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Reading literacy skills are essential for all teachers, including mathematics teachers. Reading literacy is not only about the ability to comprehend texts but also plays a crucial role in supporting critical thinking, analytical reasoning, and problem-solving in the learning process. Acknowledging its importance, the author conducted a community service activity in the form of a training program aimed at strengthening reading literacy skills among junior high school mathematics teachers in Moa District. The training was held on Thursday, October 17, 2024, at the PSDKU Hall of Pattimura University, Southwest Maluku Regency Campus. A total of 17 junior high school mathematics teachers from Moa District participated in the activity.The training methods included the presentation of reading literacy materials in the context of mathematics learning, group discussions, and hands-on practice in analyzing and developing literacy-based math problems. The success of the training was measured using two instruments: a questionnaire assessing participants’ understanding of the material and a test measuring their reading literacy skills before and after the training. Data analysis revealed that participants generally felt they understood the material presented. Moreover, there was a noticeable improvement in their reading literacy skills following the training. These results indicate that the training was conducted effectively and achieved its intended objectives. This activity is expected to have a positive impact on improving the quality of mathematics instruction in schools by enhancing teachers' reading literacy as a key component in facilitating student learning.

Understanding of Mathematics concepts is an important factor in determining students' learning success. However, the results of observations at SDN 33 Kalumbuk showed that fifth grade students still had difficulty in understanding Mathematics concepts. This can be seen from the low level of learning completion, which was only 36.84% in class VA and 33% in class VB. The low understanding of concepts is caused by the lack of interactive learning methods, so that students get bored easily and are less involved in the learning process. This article discusses the importance of understanding concepts in Mathematics learning and solutions that can be applied to improve student understanding. One of the proposed strategies is the use of the Make a Match learning model, which can increase student engagement and help them understand concepts more concretely and interestingly. In addition, problem-solving approaches, the use of visual media, group discussions, and continuous evaluation can also be applied to improve learning effectiveness. By implementing innovative and interactive learning methods, it is hoped that students' understanding of Mathematics concepts can improve, so that they are better prepared to face academic challenges and are able to apply Mathematics concepts in everyday life.    

Social and emotional learning (SEL) is an engaging and enjoyable method within the teaching and learning process. This approach is based on the understanding that academic success alone is insufficient to support students’ holistic development. One of the factors contributing to low learning motivation among students is the lack of implementation of social-emotional learning strategies in the classroom. This study aims to examine how the application of social-emotional learning in Catholic Religious Education influences student learning motivation. The research employed a quantitative method using a quasi-experimental design. The subjects were Grade 10 students at St. Joseph Catholic Vocational High School (SMK Katolik St. Yosef Nenuk). A total of 15 students from the Automotive Engineering class formed the experimental group, while another 15 students from the Building Construction and Computer Networking classes were assigned to the control group. The sample was selected using purposive sampling. Data were collected through questionnaires and documentation, then analyzed using an independent two-sample t-test to test the hypothesis. The results showed a significant difference in student motivation between those taught with SEL and those taught with conventional methods. This is evidenced by a t-test significance value of 0.000, which is less than 0.05. In other words, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. These findings reinforce that social-emotional learning is more effective than conventional teaching methods in increasing student motivation, particularly in Catholic Religious Education

This study explores the implementation of Computational Thinking (CT) in physics learning to enhance students' analytical and logical reasoning. Using an experimental approach with a problem-solving model, the research involved students enrolled in physics courses, divided into experimental and control groups. The experimental group engaged in simulation-based and algorithmic problem-solving tasks, while the control group received conventional instruction. The research focused on assessing improvements in logical reasoning through pre- and post-tests. Data analysis was conducted quantitatively, comparing the pre-test and post-test results of both groups. Findings revealed that the experimental group showed a significant 31% improvement in logical reasoning skills, while the control group demonstrated a modest 5.8% improvement. This indicates that CT-based activities, such as simulations and algorithmic tasks, are more effective in enhancing students' analytical and problem-solving abilities compared to traditional methods. The study highlights the importance of integrating CT into physics education, as it promotes deeper cognitive engagement, critical thinking, and practical problem-solving skills. These findings suggest that CT strategies can be a powerful tool in improving students' reasoning abilities and better preparing them for complex scientific and real-world challenges.

This study aims to analyze the implementation of the SPIRIT model of problem-based biology learning (SSIPBL) on the respiratory system material at Muhammadiyah 1 Sragen High School in the 2024/2025 academic year and to determine whether this model can improve students' learning outcomes. The research type used is quantitative with an experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the t-test results, a significance value (sig.) of 0.198 was obtained, which is greater than the 0.05 value, indicating that there is no significant difference between the experimental group using the SSIPBL model and the control group using conventional learning methods. Factors affecting the ineffectiveness of this model's implementation include teacher readiness, limited time, lack of student involvement, and inadequate infrastructure. The results of this study show that the implementation of the SPIRIT SSIPBL model on the respiratory system material does not significantly improve students' learning outcomes. Therefore, it is recommended to improve supporting aspects, such as teacher training, better time management, and increasing student motivation and involvement in problem-based learning. Indicates that the implementation of the SPIRIT model of Socio-Scientific Problem-Based Learning (SSIPBL) can significantly improve students' learning outcomes on the respiratory system material senior High School for the. These results suggest that SSIPBL has the potential to enhance students' understanding through a problem-based approach that connects scientific phenomena with social issues, and its implementation in the field met expectations.

This study examines the effect of applying the Problem-Based Learning (PBL) learning model on students' high-level thinking skills on ecosystem materials at SMA Negeri 1 Tondano. This study uses an experimental method with a quasi-experimental design involving two groups of students: the experimental class (X.2) taught using the PBL model, and the control class (X.4) taught using conventional learning methods. The number of students in each class is 30 people. Data is collected through pretest and posttest to measure students' high-level thinking abilities. The analysis showed that the experimental class's average posttest score was 83.67, while the control class was 79.50. The independent t-test showed that the t-count value (2.073) was greater than the t-table (1.671) with a significance value of 0.043, which was smaller than 0.05, indicating a significant difference between the two groups. Based on these results, it can be concluded that applying the PBL model has a positive and significant effect on improving students' high-level thinking skills. These findings are consistent with previous research showing that the PBL model effectively improves students' critical and analytical thinking skills. Therefore, applying PBL can be an effective alternative to improve the quality of learning, especially in developing students' high-level thinking skills.

Many students face difficulties and lack confidence when it comes to English pronunciation, often doubting whether their pronunciation is correct. One significant challenge they face is the difference in dialect and pronunciation between their native language and the target language. In Indonesia, a Muslim-majority country, many students are familiar with Arabic, particularly in pesantren-based schools. Arabic and English share certain phonetic features, especially in the fricative consonant sounds, which could help Indonesian students learn English pronunciation more easily. This study explores how learning Arabic might aid in improving English pronunciation, specifically focusing on fricative sounds. Using a mixed-methods approach that combines both quantitative and qualitative data, this research applies a pre-experimental one-group pre-test and post-test design. The study involved fifteen junior high school students in grade VIII from an Islamic character school. The primary goal of the research was to assess how the students’ English pronunciation, particularly on fricative sounds, improved after learning Arabic. The results show a significant improvement in the pronunciation of /f/, /ʃ/, /s/, /z/, and /ʒ/ sounds. However, the students showed less improvement in the pronunciation of /ð/ and /θ/ sounds. This suggests that while Arabic may offer some advantages in mastering specific English sounds, there may be challenges that still hinder the improvement of other English consonants. These findings could provide insights into language learning strategies and the potential role of Arabic in enhancing English pronunciation.

This service aims to analyze the improvement of learning quality at SD Negeri 173653 Nalela through the application of additional learning methods. This activity was carried out by HKBP Nommensen University students involved in the Community Service Practice Lecture (KPPM) program. The research method in this service is a qualitative analysis approach. To obtain the necessary data and information, observations and interviews were conducted. Information is obtained from direct observation, interviews, and also documentation in the form of photographs of activities. The results of this service show that this program has succeeded in increasing student motivation and understanding of the subject matter. In addition, the social interaction that occurs in additional learning activities creates a more supportive environment, so students feel more motivated. However, the challenges faced include the long distance between each elementary school student's home and the KPPM Group IX pokso. This additional learning work program is strongly supported by the Nalela village community as parents of children who participate in additional learning. This service suggests that the additional learning program be expanded to include more students and actively involve parents and the community. With a comprehensive approach, it is hoped that the quality of education in SD Negeri 173653 Nalela can continue to improve.

Low student collaboration skills are often found in learning activities at school. This will certainly impact the low level of student learning outcomes. This study aims to examine the effect of the Learning Cycle 7E model assisted by PhET Simulation on students' collaboration skills and physics learning outcomes. This research is a true experimental study using a posttest-only control group design. The population in this study was class X students of SMK Negeri 2 Jember, while the research sample was determined using the cluster random sampling technique. Data collection methods included observation, interviews, tests, and documentation. The data obtained were analyzed using a normality test, followed by statistical tests using the Independent Sample T-test for collaboration skills and the Mann Whitney U-Test for physics learning outcomes. The results showed that the analysis of collaboration skills data using the Independent Sample T-test obtained a Sig. (2-tailed) of 0.000 ≤ 0.05, indicating a significant difference between the experimental and control groups. Meanwhile, the analysis of physics learning outcomes using the Mann Whitney U-Test obtained a Sig. (2-tailed) of 0.000 ≤ 0.05, also indicating a significant difference. Therefore, it can be concluded that the application of the Learning Cycle 7E model assisted by PhET Simulation has a significant positive effect on improving students' collaboration skills and physics learning outcomes.

In the era of education that continues to develop, innovations in learning methods are very important to improve students' memory, one of which is flahcard media. Flashcard media is a medium that can help improve students' memory in a simple way so that students are interested and do not feel bored during the lesson being delivered. This study aims to determine the influence of the use of flahshcard media in the STAD learning model on student learning outcomes on atomic structure materials and the advantages of nanomaterials in class X of SMA Negeri 16 Samarinda. The type of research is Quasi Experimental Design with a nonequivalent Post-test Only Control Group Design. Class X.2 as an experimental class with the STAD learning model with flashcard media and class X.6 as a control class with the STAD learning model. The initial test was carried out first where the normality test and the t-test. The results of the t-test showed that there was no difference in absorption between the two classes. Data collection uses post tests and daily tests as well as observation sheets for teachers and students. The results of this study show that the learning outcomes of students in the experimental class and control class are obtained Sig.(2-tailed) of 0.000 < 0.05, then Ha is accepted. Based on this study, it can be concluded that there is an influence of the use of flashcard media in the STAD learning model on student learning outcomes on the atomic structure material of the excellence of nanomaterials in class X of SMAN 16 Samarinda.

This research investigated how using Articulate Storyline 3 within a Self-Directed Learning (SDL) model affected vocational students' motivation and physics learning achievements. The study employed a true experimental design, specifically a Post-test Only Control Group Design and was carried out at SMK Negeri 2 Jember. Sample determination is done by conducting a homogeneity test, then randomly selected for the control class and the experimental class through a lottery. Data was collected using observation, interview, questionnaire, test and documentation methods. The data analysis technique used was normality test and T test with the help of IBM SPSS 25 software. Questionnaire results indicated that students in the experimental group, who used the Self-Directed Learning model with Articulate Storyline 3, showed higher average learning motivation compared to the control group.  The results of data analysis of student learning motivation with the Independent Sample T-test test obtained a significance value of 0.010 ≤ 0.05, which means H0 is rejected and Ha is accepted. The post-test results revealed that students in the experimental group, who learned physics using the Self-Directed Learning model with Articulate Storyline 3, achieved higher average scores than those in the control group. The results of data analysis of student physics learning outcomes tested with the Mann-Whitney U-test get a significance value of 0.004 ≤ 0.05 which means H0 is rejected and Ha is accepted. So it can be concluded that there is a significant effect of the application of the SDL model accompanied by Articulate Storyline 3 media on student motivation and physics learning outcomes.

Kids who don't know much about teeth and mouth health have problems, so it's important to help them learn more through the right sources and methods. The point of this study was to find out how playing Monopoly affected the kids' understanding of teeth and mouth health at SDN Bangetayu Wetan 02. A quasi-experiment non-equivalent control group strategy was used for this quantitative study. The intervention was given to the intervention group through a game of Monopoly, and to the control group through PowerPoint. The Wilcoxon test (paired) and the Mann-Whitney test (unpaired) were used to look at the data. The study's participants were kids between the ages of 8 and 9, with 19 kids from each group chosen through Purposive Sampling. A knowledge quiz about teeth and mouth health was used as the tool. The results of the comparison of the two groups' traits showed that most of the respondents were girls and most of them were 9 years old. The intervention group had a p-value of 0.001 (<0.05) for paired bivariate analysis using the Wilcoxon test. This means that there was a significant difference between what they knew about teeth and mouth health before and after the intervention. On the other hand, there was no significant change in the control group, where the p-value was 0.665 (>0.05). The training and control groups both got a p-value of 0.000, which is less than 0.05, on the Mann-Whitney test. There are differences between the two groups in how much they know about teeth and mouth health. It has been shown that learning about teeth and mouth health through monopoly games is more effective than learning through PowerPoint.

This Classroom Action Research (CAR) aims to improve enthusiasm for learning Tajwid in the Al-Qur'an Hadith subject at MIS Islamiyah Tanjung Manis through the Jigsaw learning model. The background of this research is the low enthusiasm among students, caused by conventional teaching methods that are less interactive and monotonous. The Jigsaw model was chosen as it encourages active student participation through collaboration in small groups, where each member is responsible for learning and presenting material to their peers. The research was conducted in three cycles, following the stages of planning, implementation, observation, and reflection. Data were collected through observations, questionnaires, and interviews to measure students' enthusiasm before and after the implementation of the Jigsaw model. The results indicated a significant increase in students' enthusiasm, observed in the participation, enthusiasm, and interaction among students during the learning process. These improvements were seen from the first cycle to the second and third cycles. The findings suggest that the Jigsaw learning model is effective in boosting students’ enthusiasm for learning Tajwid. Therefore, the implementation of this model is recommended as an alternative for interactive and enjoyable learning for students at MIS Islamiyah Tanjung Manis.

Grammar correction has long been recognized as one of the most essential yet challenging aspects of second language (L2) learning. Teachers are expected to provide detailed and contextual feedback, but this process is often time-consuming and less effective in large classrooms. This study investigates the potential of AI-based chatbots as innovative tools for delivering personalized and real-time grammar feedback to support English language learning. The research employed an experimental design involving two groups: an experimental group using AI chatbots for grammar practice and a control group applying traditional teacher-based correction. Data were collected through grammar pre-tests and post-tests, writing tasks, engagement and motivation questionnaires, classroom observations, and student reflection notes. The findings demonstrate that students in the experimental group achieved significantly higher improvements in grammar accuracy compared to the control group, particularly in subject–verb agreement, tense usage, and complex sentence structures. In addition, chatbot use fostered greater engagement, motivation, and active participation, with students reporting reduced language anxiety and increased confidence in practicing English. Writing performance also improved, as students in the experimental group produced more structured, coherent, and grammatically varied texts. These results highlight the potential of AI chatbots not only to enhance linguistic accuracy but also to promote autonomous and personalized learning. In conclusion, AI chatbots represent an effective and scalable pedagogical tool that can complement traditional teaching methods while addressing teachers’ time constraints and improving students’ overall language learning outcomes.

The ability to read in Arabic is a basic skill that is very important for santri in understanding religious texts. However, many students still experience difficulties in reading Arabic words and sentences due to less interactive learning methods. This study aims to analyze the effectiveness of interactive methods in improving the reading skills of students at Musholla Al-Masykurin. The method used in this research is a qualitative approach with descriptive methods, through observation, interviews, and documentation. The results showed that the application of interactive methods, such as group discussions and the use of audiovisual media, had a positive impact on improving santri reading skills. Group discussions help students understand the text collectively, increase confidence, and improve pronunciation. The use of audiovisual media, especially in the form of songs and learning videos, makes it easier for students to remember words and sentences, and makes learning more fun and interactive. With an increase in the average score of students' reading skills by 23.08%, it can be concluded that the interactive method is effective in improving reading skills of Arabic words and sentences. Therefore, this method is recommended to continue to be applied and developed in order to create a more optimal learning process for students.

This study explores the implementation of respect and tolerance through akhlak mahmudah (noble morals) in the multicultural environment of SD Fransiskus Bukittinggi, Indonesia. Using a qualitative descriptive approach, data were collected via classroom observations, interviews with teachers and stakeholders, and document analysis. Findings indicate that integrating akhlak mahmudah values—such as honesty, justice, and compassion—into the curriculum significantly enhances positive interactions among students from diverse cultural and religious backgrounds. Key success factors include active teacher roles as moral exemplars, participatory learning methods (e.g., group discussions and collaborative projects), and parental engagement. Challenges identified include resource limitations and varying teacher perceptions. The study underscores the effectiveness of holistic, value-based education in fostering inclusive attitudes and reducing social conflicts. Recommendations emphasize teacher training, innovative pedagogical strategies, and community collaboration to strengthen character education in multicultural settings.

Science learning in grade 6 of elementary school is often still fixated on conventional methods that emphasize lectures and individual understanding of concepts. Therefore, this study aims to improve science learning outcomes in grade 6 students of elementary school through the application of the jigsaw learning model. The research method used is the experimental method on simple props for rotational and revolutionary motion. Where the research subjects were grade 6 D students of Elementary School 104202 Bandar Setia and the time of this research was conducted on November 13-20, 2024. Data collected through giving test questions, questions, presenting experimental results along with student activity in groups. With these data, significant results were obtained, where before the jigsaw learning model was applied, the average class score was still relatively low (63.75) or there were still many students whose scores were below the KKM, after the jigsaw learning model was applied, the learning outcomes or average class scores increased, namely (81.25) and it can be said that the jigsaw learning model can improve science learning outcomes in grade 6 of Bandar Sertia Elementary School.

Active, Creative, Innovative and Fun Learning Training (PAIKEM) is a strategy designed to improve the quality of learning through an approach that involves students actively and creatively. This article aims to describe the implementation and results of PAIKEM training for elementary school teachers in Padang Cermin District, Pesawaran Regency, Lampung. Training was carried out in three stages: preparation, implementation and evaluation. The methods used include simulations, group discussions, and practical assistance in class. The results of the training show an increase in teachers' understanding of PAIKEM principles, increased skills in applying creative methods, and increased student participation in the learning process. This training makes a significant contribution to the development of teacher competence and the quality of learning in elementary schools. To ensure the sustainability of the impact of training, continued assistance and synergy between schools, government and the education community is needed.

This research is a qualitative research used to determine the application of positive early childhood  discipline as well as supporting and inhibiting factors in its application. Data collection was carried out by observation and interview methods. The application of positive discipline in question includes the stages of application that are carried out technically and the application of positive discipline in essence, namely the application of the 7 principles of positive discipline. The results of the study show that the application of positive discipline is carried out through 3 stages, namely the socialization stage, the preparation stage and the implementation stage. The application was carried out in 10 study groups. The application is also applied by paying attention to the 7 principles of positive discipline which are the essence of positive discipline itself.  The factors that support the implementation of positive discipline are the readiness of educators to continue learning, the adaptive attitude of educators, the superior personality competencies possessed by educators, adequate school facilities, the ideal number of students in each class, and the Special Curriculum owned by the Institution. The factors that hinder the implementation are that educators' understanding of the implementation of positive discipline has not been comprehensive, the role of schools in the implementation of discipline has not been carried out comprehensively, and there has been no evaluation of the results of the implementation of positive discipline.

The learning of Javanese script at SDN Denanyar 1 faces significant challenges, particularly in mastering sandhangan swara. Students struggle to understand the material due to the complexity of Javanese script and the use of traditional teaching methods that are less engaging. Therefore, innovation in teaching methods is needed by implementing a flipped classroom model that utilizes instructional videos. The aim of this study is to examine the implementation of the video-based flipped classroom model and assess its effectiveness in improving the ability to write sandhangan swara in Javanese script among fourth-grade students at SDN Denanyar 1. This research uses a mixed-method approach with a one-group pretest-posttest pre-experimental design. The research stages include observation, interviews, pretest, implementation of the flipped classroom model, and posttest. The study sample consists of 30 fourth-grade students. The results indicate a significant improvement in student learning outcomes, with an average pretest score of 54% and a posttest score of 75%. Additionally, students became more motivated and proactive during the learning process, while teachers successfully created a more innovative learning environment. The conclusion of this study is that the flipped classroom model using instructional videos is effective in enhancing students' ability to write sandhangan swara in Javanese script and makes learning more interactive and enjoyable.