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The purpose of this study is to develop teaching materials in the form of interactive textbooks on the subject of Rukun Iman (the Five Pillars of Islam) for MIS NU students in Palangkaraya City. The motive for this study is the need for more contextual and relevant teaching resources on Aqidah Akhlak (Islamic beliefs and morals) in order to optimize students' understanding. The ADDIE development model, which includes the phases of needs analysis, product design, development, implementation, and evaluation, was used in this study. Validation was carried out by subject matter experts, design experts, and educators as practitioners to ensure the suitability of the product. Based on the validation results, subject matter experts and designers consistently rated the teaching materials as “very feasible” in terms of media functionality, visual appeal, and material completeness. Improved learning outcomes through pre- and post-tests, as well as a feasibility rate of 93.02%, were demonstrated during implementation in a field test with 30 second-grade students. Moderate to significant learning gains were shown by N-Gain analysis. The findings prove the effectiveness of interactive learning books in improving students' understanding of the Five Pillars of Islam and providing alternative teaching resources that are more interesting and easier to understand. It is hoped that this publication will serve as a guide for educators in Islamic elementary schools to maximize the teaching of Aqidah Akhlak.

The integration of artificial intelligence chatbots as virtual teaching assistants (VTAs) represents a transformative shift in student support services within higher education. This study investigates the implementation, effectiveness, and impact of AI-powered chatbots in providing academic support, administrative assistance, and personalized guidance to university students. Employing a longitudinal mixed-methods approach over 18 months, this research analyzed data from 2,347 students across 15 universities that deployed VTA systems, examining interaction patterns, student satisfaction, learning outcomes, and cost-effectiveness. Quantitative analysis of 487,392 chatbot interactions revealed that VTAs successfully handled 78.4% of student queries without human intervention, with response times averaging 3.2 seconds compared to 4.7 hours for traditional support channels. Qualitative findings from focus groups and interviews highlighted students' appreciation for 24/7 availability, immediate responses, and non-judgmental interactions, while also revealing concerns about empathy limitations, complex query handling, and the desire for human connection in critical situations. The study demonstrates that VTAs significantly improve support service accessibility and efficiency while reducing operational costs by an average of 43%. However, optimal implementation requires careful integration with human support staff, continuous training of AI systems, and attention to equity issues in digital access. This research contributes to understanding how AI can augment rather than replace human educators, offering evidence-based recommendations for implementing VTA systems that enhance student success while maintaining the human elements essential to quality education.

The integration of Artificial Intelligence (AI) into educational settings, particularly in formative assessments, offers significant benefits in terms of personalized learning, real time feedback, and increased efficiency. However, the successful implementation of AI driven formative assessments depends not only on technological capabilities but also on socio cultural and organizational factors that shape its adoption. This study explores the socio technical factors influencing the use of AI in formative assessments, emphasizing the importance of considering cultural diversity, institutional culture, and educators' beliefs. AI technologies, while powerful in automating grading and providing personalized assessments, often face limitations in addressing complex student responses that require human judgment. Furthermore, cultural factors, such as students' prior exposure to technology and different cultural attitudes towards AI, play a critical role in the acceptance and effectiveness of these tools. Organizational factors, including leadership support, digital literacy, and the readiness of institutions to adopt AI, are also key determinants in the successful implementation of AI systems in education. Teachers’ beliefs about assessment influence their acceptance and use of AI tools, highlighting the need for professional development and training to ensure that AI enhances pedagogical goals rather than replacing human expertise. The study concludes that the alignment of technology, culture, and assessment beliefs is essential for the effective use of AI driven formative assessments in educational settings. Recommendations for educational institutions include adopting a socio technical approach to AI integration, with a focus on providing resources, training, and fostering a culture of innovation. Future research directions should focus on expanding studies to diverse educational contexts, conducting longitudinal research on AI’s impact on learning outcomes, and exploring additional socio technical frameworks to guide AI adoption in education.

Low student achievement in mathematics, particularly in arithmetic sequences and series, has led to decreased learning motivation and participation. Therefore, innovative and engaging instructional strategies are required, one of which is the implementation of ice-breaking activities to reduce boredom and enhance students’ learning engagement. This study aimed to examine the effect of implementing ice breaking on the mathematics learning outcomes of tenth-grade students at SMK Kesehatan Samarinda in the topic of arithmetic sequences and series. This research employed an experimental method using a quasi-experimental design, involving two groups: an experimental group that received instruction incorporating ice breaking and a control group that did not receive such treatment. The total sample consisted of 60 students selected through purposive sampling. The research instrument was a learning achievement test administered as a pretest and posttest. Data were analyzed using a paired sample t-test to determine differences in learning outcomes between the two groups. The results revealed a significance value of 0.000 (< 0.05), indicating a significant difference in learning outcomes between the experimental and control groups. Therefore, it can be concluded that the implementation of ice breaking has a significant effect on improving students’ mathematics learning outcomes. This strategy creates a more active, interactive, and enjoyable learning environment, thereby facilitating students’ understanding of mathematical concepts, particularly arithmetic sequences and series.

Language barriers represent one of the most significant obstacles to educational equity and access worldwide. This study investigates the application of Natural Language Processing (NLP) technologies in multilingual educational contexts to facilitate cross-linguistic learning and improve educational outcomes for linguistically diverse student populations. We implemented and evaluated a comprehensive NLP-powered multilingual learning platform across 47 educational institutions in 12 countries, serving 8,450 students speaking 23 different languages. Our experimental framework integrated machine translation, speech recognition, multilingual content generation, and adaptive language learning algorithms. Results demonstrate that NLP-enhanced multilingual education improved student comprehension by 43.6% (p<0.001), increased participation rates by 67.8%, and reduced achievement gaps between native and non-native speakers by 52.4%. Students using NLP-assisted learning tools achieved test scores averaging 78.3% compared to 54.7% for control groups. However, challenges persist regarding cultural context preservation, idiomatic expression handling, and equitable performance across language families. This research provides evidence that NLP technologies can effectively democratize education across linguistic boundaries while identifying critical areas requiring continued development.

In the era of globalization and technological advancement, education must transform to develop students who are adaptive, critical, and have strong character. One innovation introduced by the government is the Merdeka Belajar (Independent Learning) Curriculum, which emphasizes competency, character, and project-based learning. This study aims to determine the effect of implementing the Merdeka Curriculum on the learning outcomes of Pancasila Education for Grade XI students at SMAN 1 Petir in the 2024/2025 academic year. A quantitative method with a survey approach was used, involving 80 student respondents. Data were collected through questionnaires and learning outcome tests, and analyzed using correlation and regression statistical techniques. The results show that the Merdeka Curriculum has a significant and positive effect on students’ PPkN learning outcomes, with a correlation coefficient of 0.766. This means better implementation of the curriculum leads to better student achievement. The curriculum contributes 58.7% to the learning outcomes, while the remaining 41.3% is influenced by other factors. The study concludes that the Merdeka Curriculum effectively enhances learning outcomes, particularly in character and 21st-century skills development.

This study discusses the implementation of the Self-Directed Learning Programme by integrating Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Processes (ATP) to enhance teaching quality and teacher professionalism. Using a library research method, this study analyses relevant scientific literature to understand the relationship between the integration of the three components of the education programme and classroom teaching practices. The research findings indicate that teachers still encounter challenges in understanding and integrating CP, TP, and ATP, particularly in planning, implementing teaching strategies, and conducting authentic assessments. However, when this integration is well executed, the teaching process becomes more purposeful, flexible and responsive to students' needs. Furthermore, integrating CP–TP–ATP has been shown to strengthen teachers' professionalism by enhancing their understanding of the curriculum, their ability to design learning activities, and their capacity to conduct competency-based assessment. This study confirms that the successful implementation of the Free Education Programme depends heavily on teachers' ability to understand the curriculum's structure and to integrate these three components consistently. Therefore, training, supporting, and developing teachers' competencies is an important requirement for the effective and sustainable implementation of the Liberal Education Programme.

Understanding tajwid material is an important aspect of learning the Qur'an. However, in practice, students often have difficulty understanding and applying tajwid rules correctly. Therefore, appropriate and effective learning methods are needed to help improve students' understanding. This study aims to improve the understanding of tajwid material in female students of class D2 at the Takhassusul Qur'an Darul Hikmah Institute through the application of the musyafahah method and the drill method. The musyafahah method emphasizes direct learning through examples of the teacher's reading that are imitated by students, while the drill method focuses on practice and repetition of material both inside and outside the classroom to strengthen students' mastery. This study used a classroom action research (CAR) approach with 17 female students in class D2 as research subjects. Data collection techniques included tests, observations, interviews, and questionnaires. The results showed that the application of the musyafahah and drill methods significantly improved students' understanding of tajwid material, as indicated by increased test scores and positive student responses to the learning process. Thus, it can be concluded that both methods are effective in improving students' understanding of tajwid material. Based on these findings, the study recommends that educators consider using the musyafahah and drill methods as alternative tajwid learning strategies to achieve more optimal learning outcomes.

This study aims to analyze the implementation of the Independent Curriculum in third-grade students at Al-Munawarah Elementary School, Sentani, Jayapura Regency. Using a qualitative approach with data collection techniques through observation, interviews, and documentation, this study evaluated three main aspects: planning, implementation, and evaluation of learning. The results showed that during the planning stage, teachers developed teaching modules that referred to Learning Outcomes (CP) and prepared assessment instruments in the form of projects and prompt questions. During the implementation stage, teachers implemented an inquiry-based learning model to encourage student engagement and utilized various media, from printed books to digital devices, which positively impacted student engagement in class. During the evaluation stage, teachers used cultural project assessments and Student Worksheets (LKPD), accompanied by positive feedback to motivate students. Although implementation generally proceeded according to the curriculum framework, obstacles were still encountered in the application of differentiated learning because teachers tended to use lecture methods and generalize the abilities of all students. Therefore, continuous improvement is needed so that learning planning can be more aligned with the characteristics and individual needs of each student.

This study presents an ethical framework for learning analytics aimed at addressing key challenges related to the collection and use of student data in higher education. Learning analytics, a powerful tool for improving student outcomes and institutional decision-making, has raised ethical concerns regarding data privacy, transparency, fairness, and equity. The proposed framework integrates four core principles: data privacy, informed consent, transparency, and fairness, ensuring that institutions use learning analytics responsibly while safeguarding student rights. A central feature of the framework is its focus on promoting equitable decision-making, minimizing bias, and preventing the reinforcement of existing inequalities in algorithmic and data-driven decisions. The framework also emphasizes the importance of continuous ethical oversight, holding institutions accountable for ethical data use and adapting practices as technology evolves. The study concludes that the framework offers a comprehensive solution to the ethical challenges in learning analytics, providing institutions with a practical guide to embedding ethical principles in data practices. Additionally, the research discusses its potential to foster fairness, equity, and transparency in decision-making processes. Future research is recommended to refine the framework and explore its application across various educational contexts, ensuring responsible and inclusive use of learning analytics.

The study describes the implementation of the Christian Religious Education teaching module with the theme Allah Creates Man to Manage in grade VI students of SD Negeri 1 Kereng Bangkirai. The qualitative descriptive approach applied direct observation, documentation of activities, and assessment of learning outcomes in the affective, cognitive, and psychomotor domains to the 11 students who attended. The teaching module is aligned with the Learning Outcomes of Phase C of the Independent Curriculum providing a directed learning structure from Genesis 2:8-15. The opening activities include greetings, prayers, praise, Bible readings, as well as students' experiential questions about nature to build a relationship between the material and everyday reality. Core activities utilize explanations, group discussions, presentations, and clipping projects with the theme of loving God's created nature that increase active participation, cooperation, and creativity of students. Assessments showed good results in all three learning domains despite constraints such as the discomfort of cross-gender discussions and the introverted nature of students; The role of teachers in creating a safe atmosphere strengthens the effectiveness of the process. Reflection confirms meaningful learning that shapes an attitude of gratitude, environmental concern, and Christian responsibility.

The evaluation of Indonesian language instruction at the junior secondary level remains predominantly oriented toward lower-order thinking skills, thereby constraining the advancement of students’Higher Order Thinking Skills (HOTS). This situation necessitates the development of comprehensive assessment tools that are coherently aligned with the Merdeka Curriculum. The present study introduces a model for constructing HOTS-oriented assessment instruments targeting procedural text writing in Phase D. The development process was systematically organized through several stages: translating learning outcomes into measurable indicators, preparing assessment blueprints, creating item cards, formulating scoring rubrics for attitudes, knowledge, and skills, and finally analyzing and interpreting the assessment data. These instruments were specifically designed to capture students’ analytical, evaluative, and creative abilities in producing procedural texts that are logical, coherent, and effective. Findings demonstrate that the instruments provide an objective and holistic representation of students’ competency attainment. In summary, the proposed HOTS-based assessment model for procedural text writing is practical, methodical, and contextually relevant, serving as a valuable framework for evaluating Indonesian language learning in accordance with the Merdeka Curriculum principles.

The socialization activity on personal and environmental hygiene at SDN 19 Sungai Kakap was conducted to improve students’ knowledge, attitudes, and awareness regarding the importance of maintaining personal cleanliness and a healthy school environment. This activity addressed the common issue of limited understanding and practice of hygiene among elementary school students, which can affect health and learning outcomes. The methods used included interactive counseling sessions, practical demonstrations of proper hygiene practices such as handwashing and waste disposal, and the use of visual educational media to increase student engagement and comprehension. The effectiveness of the activity was measured using pre-test and post-test evaluations. The results showed a 75% increase in students’ knowledge levels after the intervention, accompanied by observable positive behavioral changes related to cleanliness both at school and at home. Students demonstrated improved habits in maintaining personal hygiene and participating in keeping their environment clean. Despite challenges such as limited time allocation and inadequate cleaning facilities, the activity successfully fostered sustainable awareness and encouraged the formation of healthy habits. Therefore, it is recommended that similar socialization activities be conducted regularly using varied educational methods and supported by adequate hygiene facilities to strengthen long-term behavioral change.

This study aims to determine the effect of interactive learning media based on Math Playground on student learning outcomes on fraction materials in class IV SDN Kedung Dalem III. The problem studied is whether there is a significant influence between the use of interactive learning media based on Math Playground on student learning outcomes in grade IV SDN Kedung Dalem III. This study uses a quantitative method with a one group pretest-posttest design. The sample of this study were fourth grade students of SDN Kedung Dalem III, totaling 17 students. The research instrument used is a test (Pretest-Postest) of student learning outcomes on fraction material, which consists of 10 multiple choice questions. The results of the analysis using the wilcoxon test show that the sig value (2 tailed) is 0.000 which indicates significance <0.05 so that H0 is rejected and H1 is accepted. This shows that the interactive learning media Math Playground has a significant effect on improving student learning outcomes. The conclusion of this study is that Math Playground interactive learning media can improve student learning outcomes on fraction material. Therefore, teachers and educators can use Math Playground as an alternative learning media to improve student learning outcomes.

The emergence of ChatGPT and other large language models has introduced unprecedented opportunities and challenges in educational settings. This study examines the dual nature of ChatGPT's integration into classroom environments, analyzing both its potential as an educational tool and the ethical concerns it raises regarding academic integrity. Through a mixed-methods approach combining surveys, interviews, and content analysis, this research investigates how educators and students perceive and utilize ChatGPT, the implications for learning outcomes, and the effectiveness of current academic integrity policies. Results indicate that while ChatGPT offers significant pedagogical benefits including personalized learning support and enhanced accessibility, it simultaneously poses risks to traditional assessment methods and raises questions about authorship and original thought. The study proposes a framework for responsible AI integration in education that balances innovation with academic integrity, emphasizing the need for updated policies, enhanced digital literacy, and redesigned assessment strategies. These findings contribute to the ongoing discourse on AI in education and provide practical recommendations for educators, administrators, and policymakers navigating this transformative technology.

Heritage language loss among immigrant and diaspora communities represents a critical challenge to cultural identity, intergenerational communication, and cognitive diversity. Traditional heritage language maintenance approaches face significant barriers including limited resources, lack of qualified instructors, geographic dispersion, and competing demands of dominant language acquisition. This study investigates the effectiveness of bilingual digital story applications as innovative tools for heritage language maintenance among children aged 4-12 years. Through a 24-month longitudinal mixed-methods study involving 1,843 families across eight language communities (Spanish, Mandarin, Arabic, Korean, Tagalog, Vietnamese, Hindi, and Polish), we examined language proficiency development, cultural identity formation, family engagement patterns, and app usage behaviors. Quantitative analysis of pre- and post-intervention language assessments revealed statistically significant improvements in heritage language vocabulary (effect size d=0.68), listening comprehension (d=0.54), and oral production (d=0.47) among children using bilingual story apps for at least 20 minutes daily. Qualitative findings from parent interviews and child focus groups highlighted the apps' role in making heritage language learning enjoyable, facilitating parent-child interaction, connecting children to cultural narratives, and normalizing bilingualism. However, effectiveness varied substantially based on app design features, with interactive elements, culturally authentic content, parent involvement scaffolds, and adaptive difficulty showing strongest associations with outcomes. This research demonstrates that thoughtfully designed bilingual story apps can serve as accessible, scalable tools for heritage language maintenance, though they function most effectively as complements to rather than substitutes for rich home language environments and community connections. The study contributes empirical evidence to inform app development, family language planning, and policies supporting linguistic diversity in increasingly globalized societies.

This study aims to describe the innovative application of the Problem Based Learning (PBL) model in improving the understanding of speech texts in grade VIII students of SMP Negeri 1 Banjarmasin. The study uses a descriptive qualitative approach supported by quantitative data in the form of student learning outcomes. Data sources include lesson planning documents (RPP), the "Understanding Speech" teaching module compiled by Istiqomah HM, and student learning outcomes. The learning process is carried out through PBL stages which include problem orientation, organizing students in group work, investigation, compiling and presenting results, and learning reflection. The results show that the application of the PBL model is able to improve students' understanding of the structure, content, and linguistic rules of speech texts. The average individual score reached 96.84 with most students obtaining a score ≥ 80. In addition to improving academic achievement, the PBL model also has a positive impact on students' critical thinking skills, collaboration, and communication skills. Although technical obstacles and differences in literacy levels were still found, this model is considered effective and worthy of further development in Indonesian language learning at the junior high school level.

This study examines the effectiveness of interactive digital platforms in improving student academic outcomes. The integration of digital platforms in education is becoming increasingly important, but challenges arise regarding educators' adaptation of technology. This study analyzes the effectiveness of platforms such as Kahoot and Padlet through a systematic literature review. The study identifies gaps in previous research that focused more on platform features than on learning outcomes and educator adaptation. Using a systematic literature review of 45 peer-reviewed articles (2019-2024), this study explores the relationship between platform interactivity, educator technology proficiency, and measurable academic improvement. Data analysis uses thematic coding to identify patterns in successful digital learning implementation. The results show that interactive platforms can improve academic performance by 15-25% if educators have adequate technological skills, but success rates decline without proper training. This study proposes a comprehensive framework that integrates platform effectiveness metrics with educator development strategies. Recommendations include structured technology training programs and standardized assessment protocols to measure the effectiveness of digital learning.

This study examines students’ perceptions of the use of online platforms for English listening practice. The research employs a mixed-methods approach involving 150 undergraduate students through questionnaires and semi-structured interviews. The findings indicate that the majority of students hold positive attitudes toward the use of online platforms, primarily due to time flexibility, diverse content, and the ability to learn independently. Nevertheless, several challenges were identified, including internet connectivity issues that disrupt the learning experience, a lack of personalized feedback, and difficulties in maintaining learning motivation. Features such as adjustable playback speed, the availability of transcripts, and interactive exercises received high levels of satisfaction. Overall, the study concludes that although online platforms have great potential to enhance English listening skills, their effectiveness largely depends on proper implementation, adequate technical infrastructure, and active support from educators. Therefore, this study recommends improvements in technical aspects and the development of more effective learning methods to achieve more optimal outcomes.

This study investigates the long-term impact of adaptive digital learning ecosystems on students' self-regulated learning (SRL) behaviors and academic persistence. Adaptive learning systems personalize the learning experience by adjusting content and feedback to meet individual students' needs, preferences, and performance. These systems enhance engagement, motivation, and learning outcomes through real-time adjustments and continuous feedback. The research aims to explore how adaptive learning systems influence SRL and academic persistence in university courses over time. Using a longitudinal quantitative design, the study tracks SRL behaviors and academic persistence at multiple points during the semester. Results show significant improvements in SRL behaviors such as goal setting, planning, self-monitoring, and reflection among students engaged with adaptive learning environments. These students exhibited greater autonomy, improved metacognitive awareness, and higher motivation. Additionally, students in adaptive systems demonstrated greater academic persistence, as indicated by more time spent on tasks, higher assignment completion rates, and sustained engagement. The findings suggest that adaptive learning platforms promote SRL and academic persistence by offering personalized, responsive learning experiences. Unlike static, non-adaptive environments, adaptive systems provide dynamic support, enhancing students' ability to regulate their learning and remain engaged despite challenges. The study concludes that adaptive learning systems are vital for long-term academic success, though further research is needed to assess the sustainability of these effects in various educational settings and among diverse student populations.