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This study aims to analyze the influence of new students' adaptation to learning methods on campus, especially in sports study programs, and its implications for students' mental and physical health. This study uses a qualitative approach with observation and interview methods with seven female students of the Faculty of Sports, State University of Medan. The results of the study indicate that students experience high academic pressure due to the KKNI-based learning method and the block system, which has an impact on increasing stress levels, physical fatigue, and difficulties in managing study time between theory and practice. The implications of this study are relevant in developing student-friendly learning policies in order to maintain a balance between academic demands and their mental and physical health.    

Menarche is the first menstruation which usually occurs between the ages of 10-16 years. The arrival of the first menstruation makes teenagers feel unprepared and unable to face menarche due to a lack of knowledge and practice during menstruation. So in this case health education using the LAICEF method is needed. This research aims to determine the effect of health education using the LAICEF method on the readiness and ability to face menarche in grade 5 and 6 female students at Wangkal II Elementary School. This research is a pre-experimental design with a one-group pre-post test approach. The population was 25 female respondents from Wangkal II Elementary School, the 25 samples studied were taken using Total Sampling. The instrument used questionnaire through a process of editing, coding, scoring and tabulating. The data obtained from this research was analyzed using the Wilcoxon Test. The results of this research showed readiness and ability to face menarche during pre-post. The majority of respondents showing readiness results in the pretest were in the poor category, as many as 14 respondents (56%). In the post test data, the majority in the sufficient category were 12 respondents (48%). Meanwhile, the majority of abilities in the pretest were in the poor category, 17 respondents (68%). The majority of post test data were in the sufficient category, 16 respondents (64%). The results of the Wilcoxon test obtained a p value: 0.000 <0.05. This shows that there is an influence of health education using the PAIKEM method on the readiness and ability to face menarche in grade 5 and 6 female students at Wangkal II Public Elementary School. Health education using the LAICEF method can develop female students' innovation and creativity so that providing education on readiness and ability to face menarche can be effective and enjoyable for female students, and female students are not burdened by ongoing learning.

Learning strategies play a vital role in determining the success of the educational process, particularly in achieving learning objectives effectively and efficiently. This article aims to comprehensively examine fundamental concepts of learning strategies by addressing five main research questions: (1) what is the definition of learning strategies? (2) how are models, approaches, strategies, methods, and techniques of learning interrelated? (3) what are the classifications of learning strategies? (4) what are the essential components of a learning strategy? and (5) what considerations are important in selecting an appropriate learning strategy? Using a descriptive-qualitative approach, this article draws upon various educational literature, both classical and contemporary, to formulate a comprehensive understanding of learning strategies. The discussion on the definition highlights that a strategy is not merely a technical step but also a pedagogical framework that reflects a systematic way of thinking. Furthermore, this article emphasizes the importance of understanding the interconnectedness of learning models (conceptual frameworks), approaches (philosophical orientations), strategies (overall plans), methods (procedural steps), and techniques (practical actions) in order for educators to design cohesive and holistic learning processes. The classification of learning strategies is discussed based on the learning approach used, such as expository, inquiry-based, cooperative, contextual, and problem-based strategies—each with its own advantages and challenges. The article also identifies key components of learning strategies, including learning objectives, student characteristics, materials, media, methods, and evaluation. In choosing the appropriate strategy, the author highlights the need to consider factors such as learning goals, learner characteristics, available resources, and the socio-cultural context of the learning environment, particularly within the framework of Islamic education. The findings of this study are expected to contribute both theoretically and practically to the development of more contextual, adaptive, and relevant learning designs, especially for educators and prospective teachers within Islamic State Universities.    

This study aims to determine the extent to which learning outcomes in Catholic Religious Education and Character Education can be improved through the application of the scientific learning method among second-grade students at SD Santa Maria Cirebon. The learning materials focused on the topics “My Parents,” “The Role of Family Members,” and “Playing with Friends.” The research subjects consisted of 20 second-grade students, while the object of the study was their learning outcomes following the implementation of the scientific learning method. This method encourages students to actively observe, question, experiment, reason, and communicate their learning outcomes independently and responsibly. The research was conducted over three cycles, each including planning, implementation, observation, and reflection stages. The results indicated a significant improvement in students' learning outcomes. In the first cycle, the average student achievement was 75%, which increased to 85% in the second cycle and reached 100% in the third cycle. In addition to cognitive development, there was also notable improvement in social aspects such as independence, responsibility, and discipline. The number of students showing positive development increased from 75% in the first cycle to 95% in the second cycle, and further to 98% in the third cycle. These findings suggest that the scientific learning method is effective in enhancing both academic performance and social character in Catholic Religious Education and Character Education. Therefore, it is recommended that this method be more widely applied in similar learning contexts.

This study aims to improve the numeracy skills of early childhood through the use of number card games. Numeracy is one of the basic competencies that is important to develop as a foundation for future mathematics skills. The method used in this study is game-based learning, where children are involved in interactive and fun number card playing activities. The subjects of this study were children aged 5-7 years at RA Al Busyro Ngimbang. The results of the study showed that the use of number card games can significantly improve children's numeracy skills, especially in the aspects of number recognition, addition, and simple subtraction. This game helps children understand basic mathematical concepts more naturally and without pressure, because the learning process is carried out in a fun and informal atmosphere. In addition, number card games can also increase children's motivation in learning mathematics, improve social skills through interaction with peers, and improve concentration and focus during the learning process. The conclusion of this study shows that number card games can be used as an effective learning strategy to improve the numeracy skills of early childhood. It is recommended for educators and parents to utilize this method in order to develop children's mathematical abilities more optimally.

The use of audiovisual media is one of the successes of learning, including student learning motivation. This study aims to determine the positive and significant effect of the Use of Audiovisual Media on the Learning Motivation of Class VIII Students of SMP Negeri 2 Balige in the 2024/2025 Academic Year. Quantitative method, the Research Population was all class VIII students of SMP Negeri 2 Balige totaling 216 people and the sample was taken 15% of the total population of 216 people so that the sample of this study was 32 people. Using regression analysis techniques. Proven through the following data analysis: 1) Influence test: Regression equation test Ŷ = 0.292 + 33.506X. b) The significant influence test obtained the value of tcount> ttable = 1.8019> 2.024, then Ha is accepted Ho is rejected. Based on the results of the study, it is known that the use of audiovisual media on student learning motivation can increase. This can be seen from the average value of 3. Thus, the researcher concluded that there is learning motivation for Christian Religious Education students in the 2024/2025 Academic Year.

This study aims to analyze the implementation of contextual learning strategies in Islamic Religious Education (PAI) to build student character. The method used is library research with a qualitative approach, analyzing various literature related to contextual learning and character building within the context of PAI. The findings show that contextual learning positively impacts students' awareness of the importance of Islamic values applied in daily life. Through this approach, students are able to connect theory with practice, strengthen their moral and social attitudes, and build character in accordance with Islamic teachings. The implementation of contextual learning also encourages students to become more active, reflective, and responsible in living a religious life. This research contributes to the development of more relevant and experience-based religious education.

This research uses a qualitative approach to identify societal issues that affect both individuals and communities. At SMP Negeri 17 Malang City, the principal, student representatives, PPKn teachers, and a number of students served as data sources. Data collection methods included observation, interviews, and documentation. The collected data includes both primary and secondary sources. We used both formal and unstructured interviewing methods. This study's data analysis process included three steps: data reduction, data presentation, and conclusion/verification. We also used triangulation methods to assess the validity of the data. Pre-field, fieldwork, involvement during data collection, and data analysis are the phases of the study process. To define Pancasila ideals and learn how to apply them using the cooperative learning model at SMP Negeri 17 Malang City, this research set out to ascertain the role that PPKn instructors play in doing so. The study's findings demonstrated that instructors have a responsibility to care for, acknowledge, and counsel pupils who lack motivation or discipline in addition to imparting knowledge. To prevent such issues, it is recommended that future research focus more on the role PPKn instructors play in boosting students' enthusiasm to study and selecting learning models that fit the infrastructure and facility requirements.

This article discusses the Direct Instruction strategy, a teacher-centered learning approach that emphasizes systematic and structured delivery of material. The purpose of this study is to address the following research questions: (1) What is meant by direct instruction strategy? (2) What are the characteristics of the direct instruction strategy? (3) What are its strengths and weaknesses? and (4) How is the direct instruction strategy applied in Islamic Religious Education (PAI) subjects? This article uses a library research method by examining various relevant theoretical sources. The findings indicate that direct instruction is an effective approach for delivering factual and procedural knowledge, particularly when learning objectives focus on mastering basic skills and understanding concepts in stages. This strategy is characterized by clear teacher guidance, structured learning steps, and continuous assessment. Its advantages include time efficiency and ease of classroom control, while its drawbacks involve limited student participation and less development of critical thinking skills. In the context of PAI learning, this strategy can be effectively applied to memorization materials, basic conceptual understanding, and character formation through concrete examples and teacher modeling.      

This study aims to analyze the influence of technology on Islamic education using a library research approach. The background of this study lies in the increasing use of digital technology in Islamic learning processes, both in formal and non-formal education. Technology is considered capable of expanding access to information, improving learning effectiveness, and supporting more interactive teaching methods. However, the integration of technology into Islamic education also presents challenges, especially in preserving Islamic values and student morality. The findings show that technology can serve as an effective medium for da'wah and education when used wisely and in accordance with sharia principles. Recommendations are addressed to educators and institutions to develop digital-based curricula that remain grounded in Islamic values.    

The low level of student learning activity is often found in school learning activities, which has an impact on poor learning outcomes. This study aims to examine the significant comparison of learning activities and physics learning outcomes of vocational high school students using the cooperative learning models STAD (Student Teams Achievement Division) and TGT (Teams Games Tournament), as well as to describe student responses after the implementation of both models on the topic of energy and its changes. This research is a true experimental study with a posttest-only control group design. The population in this study consisted of 186 students, and the sample was determined using a cluster random sampling technique. Data collection methods included observation, tests, questionnaires, interviews, and documentation. The classical assumption test used was the normality test, followed by statistical analyses using the Independent Sample T-test and the Mann-Whitney U-test. The results of the analysis of student learning activity data using the Independent Sample T-test showed a Sig. (2-tailed) value of 0.699 > 0.05, while the analysis of learning outcome data using the Mann-Whitney U-test showed a Sig. (2-tailed) value of 0.806 > 0.05. These results indicate that there is no significant difference between the two learning models in terms of their effect on student learning activities and physics learning outcomes. In addition, the analysis of student responses showed that the implementation of the STAD and TGT models received a very good response. Thus, it can be concluded that while there is no significant difference between the two models, both are effective in generating student interest and positive engagement in learning physics.

This article explores the nature of the philosophy of Islamic education and its integration with the philosophy of mathematics in the learning process. The philosophy of Islamic education is rooted in the Qur’an and As-Sunnah and is further reinforced by the thoughts of Muslim philosophers. It encompasses three main aspects: ontology (the nature of existence), epistemology (the sources and methods of acquiring knowledge), and axiology (values and purposes). Islamic education aims not only to shape individual character but also to build a holistic educational system based on Islamic values. In this context, education is not merely a process of knowledge transfer but a means of fostering moral and spiritual development in learners. On the other hand, the philosophy of mathematics from the perspective of Islamic education emphasizes that mathematics is not solely an exact science of arithmetic, but also a discipline closely related to ethical and moral values in Islam. Mathematics is viewed as part of the divine order of Allah’s creation, reflecting His greatness. Therefore, the integration of Islamic educational philosophy and mathematical philosophy in learning offers a deeper approach to mathematical concepts. This approach not only enhances students’ cognitive understanding of the material but also instills spiritual awareness and values of faith and piety. By combining scientific and religious aspects, the learning process becomes more systematic, meaningful, and aligned with the comprehensive goals of Islamic education.

In an increasingly globalized job market, English-speaking proficiency has become an essential skill, particularly for non-English major students such as those in Accounting. This study aims to identify and analyze the factors influencing the speaking performance of students in the Accounting Department, Faculty of Economics and Business, Universitas Muhammadiyah Jember. Utilizing a quantitative approach and survey method, data were collected from 218 students selected through stratified random sampling. Instruments included questionnaires measuring language anxiety, self-efficacy, learning motivation, learning environment, and exposure to English, as well as an English-speaking test. The findings reveal that internal factors such as language anxiety, self-efficacy, and learning motivation significantly influence speaking performance. Meanwhile, external factors—learning environment and exposure to English—also contribute, albeit to a lesser extent. The results suggest the need for a holistic approach in improving students’ English-speaking abilities by addressing both psychological and environmental aspects of learning.

This study aims to examine the strengthening of collaborative learning strategies in Islamic Religious Education (PAI) to develop students' social intelligence. Collaborative learning is considered an effective approach to improving social skills and interactions among students, which are crucial in character development based on Islamic values. Through a literature review, this research analyzes various references discussing the basic concepts, implementation, and role of collaborative strategies in building social intelligence according to Islamic teachings. The findings indicate that collaborative learning strategies enhance students' communication skills, empathy, and social responsibility, while also reinforcing religious values in social life. However, the success of its implementation is influenced by supporting factors such as teacher support, learning facilities, as well as challenges like disparities in students' abilities and limited time. This research is expected to contribute to the development of collaborative-based learning methods in religious education in Indonesia.

Jesus Christ as a role model for PAK teachers so that the role and competence of Christian Religious Education (PAK) teachers. Jesus, as the Great Teacher, provides a learning model centered on love, patience, wisdom, and real-life examples. By understanding and applying the principles of Jesus' leadership and teaching, PAK teachers can be more effective in guiding students, both in spiritual and moral aspects. This research uses a qualitative method with a descriptive-analytical approach. Data were collected through literature study of theological literature, Christian education, and analysis of Jesus' teachings and actions in the Bible. The results showed that the example of Jesus has a significant impact in shaping the character of PAK teachers, especially in the aspects of integrity, servant leadership, and the ability to educate with love and wisdom. The conclusion of this study confirms that PAK teachers who imitate Jesus can be agents of transformation in the world of education, forming a generation that is not only intellectually intelligent, but also has a strong Christian character.

This paper examines the application of paraphrastic and analytical approaches in the appreciation of productive literature, especially for children's literature. Productive literary appreciation is important in fostering children's reading interest and creativity. The paraphrastic approach helps children re-express literary works in their own language, improving understanding and critical thinking skills. On the other hand, the analytical approach allows children to identify intrinsic and extrinsic elements in literary works, providing deeper insights. Through these two approaches, children are not only passive connoisseurs, but also active in creating and exploring new literary works. This paper explains the definition, characteristics, benefits, and examples of the application of both approaches in literary activities in elementary schools. It is hoped that by implementing this method, children can develop a better appreciation of literature and the moral values ​​contained therein, creating a productive and creative learning environment.    

This paper examines the application of paraphrastic and analytical approaches in the appreciation of productive literature, especially for children's literature. Productive literary appreciation is important in fostering children's reading interest and creativity. The paraphrastic approach helps children re-express literary works in their own language, improving understanding and critical thinking skills. On the other hand, the analytical approach allows children to identify intrinsic and extrinsic elements in literary works, providing deeper insights. Through these two approaches, children are not only passive connoisseurs, but also active in creating and exploring new literary works. This paper explains the definition, characteristics, benefits, and examples of the application of both approaches in literary activities in elementary schools. It is hoped that by implementing this method, children can develop a better appreciation of literature and the moral values ​​contained therein, creating a productive and creative learning environment.    

Principal management plays a crucial role in the development of teachers, significantly influencing their professional competence and performance in carrying out educational responsibilities. This study aims to describe and analyze (1) principal management strategies in teacher development, (2) obstacles encountered during the implementation of these strategies, and (3) solutions to overcome the identified obstacles. The research was conducted at SMA Muhammadiyah 8 Palembang using a qualitative descriptive method. Data collection techniques included interviews with school leaders and teachers, direct observations of school activities, and document analysis related to teacher development programs. Data were analyzed using an interactive model consisting of data collection, data reduction, data presentation, and conclusion drawing. The findings show that principal management in teacher development involves structured planning, implementation of professional training, performance evaluation, mentoring programs, and the establishment of collaborative work teams aligned with the school's vision and mission. However, several obstacles were identified in the implementation process, such as limited human and financial resources, differences in teacher readiness and motivation, resistance to new policies or changes, and difficulties in maintaining consistent monitoring and supervision. To address these challenges, school leaders have adopted various strategies, including intensifying teacher training and mentoring, promoting teamwork among staff, utilizing digital technology to support learning and supervision, and building partnerships with external education stakeholders. Additionally, regular evaluations and feedback mechanisms are conducted to ensure that teacher development programs remain responsive to current needs. This research emphasizes the importance of effective leadership and adaptive strategies in fostering continuous professional growth for teachers within the school environment.

This study aims to analyze the level of understanding and awareness, identify and evaluate, assess the gap between the designed entrepreneurship learning objectives and evaluate the level of mentoring and supervision provided by teachers or mentors in supporting the internalization of the character of never giving up and being persistent through production unit activities at SMK Negeri 1 Malinau. The research method used in this study is a descriptive qualitative approach. The results of this study indicate that the level of understanding and awareness of students can increase their awareness and readiness to face challenges in the world of work, according to their field of expertise. The implementation of the values ​​of never giving up and tenacity in entrepreneurship learning at SMK plays a crucial role in developing various important aspects in students. The gap between the objectives of entrepreneurship learning and its implementation, namely limited learning time, lack of adequate facilities and practical tools, and minimal training for teachers, hinder students from internalizing these values ​​effectively. With a combination of active teacher roles and effective supervision, students are encouraged to continue trying despite difficulties, thus supporting the development of a resilient character and being ready to face challenges in the world of entrepreneurship

The purpose of this study was to determine the significant positive influence between the Sociodrama Method on the Creativity of Class VIII students of SMP Negeri 3 Paranginan, Humbang Hasundutan Regency, Academic Year 2024/2025. The method used in this study is a quantitative research method and the type of research is a pre-experimental design with the form of "One group pretest-posttest". The population is all students of class VIII of SMP Negeri 3 Paranginan who are Protestant Christians consisting of 2 classes totaling 47 people and a sample of 47 people was determined using the Nonprobability Sampling technique, namely Purposive Sampling. Data were collected with a closed questionnaire of 30 items. The results of the data analysis show that there is an influence of sociodrama on students' learning creativity as expected, as evidenced by the significant test obtained a calculated t value> t table (α = 0.05; dk = n-1 = 46) which is 9.524> 2.021, thus there is a significant influence between variable X and variable Y. Thus, H0 is rejected and Ha, namely there is a positive and significant influence between the Sociodrama Method on the Learning Creativity of Class VIII Students in the 2023/2024 Academic Year, is accepted.