enables business owners to expand market reach, enhance customer interaction, and optimize promotional strategies more efficiently. Nevertheless, various studies indicate that the implementation of digital marketing has not always produced optimal outcomes due to limitations in digital literacy, human resource capacity, and organizational adaptability. This study aims to systematically examine the role of digital marketing in the development of creative culinary businesses through a Systematic Literature Review approach. The review maps key concepts, research trends, and empirical findings related to digital marketing and organizational learning within the context of creative culinary enterprises. In addition, this study identifies existing research gaps and formulates recommendations for future research issues. The findings are expected to provide theoretical contributions in the form of comprehensive conceptual mapping as well as practical contributions for business practitioners, MSME facilitators, and policymakers in designing adaptive and sustainable digital marketing strategies.

Physical motor development is an essential and easily observable indicator of children’s growth. Parental involvement plays a crucial role in optimizing this development, particularly during the child’s golden age. This study aims to analyze the importance of motor development and examine how parents support children’s learning through a developmental psychology perspective. Using a literature review method, the findings reveal that child development is shaped by genetic and environmental factors, while active support from parents and teachers has long-term effects on children’s physical, emotional, and social readiness. Understanding developmental psychology enables parents to provide appropriate stimulation that maximizes children’s potential. Using literature review methods, it was found that motor development is influenced by genetic and environmental factors, while positive interactions between children, parents, and educators contribute to long-term physical, social, and emotional development. A deep understanding of developmental psychology enables parents to design appropriate stimulation strategies to maximize their children's potential.

This study investigates the integration of computational thinking (CT) principles with adaptive curricula to enhance problem-solving skills in undergraduate programming education. Traditional programming curricula often emphasize syntax and basic concepts, neglecting critical problem-solving strategies. The adaptive curriculum framework used in this study combines CT skills such as decomposition, pattern recognition, abstraction, and algorithmic thinking with personalized learning experiences. A mixed-method approach, combining qualitative and quantitative research, was employed to assess the effectiveness of this integrated approach. The results show significant improvements in students' problem-solving abilities, conceptual understanding, and engagement compared to a control group following a traditional curriculum. Students in the experimental group, which received the adaptive curriculum, demonstrated better performance in applying algorithms and debugging code. Additionally, students expressed higher levels of engagement and motivation, suggesting that the personalized learning environment fostered greater academic involvement. The study highlights the importance of integrating CT principles with adaptive learning frameworks to create a more inclusive and effective learning environment that accommodates diverse learning needs. The findings suggest that adaptive curricula can bridge gaps in traditional education by providing personalized support and ensuring that students progress at their own pace. This approach is especially beneficial for programming education, where both conceptual understanding and practical problem-solving skills are critical for success. Future research should explore the long-term impact of adaptive learning frameworks and investigate how these technologies can be integrated with traditional teaching methods to maximize their effectiveness.

The rapid growth of the creative economy, particularly in the culinary subsector, has prompted micro, small, and medium enterprises (MSMEs) to adopt digital marketing strategies as a means to enhance competitiveness and expand market reach. This study employs a systematic literature review (SLR) approach with content analysis to map key concepts, identify research gaps, and explore future research directions concerning the transformation of culinary MSMEs from local kitchens to digital markets. Findings reveal that organizational learning mediated by motivation, culture, leadership, and continuous digital marketing practices plays a pivotal role in this transformation. However, significant research gaps persist, including limited longitudinal studies, inadequate integration of organizational culture and leadership into digital marketing frameworks, and insufficient comparative analyses across diverse MSME profiles. This study contributes theoretically by synthesizing fragmented literature on culinary marketing in the digital creative economy and offers practical insights for MSME actors, mentors, and policymakers in designing adaptive and sustainable digital marketing strategies.

Distributed software systems face significant challenges related to data quality due to their complex, decentralized architecture. These systems often involve multiple nodes responsible for processing and storing data, making it difficult to maintain consistency and ensure accurate data across the entire network. In particular, issues like data inconsistency, latency, and data fragmentation are prevalent in distributed environments. To address these challenges, this study proposes an integrated data quality governance strategy that combines real time monitoring and automated anomaly detection using machine learning models. The proposed strategy aims to improve data consistency, enhance anomaly detection capabilities, and reduce the need for manual intervention, ultimately improving overall data governance in distributed systems. Real time monitoring ensures immediate identification of data issues as they occur, while machine learning models, such as autoencoders and Isolation Forests, automate the detection of anomalies based on high reconstruction errors and data isolation techniques. The study evaluates the proposed strategy through real-world distributed system scenarios, comparing its effectiveness to traditional approaches like periodic audits and manual validation. Results demonstrate that the integrated approach leads to faster anomaly detection, reduced data inconsistencies, and improved overall system performance. The use of advanced machine learning techniques and real time analytics significantly enhances the system's ability to maintain high data quality standards across multiple distributed nodes. This strategy has wide-ranging implications for industries that rely on distributed systems, such as finance, healthcare, and IoT, where data integrity is essential for operational success. Future research can focus on integrating more advanced machine learning techniques and optimizing the real time monitoring framework to handle larger and more complex systems.

This study explores the transformative role of big data-driven Decision Support Systems (DSS) in global digital enterprises, particularly focusing on their impact on operational efficiency and corporate governance. By leveraging big data analytics, DSS offer organizations the tools to process vast amounts of real-time data, enabling executives to make more informed decisions that optimize resources, improve productivity, and reduce operational costs. The research highlights the integration of predictive analytics, machine learning, and real-time data processing within DSS, which allows businesses to gain strategic insights and anticipate market trends. Furthermore, the study emphasizes the significant role of DSS in enhancing corporate governance, improving transparency, accountability, and compliance with regulations. These systems foster better decision-making processes, which contribute to building trust among stakeholders and ensuring long-term organizational success. However, the study also identifies several challenges in implementing big data-driven DSS, including data management complexities, technological integration difficulties, and the need for skilled personnel. Despite these challenges, the findings demonstrate that big data-driven DSS are pivotal in driving competitive advantage, operational optimization, and governance improvements. The research concludes with actionable recommendations for executives to adopt and implement big data-driven DSS, emphasizing the importance of continuous support, training, and system integration. The study also suggests future research directions, including exploring the integration of emerging technologies like AI and IoT into DSS and assessing their long-term impact on sustainability and corporate governance.

This community service activity aims to improve the promotional capabilities of early childhood education (PAUD) schools by utilizing the Kids Art Space facility as an educational medium featured in school flyers. Kids Art Space is a creative learning space that plays a crucial role in developing creativity, fine motor skills, and artistic expression in early childhood. However, this facility has not been optimally utilized as part of the educational institution's promotional strategy. The community service implementation method included initial observations of school facilities, assistance in designing promotional content, and simple training for PAUD teachers and administrators on creating informative and engaging flyers. The results showed that assistance in utilizing Kids Art Space in flyers improved PAUD administrators' understanding of educational promotional strategies and produced promotional media that concretely represented the quality of learning. Flyers featuring children's activities in the Kids Art Space were deemed more communicative and able to attract parents as potential users of educational services. Thus, this community service activity makes a significant contribution in helping PAUD schools optimize learning facilities as a promotional strategy that is not only commercial, but also educational and oriented towards child development.

This study aims to analyze the implementation of affective learning strategies in Akidah Akhlak subjects to enhance students' self-control at MTs Muhammadiyah 02 Purbalingga. Affective learning strategies focus on character development through the inculcation of religious values such as patience, honesty, and discipline, aimed at helping students manage their emotions, thoughts, and behavior in daily life. The research employed a qualitative method with a descriptive approach. Data were obtained through in-depth interviews with Akidah Akhlak teachers, the principal, and students, as well as classroom observation. Data analysis was conducted using thematic coding to identify patterns in the implementation of affective learning strategies and their impact on students' self-control. The findings indicate that the implementation of affective learning strategies is carried out through five main stages: receiving, responding, valuing, organization, and characterization. Each stage involves structured approaches, such as using inspirational stories from the Qur'an and Hadith, group discussions, value reflections, and case study simulations. These strategies successfully enhanced students' self-control, particularly in emotional regulation, wise decision-making, and consistent behavior aligned with Islamic values. This study concludes that affective learning strategies play a vital role in improving students' self-control. Systematic and collaborative implementation can assist madrasahs in producing a generation that is faithful, knowledgeable, and morally upright, in line with the vision of Islam.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

This study aims to improve the learning outcomes of fourth-grade students in science through the application of an experimental learning model on the material of changes in the state of matter. The study used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model which includes the stages of planning, implementation of actions, observation, and reflection. The subjects of the study were 20 fourth-grade students of SDN Daan Mogot 1. The study was conducted in two cycles. Data collection techniques included learning outcome tests, observation of teacher and student activities, and documentation. Data analysis was carried out quantitatively by calculating the average value and percentage of learning completion, and qualitatively through descriptive analysis of the observation results. The results showed that the application of the experimental method was able to improve the quality of the learning process and student learning outcomes. Teacher activity increased from the sufficient category in cycle I to very good in cycle II, while student activity increased from the good category to very good. Increased student activity in observing, discussing, recording results, and drawing conclusions from experiments had a positive impact on understanding the concept of changes in the state of matter. Student learning completion also increased although not all of them reached the classical standard of 80%. Thus, the experimental method is effective in improving the activeness, quality of the learning process, and the science learning outcomes of fourth-grade students. Although material reinforcement and a variety of learning strategies are still needed to optimize learning outcomes.

This study aims to conceptually examine the role of visual media in Arabic vocabulary learning and its relevance in the context of education in the digital era. Vocabulary mastery is a fundamental component in learning Arabic; however, in practice, vocabulary learning often encounters various challenges, such as the abstract nature of vocabulary, low student motivation, and the dominance of conventional teaching methods. This study employed a qualitative approach using library research. Data were obtained through a review of relevant scholarly sources, including books, journal articles, and previous research related to visual media and Arabic language learning. Data were collected through documentation techniques and analyzed using content analysis to examine the concepts, roles, and effectiveness of visual media in Arabic vocabulary instruction. The findings indicate that visual media, both conventional and digital, play a significant role in improving vocabulary comprehension, strengthening memory retention, and increasing students’ motivation and engagement in the learning process. Visual media also help transform abstract vocabulary into more concrete and contextual representations, making learning more meaningful and effective. Nevertheless, the implementation of visual media still faces several challenges, including limited facilities, teachers’ digital competence, and the suboptimal use of technology in learning activities. Therefore, it is necessary to develop innovative instructional strategies and enhance teachers’ competencies to ensure that visual media can be utilized effectively and sustainably in Arabic language learning.

This study aims to describe the implementation of multisensory strategies in improving the early reading skills and comprehension of dyslexic children in grade 2 of Bugel 2 Public Elementary School. The subject of the study was a student with dyslexia characteristics who had shown difficulties in phonological aspects, letter recognition, reading syllables, and reading comprehension. The method used was direct observation using an early reading test instrument, a comprehension test, and a learning behavior observation sheet. The results showed that the implementation of multisensory strategies (Visual-Auditory-Kinesthetic-Tactile) through letter tracing activities, reading with the help of sounds, arranging letter cards, and reading together exercises was able to improve reading accuracy, strengthen letter-sound relationships, and foster students' self-confidence. Thus, multisensory strategies were proven effective in helping dyslexic children master early reading skills and comprehend simple texts. This study provides an important contribution to the development of more inclusive and effective teaching methods, especially for students with dyslexia, who require a more holistic and comprehensive approach to improve their literacy skills. As a suggestion, the implementation of this strategy can be expanded by involving more students and considering variations in the types of texts and teaching materials used.

The aim of this study is to analyze verbal and non-verbal communication in an English as a Foreign Language (EFL) classroom by using the Sinclair and Coulthard (1975) model of classroom discourse. Although many studies have examined verbal interaction in EFL classrooms, few have discussed how verbal and non-verbal communication work together to support effective learning. To fill this gap, this research focuses on identifying the types and frequency of verbal and non-verbal communication used by the teacher and students during classroom interaction. This study used a descriptive qualitative method. The data were taken from an 80-minute video recording of an eleventh-grade English class at MAS Darul Quran. The recording was transcribed and analyzed based on Sinclair and Coulthard’s framework, which includes three main levels: Exchange (Informing, Directive, Question–Answer), Move (Initiation, Response, Feedback), and Act (Questioning, Explaining, Agreeing, Refusing, Revising, Appraising). The findings show that the classroom interaction was mainly teacher-centered. The teacher dominated the talk through Initiation moves, mostly in the form of questions, explanations, and instructions, while students gave short and simple responses. Feedback was used less often and mostly as short praise or confirmation. The teacher also used various non-verbal behaviors such as gestures, eye contact, movement, and changes in voice tone to direct attention and motivate students. The results suggest that combining verbal and non-verbal strategies can create a more interactive and engaging classroom atmosphere that supports student participation and understanding.