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The development of information technology (IT) has made a significant contribution to the field of education, including at the junior high school level. This study aims to examine the implementation of information technology in the learning process of seventh-grade students at SMP Katolik St. Aloysius. The research method applied was descriptive qualitative, employing observation, teacher interviews, and student questionnaires. The findings indicate that the use of IT tools such as computers, LCD projectors, and online learning applications, particularly Google Classroom and WhatsApp Groups, has enhanced student learning motivation, facilitated easier access to learning materials, and strengthened interaction between teachers and students. Moreover, technology integration enables teachers to deliver more engaging and varied learning experiences, encouraging students to participate more actively in the classroom. Nevertheless, several challenges were identified, including limited school infrastructure, varying levels of digital literacy among students, and unequal internet access. These obstacles may hinder the effectiveness of IT implementation in the learning process. Therefore, continuous mentoring strategies, infrastructure improvement, and digital literacy training for both students and teachers are necessary. In conclusion, the implementation of information technology at SMP Katolik St. Aloysius has had a significant positive impact on the learning process but requires sustainable support and improvements to achieve optimal outcomes

This study is a Classroom Action Research (CAR) aimed at improving students' critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun through the implementation of the Mind Mapping Method. The study was conducted in two cycles with four stages in each cycle: planning, implementation, observation, and reflection. The subjects of this study were 24 students from class X who participated in the implementation of this method. Data were collected through observation, interviews, and documentation to assess the development of students' critical thinking abilities. The results showed an improvement in critical thinking skills in each cycle. In cycle I, students' critical thinking skills reached 87.5% with an excellent category, while in cycle II, it increased to 93.57% with an excellent category. This improvement demonstrates the effectiveness of the Mind Mapping Method in helping students organize ideas, connect concepts, and analyze learning materials more systematically. Therefore, this study proves that the Mind Mapping-based learning method can be an effective alternative in improving critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun. The implications of these findings highlight the importance of innovative teaching methods to support the optimal development of students' critical thinking abilities.

Real analysis is one of the main branches of mathematics that serves as a fundamental foundation for the development of science and technology. This study emphasizes the understanding of basic concepts such as real numbers, limits, continuity, the principle of mathematical induction, as well as deductive and axiomatic approaches as a strong framework for mathematical proofs. This research employs the Systematic Literature Review (SLR) method by examining articles and journals related to both the theoretical aspects and the implementation of real analysis in solving mathematical problems. The findings indicate that the application of Polya’s method, visualization through demonstration, and the use of modern technology such as augmented reality (AR) can enhance the effectiveness of real analysis learning. These approaches help students connect abstract concepts with real applications, thereby strengthening logical, systematic, critical, and rigorous thinking skills. However, several learning difficulties are also identified, including the complexity of the material, weak learning habits, social influences, and inappropriate teaching strategies. Therefore, more applicative, interactive, and contextual learning strategies are needed to support the achievement of learning objectives. The conclusion of this review highlights that the integration of theoretical understanding, problem-solving methods, and innovative technology is a strategic step to improve students’ thinking quality in real analysis courses. Thus, real analysis is not only positioned as a theoretical subject but also as a medium for developing problem-solving abilities and higher-order thinking skills that are relevant to both academic needs and real-world applications.

Community Service Learning (CSL) is a tangible manifestation of the implementation of the Tri Dharma of Higher Education, which aims to apply knowledge within the community, particularly in addressing economic challenges in rural areas. This study focuses on the effectiveness of the UIN SU student KKN programme in Sugihen Village, Juhar Subdistrict, Karo Regency, which carries the theme of economic empowerment of the community. The research method used a qualitative approach with participatory observation and practical demonstration techniques, directly involving the Sugihen Village community. The results showed that this programme significantly improved the participants’ knowledge and technical skills, transforming their roles from passive consumers to active producers. This training not only helped reduce household expenses but also opened up new business opportunities that had the potential to increase family income. Therefore, this KKN programme can serve as an effective strategic model for creating stable and independent community-based economic growth.

This study focuses on how the use of Student Worksheets (LKPD) can support the Islamic Religious Education (PAI) learning process at MIS Al-Hidayah. Using a qualitative approach, researchers explored the experiences of teachers and students through interviews, observations, and documentation. The results indicate that LKPD equipped with visual media can create a more engaging learning environment, motivate students, and facilitate their understanding of the material. Teachers design LKPD with pictures and sequential steps, enabling students to be more active and able to learn independently or in groups. Despite obstacles, such as limited time for development and incomplete school facilities, teacher creativity and collaboration with colleagues proved key to success. These findings confirm that LKPD can be an effective learning tool, not only for improving cognitive understanding but also for instilling Islamic values ​​in students. This study also has implications for the development of PAI learning strategies in madrasah-based elementary schools. Thus, the innovative use of LKPD can become a sustainable learning model to improve the quality of Islamic education in the future.

The spirituality of today’s church youth encounters multidimensional challenges, particularly the pervasive influence of digital culture, the gradual decline in interest toward spiritual disciplines, and the weakening of involvement in ecclesial ministry. Such dynamics often create a gap between theological knowledge and lived faith experiences. This Community Service (PkM) initiative was designed to respond to these issues by implementing an interactive model aimed at enhancing the spiritual understanding of the youth at GKSI Trimorejo Congregation. The model emphasizes participatory learning processes, in which youth are not merely passive recipients of teaching but active contributors to collective faith formation. The methodological framework consisted of three main stages: initial observation to identify needs and spiritual conditions; preparation of training modules contextualized with the congregation’s realities; and the implementation of interactive activities such as group discussions, thematic Bible studies, role-play, and collective reflection. Evaluation strategies integrated both quantitative and qualitative approaches, including pre-tests and post-tests to measure cognitive growth, alongside participatory interviews to capture experiential insights. The findings reveal a notable increase in youth comprehension of biblical principles, heightened enthusiasm and participation in church programs, and the establishment of a more cohesive spiritual learning community. Furthermore, the process encouraged a deeper sense of belonging and responsibility among the participants toward their ecclesial environment. In conclusion, the interactive model demonstrates significant effectiveness in fostering youth spirituality and may serve as a viable alternative strategy for churches encountering similar challenges within contemporary contexts of ministry.

Islamic Religious Education (PAI) plays a crucial role in fostering good morals in students, enabling them to develop Islamic character and face the challenges of the times with strong spiritual values. However, the implementation of PAI teaching in the field often still prioritizes traditional lecture methods, which lead to less student participation, boredom, and less than satisfactory learning outcomes. This small study aims to explore the PAI learning models and strategies implemented by teachers at the Al-Hidayah Foundation, the challenges they face, and their impact on students. This study used a qualitative approach with a case study method through in-depth interviews with PAI teachers. The results revealed that teachers have begun to integrate lecture methods with more innovative learning strategies such as contextual, cooperative, and technology-based, although their implementation has not always been consistent. The main challenges faced include limited infrastructure, a lack of professional training for teachers, and low learning motivation among some students. The visible impact is increased student engagement in the learning process when innovative strategies are implemented, although their effectiveness still needs to be strengthened with support from the institution and parents. Therefore, the Islamic Religious Education teachers at the Al-Hidayah Foundation not only function as teachers, but also as motivators and facilitators in the learning process to ensure that the goals of Islamic education can be achieved properly.

Indonesia, a country located in the Pacific Ring of Fire, has a high level of vulnerability to earthquakes. This condition demands an increase in the capacity of civil engineering human resources to design safe and disaster-resistant buildings. This study aims to evaluate the effectiveness of project-based learning training with a focus on the application of SNI 1726:2019, structural modeling using ETABS/RSA, lateral load calculations, and the design of simple earthquake-resistant houses. The research method involved final-year civil engineering students and alumni who participated in a series of trainings, with evaluations through pre-tests, post-tests, and design assessments. The results showed an increase in competency in all aspects, especially the understanding of the SNI 1726:2019 standard and lateral load calculations. In addition, participants were able to produce simple house designs that meet the basic criteria for earthquake resistance, material efficiency, and structural stability. These findings indicate that applied training can bridge the gap between academic theory and practical skills needed in the workplace. This research contributes to strengthening the capacity of civil engineering in supporting resilient infrastructure development and has important implications for the integration of similar training into higher education curricula and community service programs.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

The implementation of teaching and learning activities in Indonesia is guided by the Curriculum. The curriculum is developed and refined in line with the rapid development of science and technology and the evolution of society. In the conditions of the COVID-19 pandemic, major changes have occurred in the world of education, especially in Indonesia, with a shift from direct learning in classrooms to distance education based on digital technology. The aim of this research is to analyze the effect of implementing the Independent Curriculum at SDN 060826 Kec. Medan Area. Through this approach, it is hoped to obtain a clearer picture of the effectiveness of the curriculum in improving the quality of education as well as identifying obstacles and opportunities that arise in its implementation. This research uses a descriptive qualitative method to analyze the effect of implementing the Merdeka Curriculum at SDN 060826 Kec. Medan Area. Research conducted by researchers at SDN 060826 Kec. Medan Area, it can be seen that they always regularly attend training from both the principal and teachers and to strengthen teachers' understanding of the Independent Learning Curriculum, teachers always hold monthly meetings with the Teacher Working Group (KKG) to resolve various problems related to the Independent Learning Curriculum. as well as to increase teacher competence in the process of teaching and learning activities.

This study evaluates the effectiveness of ICT-based media training in enhancing the competence of religious counselors. The training focuses on developing counselors' digital and communication skills, enabling them to proficiently create, manage, and utilize ICT media for religious education. Using a structured Service-Learning approach, the program consists of four stages: initial needs assessment and planning, implementation with a pre-assessment, post-training evaluation conducted via Google Forms, and subsequent mentoring to reinforce skill application. The results indicate significant advancements in counselors' ability to employ ICT media in engaging and relevant ways that align with modern educational demands. Through this training, counselors are better equipped to deliver religious content that appeals to a broad audience, thereby enhancing the accessibility and effectiveness of religious guidance in today’s digital environment. Findings demonstrate that ICT-based training serves as an effective method for equipping religious educators with vital digital skills, ultimately supporting their role in providing impactful religious counseling within contemporary contexts..

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

Digital books are a transformation from printed books into digital media that can be accessed through devices such as computers, tablets, or smartphones. Digital books not only display text but can also contain multimedia elements such as images, audio, video, animations, and interactive quizzes. This makes the learning process more engaging and less monotonous. In the context of learning Hajj and Umrah material, digital books can display simulations of Hajj rituals, videos of worship in the Holy Land, and maps of Hajj and Umrah journeys, all of which can strengthen students' understanding. This study aims to explore the use of digital books as a learning medium for Islamic Religious Education (PAI) on Hajj and Umrah material at the Junior High School (SMP) level. Digital books are considered capable of overcoming the limitations of conventional learning media, which are static and less interactive. By utilizing multimedia elements such as manasik simulations, videos, prayer audio, interactive maps, and educational quizzes and games, digital books provide a more contextual, visual, and enjoyable learning experience. In addition, advantages in terms of accessibility, portability, and the ability to be adapted to students' learning styles make digital books relevant to the demands of 21st-century learning. The implementation of digital textbooks in learning was carried out through online, face-to-face, and blended learning models. Effectiveness evaluations included improvements in students' conceptual understanding, learning motivation, and digital skills. The study results indicate that digital textbooks play a significant role in improving the quality of Islamic Religious Education (PAI) learning, particularly on the topics of Hajj and Umrah, and supporting digital transformation in education.

This study examines how interactive storybooks can help children aged 7 to 9 years learn about the dangers of excessive sugar consumption in packaged drinks. The book is designed with interactive techniques such as pop-up, pull-the-tab, and lift-the-flap to enhance the effectiveness of learning for children. Each mechanical method is aimed at capturing the children’s attention and delivering an educational message in an engaging and easy-to-understand way. The results show that the pull-the-tab technique was the most commonly used because of its ease of use and effectiveness in illustrating gradual changes. This technique allows children to visually see how excessive sugar consumption affects the body through changes that occur when they pull the tab on the book. Additionally, the use of pop-up and lift-the-flap methods provides a visually and physically engaging experience, which makes children more involved in the learning process. Based on the findings, interactive storybooks have proven to be a highly effective learning tool for educating children about important health issues. Therefore, book developers are encouraged to continue innovating by incorporating various interactive methods, such as adapting the books into digital formats. By doing so, a broader and more effective educational impact can be achieved, allowing children to learn in a fun, interactive, and easily accessible way.

This study explores the development and implementation of an Augmented Reality (AR)-based learning medium to enhance students’ understanding of tajwid at Madrasah Aliyah. The background of this research stems from the limited effectiveness of conventional teaching methods and the relatively low interest of students in learning tajwid. AR-based learning was chosen because it provides a more interactive and contextualized learning experience that actively engages learners. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants were Madrasah Aliyah students selected as the experimental group. The findings reveal that the AR learning medium significantly improves students’ comprehension of tajwid rules compared to traditional learning approaches. Moreover, students reported high levels of satisfaction, noting that the media was engaging, user-friendly, and capable of visualizing abstract tajwid rules in a clear and accessible manner. In conclusion, integrating AR technology into Islamic education, particularly tajwid learning, holds great potential to improve learning quality while fostering students’ motivation to explore the subject more deeply.

Natural Science (IPA) learning is an important foundation in developing students' scientific literacy, critical thinking skills, and scientific attitudes. However, the learning process still faces many challenges related to low learning interest, the dominance of conventional methods, and limited use of technology. This article aims to analyze the effectiveness of innovative approaches in science learning through a systematic review of 25 national and international journal articles published in 2020–2025. The systematic review method was carried out through the stages of identification, selection, data extraction, and thematic analysis. The results of the analysis show that the Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), STEM Learning, and digital technology integration (PhET Simulation, mobile learning, gamification, blended learning) approaches have been proven to have a positive impact on learning outcomes, critical thinking skills, creativity, and student motivation. The thematic analysis resulted in four main themes: (1) strengthening critical thinking skills through PBL, (2) developing creativity and scientific literacy through IBL, (3) STEM integration to improve collaboration and scientific attitudes, and (4) utilizing digital technology for motivation and understanding abstract concepts. This study concludes that a combination of various innovative approaches is needed to make science learning more relevant to the demands of the 21st century.

This study aims to determine the effectiveness of the question-and-answer method in improving students’ understanding of Islamic Education (PAI) material at Madrasah Aliyah Muhammadiyah 1 Medan. This research employs a quantitative approach with a simple descriptive design. The sample consisted of 5 respondents who were eleventh-grade students. The instruments used were comprehension tests administered before and after the implementation of the question-and-answer method, as well as observation sheets to assess student engagement during the learning process. The data were analyzed using mean and percentage calculations to identify the improvement in learning outcomes. The results show a significant increase in students’ understanding after applying the question-and-answer method. Students became more active in answering and asking questions, making the classroom atmosphere more interactive. This proves that the question-and-answer method is effective as a learning strategy in PAI to enhance students’ conceptual understanding. This study is expected to serve as a reference for PAI teachers in selecting appropriate teaching methods to improve the quality of the teaching and learning process.

The rapid expansion of digital platforms in higher education has paved the way for Virtual Exchange (VE) as a viable alternative to traditional student mobility programs. VE leverages online technologies to connect university students from diverse cultural and academic backgrounds, enabling cross-cultural communication and global collaboration without the financial and geographical barriers associated with physical exchanges. Despite its potential, challenges remain regarding student engagement, technological limitations, and reduced immersion compared to face-to-face interactions. This study aims to evaluate the effectiveness of VE in fostering intercultural awareness and teamwork skills among university students. A mixed-method approach was employed, combining quantitative surveys to measure intercultural competence and collaboration with qualitative interviews to explore students’ experiences in depth. The findings indicate that VE contributes significantly to the development of intercultural understanding, digital literacy, and teamwork, with students reporting enhanced awareness of cultural diversity and improved adaptability in online collaboration. Visual and statistical analyses highlight clear patterns in how VE facilitates skill development, while qualitative data emphasize both the benefits and obstacles students encounter, such as managing time zone differences and cultural nuances. The study concludes that VE represents an inclusive and scalable educational approach that complements traditional exchange programs, offering broader access to global learning opportunities while addressing issues of equity and accessibility. However, its limitations suggest that VE should be integrated strategically, potentially through hybrid models that balance virtual and physical mobility to maximize its impact.

Biology education in high school has an important role in shaping students' science literacy and critical thinking skills. However, ecological material, particularly the topic of Ecosystem Components and their Interactions, is often considered difficult because it is abstract and not easy to observe directly. This research aims to improve student learning outcomes through the application of the Problem Based Learning (PBL) model, which emphasizes real problem-solving, collaborative discussion, and active involvement in the learning process. The research uses the design of Classroom Action Research (PTK) which was carried out in two cycles in class X of St. Rosa de Lima Catholic High School Tondano involving 10 students in the odd semester of the 2025/2026 school year. Data was collected through observation of teacher and student activities, learning outcome tests in the form of pretests and posttests, and learning documentation. The analysis was carried out descriptively, qualitatively, and quantitatively by calculating the average score, percentage of completion, and student involvement. The results of the study showed a significant increase. The percentage of teacher activity increased from 58.3% in the first cycle to 87.5% in the second cycle, while student activity increased from 45.83% to 83.33%. The average score of students also increased from 70% in cycle I to 90% in cycle II, with classical completeness reaching 90%. These findings confirm the effectiveness of PBL as a contextual Biology learning strategy, able to bridge ecological concepts with real life, and increase students' curiosity, cooperation, and critical thinking skills.