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This Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

This research aims to analyze the adaptive role of a dance teacher in teaching the subject of music art at SMK Asta Mitra Purwodadi, as well as identifying the patterns of collaborative approaches and the implementation of the Deep Learning strategy in the learning process. This phenomenon attracts researchers due to the case of a teacher teaching cross-disciplinary subjects, although still within the domain of the arts. This study employs a qualitative method using observation, semi-structured interviews, and documentation techniques. The main subject of this research is Bu Evi, a dance teacher who also serves as the music art instructor. The research results indicate that the non-specialist teacher (with a dance background) successfully overcomes limitations in teaching music by performing a role transformation into a facilitator focusing on expression, rhythm, and performance. The implementation of Deep Learning is realized effectively through a kinesthetic approach, where abstract music concepts (such as tempo and dynamics) are translated through body movement exploration, which is proven to increase student enthusiasm and understanding. Furthermore, the teacher implements a strategic collaborative pattern with the music extracurricular teacher, where responsibilities are divided between aspects of expression/movement and the deepening of theory/vocal technique, ensuring talented students still receive adequate technical development. Assessment focuses on performative aspects (expression, tempo, teamwork, and self-confidence). This research concludes that the teacher's professionalism and pedagogical creativity are the main keys to bridging competency gaps, while simultaneously ensuring the achievement of the goals of the Merdeka Curriculum in shaping student character and 21st-century skills.

This study aims to develop Google Site-based learning media on Electronic Fuel Injection (EFI) System Maintenance material for class XI students of Automotive Light Vehicle Engineering (TKRO) at SMK Negeri 1 Padang. The background of this study is based on the problems of learning that is still monotonous, less than optimal use of digital technology in the teaching and learning process, and low motivation and independence of student learning. This study uses the Research and Development (R&D) method with a 4-D development model that includes the Define, Design, Develop, and Disseminate stages. The research subjects consisted of two experts, namely media experts and material experts, two subject teachers, and 31 class XI TKRO students. Data collection techniques were carried out through validation questionnaires and practicality questionnaires. The results of the study showed that Google Site-based learning media has a very high level of validity based on the assessment of media experts by 93.33% and material experts by 90.00%. In addition, this media was considered very practical by teachers with a percentage of 94.25% and practical by students with a percentage of 78.2%. Thus, Google Site-based learning media is declared suitable for use as a learning tool to increase learning motivation, student independence, and learning effectiveness in the EFI System Maintenance material in vocational schools.  

The Scientific Writing course plays an important role in equipping students with academic skills, particularly in developing systematic and scientifically sound research methodology. This study aims to analyze the relationship between the Scientific Writing course and the research methodology writing skills of Group E Semester 3 students. The research method used is a quantitative method with a correlational approach. Data were collected through documentation and questionnaire techniques to measure mastery of the course material and students' ability to write research methodology. Data analysis was carried out using a correlation test to determine the level of relationship between variables. The results of the study indicate that there is a positive and significant relationship between the Scientific Writing course and students' research methodology writing skills. Students who have a good understanding of scientific writing materials tend to be able to develop research methodologies more systematically, logically, and in accordance with scientific principles. This finding confirms that the Scientific Writing course contributes significantly to improving students' academic competence, particularly in writing research methodology. This study is expected to be used as material for evaluating and developing scientific writing learning in higher education. The researcher distributed a questionnaire via Google Form consisting of 11 questions to group D students to obtain research results. The results of the study in the form of a questionnaire showed that 18 students (90%) felt a high level of satisfaction with the teaching of the Scientific Paper Writing course because it helped them understand the structure of research and how to write research methodology correctly and 2 students (10%) felt that it was just so-so.

This study discusses the learning process of Christian Religious Education (CRE) for early childhood based on a hermeneutical approach as a pedagogical strategy for fostering children’s faith from an early age. Early childhood is a critical stage in faith development; therefore, learning methods must be not only informative but also transformative and meaningful. This study employs a qualitative method through a literature review, analyzing hermeneutical theories, early childhood development studies, and CRE teaching practices in the Indonesian educational context. The findings indicate that the application of child-centered hermeneutics enables teachers to connect biblical messages with children’s concrete experiences through storytelling, visual media, role-playing, and multisensory activities appropriate to children’s world. Contextual, simple, and creative interpretation of biblical texts helps children internalize faith values more deeply and practically. This study emphasizes the importance of strengthening teachers’ competencies through practical hermeneutics training and implementing developmentally appropriate learning approaches. Thus, hermeneutics functions not only as a tool for interpreting biblical texts but also as a pedagogical process that holistically shapes children’s faith development.  

The phenomenon of pseudoexpertise on social media, namely the tendency to feel knowledgeable without adequate scientific grounding due to exposure to unrestricted information, has become a serious challenge for Islamic religious education. This study employs a phenomenological method through in-depth interviews with two Master's students of Islamic Education (PAI) at UIN Syarif Hidayatullah Jakarta, who come from different social backgrounds teaching at Islamic boarding schools in rural Bogor and urban South Jakarta to obtain diverse perspectives on how social context influences the emergence of pseudoexpertise. The selection of master's-level informants is based on their academic qualifications and teaching experience, which are considered capable of providing representative insights. Secondary sources include scientific articles and relevant literature. The findings indicate that globalization and pseudoexpertise constitute obstacles that are difficult for religious teachers to control, as students acquire much of their religious knowledge from outside the school without verification. Therefore, contextual Islamic Education (PAI) learning and teachers who serve as knowledge validators through healthy communication are required, enabling students to filter information and develop more mature religious literacy.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

This study aims to analyse the difficulties experienced by female students at Tunas Ilmu Islamic Junior High School in learning English. English is an important subject in the curriculum, but some students still show difficulties in understanding and using the language effectively. This study uses a  qualitative descriptive method with observation, interviews and a questionnaire given to students. The initial results of the essay questionnaire show that 50% of students say they like English lessons, while the other 50% experience difficulties in learning. Meanwhile, the results of the multiple-choice questionnaire showed that students experienced three difficulties, namely difficulty reading sentences, understanding vocabulary, and understanding grammatical concepts. Learning difficulties are a problem that prevents students from following lessons as well as other students in general. Learning difficulties are commonly experienced by students. The results of the study show that the main difficulties students face are in speaking and listening skills, which are caused by a lack of vocabulary, low self-confidence, and limited exposure to English outside the classroom. Another contributing factor is the lack of variety in teaching methods. Therefore, this study is expected to serve as a basis for teachers to design more effective learning strategies that are tailored to the needs of students.

The advancement of digital technology has triggered a transformation in the teaching and learning process, including in the teaching of Economics at the senior high school level. Social media, which initially served merely as a communication tool, is now utilized as an interactive and easily accessible alternative learning resource. This study aims to describe how social media is used in the Economics learning process at SMA Panca Marga Lamongan and to identify its benefits and challenges. The research employed a qualitative descriptive method with purposive sampling, involving one Economics teacher and eleventh-grade social science students. Data were collected through interviews, observations, and documentation, then processed and examined using the Miles, Huberman, and Saldaña analysis model. The findings show that social media platforms such as YouTube, Instagram, and TikTok enhance students’ understanding of economic concepts in a more contextual and visual manner, as well as foster learning independence and participation. However, challenges include difficulties in filtering credible information and the potential for distraction when usage is not well-controlled. Thus, social media can serve as an effective learning resource when supported by strong digital literacy, clear teacher guidance, and proper management of its use.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

The development of thematic teaching materials at the elementary school level requires a deep understanding of students’ learning needs to ensure that the presented material is relevant, contextual, and capable of improving learning outcomes. This study aims to analyze the learning needs of elementary school students as a basis for developing effective thematic teaching materials. Literature related to learning needs, teaching material design, integrated thematic approaches, and the characteristics of students’ cognitive development were analyzed comprehensively. The results of the study indicate that students’ learning needs include contextual material, concrete visualizations, collaborative activities, and varied learning media. Challenges include limitations of teachers in conducting needs analysis, suboptimal utilization of technology, and the suitability of material to the local context. This article provides strategic recommendations for designing student-needs-based thematic teaching materials that are adaptive, engaging, and competency-oriented.

Contextual Teaching and Learning (CTL) is a pedagogical approach that links the learning material to students' everyday life, making the learning process more meaningful and easier to understand. The aim of this literature review is to identify the effectiveness of context-based teaching materials in enhancing students' conceptual understanding, motivation, and learning outcomes in elementary schools. Studies focusing on the development of teaching materials, interactive modules, contextual worksheets, and e-modules were analyzed in depth. The findings show that the contextual approach consistently enhances student engagement, conceptual understanding, and critical thinking skills. However, several challenges need to be addressed, such as limited resources, lack of teacher competence, and the scarcity of relevant local learning resources. This article provides strategic recommendations related to the development and implementation of more effective and sustainable context-based teaching materials, taking into account resource availability and the improvement of teacher competencies to ensure the success of contextual learning in elementary schools.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.

The Merdeka Curriculum demands the development of teaching materials that are adaptive, contextual, and relevant to the demands of 21st-century learning. This article aims to examine the strategy for developing teaching materials based on the Merdeka Curriculum that can support the strengthening of 21st-century competencies, such as critical thinking, creativity, collaboration, and digital literacy. The method used is a literature review of various studies related to the Merdeka Curriculum, teaching material development, and 21st-century learning. The findings show that effective teaching material development must consider the integration of local context, the use of digital technology, and project- and problem-based approaches. In addition, it is also important to conduct continuous reflection and evaluation in the teaching material development process. With the right strategy, teaching materials based on the Merdeka Curriculum can become a key tool in creating meaningful, flexible learning that aligns with the needs of 21st-century learners. Through the implementation of this strategy, it is hoped that a more effective learning process that aligns with the times can be created.

This article investigates how Islamic Education teachers implement their professional competence in managing learning at a public Islamic senior secondary school in North Maluku, Indonesia. Teacher competence is understood as a multidimensional construct that includes pedagogical, professional, personal, social, and spiritual dimensions and is expressed through lesson planning, classroom instruction, and learning assessment. Using a qualitative naturalistic design, data were collected through participant observation, in depth interviews with teachers, school leaders, and students, and documentation of lesson plans and institutional records. The findings show that lesson planning is carried out consistently and aligned with the curriculum, but the depth and creativity of plans vary between teachers, with some documents remaining largely administrative. In classroom instruction, teachers demonstrate sincere efforts to create a conducive learning climate, connect Islamic teachings with students daily lives, and encourage participation, although limited use of educational technology, differences in student engagement, and classroom management challenges constrain the consistency of instructional quality. Assessment practices employ diverse techniques to evaluate cognitive, affective, and psychomotor domains, yet the systematic use of formative and authentic assessment is still uneven due to workload and time pressures. Supporting factors include institutional backing through workshops and subject teacher forums, supportive leadership, adequate facilities, and teacher experience, while inhibiting factors comprise internal limitations in instructional design, external constraints related to technology and student diversity, and structural administrative demands. Overall, the study offers an integrated and context specific picture of how competence in learning management contributes to students understanding, motivation, and religious character.

Learning and teaching from the perspective of the Qur'an are not only understood as intellectual activities, but also as spiritual, emotional, and moral processes that shape the whole human personality. Learning is an obligation for every individual to develop their human potential and get closer to Allah SWT, while teaching is seen as worship and a social responsibility in spreading knowledge and good values. This study aims to examine the interpretation of the verses of the Qur'an related to the obligation of learning and teaching, namely QS. At-Taubah: 122, QS. Al-Ghasiyah: 17–20, QS. Al-'Ankabut: 19–20, QS. Al-Qalam: 1–4, and QS. Al-'Alaq: 1–5. The method used is a literature study with a thematic interpretation approach (maudhu'i). The results of the study indicate that the obligation of learning and teaching is lifelong (long life education) and is an important foundation in building an Islamic civilization that is moral, knowledgeable, and competitive.  

This research presents the development of the Rembulan E Learning platform using Moodle as the primary Learning Management System for SMK Negeri 1 Pandeglang.The main objective is to provide a structured, accessible, and interactive digital learning environment that effectively supports teaching and learning activities, enhances student engagement, and facilitates teacher management of course materials. The study applies the Waterfall development model, which includes five stages requirement analysis, system design, implementation, testing, and deployment. Data collection methods involve observation of classroom practices, in depth interviews with teachers to identify pedagogical and technological needs, and comprehensive documentation review to ensure alignment with curriculum standards and user expectations. The resulting system integrates features such as digital classrooms, learning modules, assignments, discussion forums, quizzes, and student performance monitoring, offering a comprehensive digital learning experience. System testing was conducted using Black‑box Testing, complemented by limited user trials with teachers and students, which confirmed that the platform is functional, user friendly, and capable of supporting a variety of learning activities. This research contributes to the implementation of Moodle based LMS development in vocational schools, providing practical guidance for improving digital learning quality, promoting blended learning approaches, and facilitating sustainable adoption of educational technology in secondary education.

The development of modern education demands that teachers play a broader role beyond merely delivering subject matter, including building professional reputation, credibility, and positive influence on students, colleagues, parents, and society. For Christian Religious Education teachers, personal branding has a deeper dimension because they also serve as role models and ambassadors of Christian values. This study aims to describe the formation of personal branding among Christian Religious Education teachers based on spiritual and theological values, as well as its impact on teaching and student character development. The method used is descriptive qualitative through a literature study of books, journals, notes, and relevant reports, with narrative analysis to illustrate the practices and values that shape teachers’ personal branding. The findings indicate that the personal branding of Christian Religious Education teachers is an integration of professional competence, personal integrity, and Christian values, encompassing authenticity, consistency, professionalism, spiritual and moral role modeling, inspirational and communicative abilities, adaptation to technology, and positive relationships with students and the community. Spiritual and theological values such as Christian love, integrity, humility, patience, justice, service, and commitment to God’s Word form the main foundation that strengthens teachers’ credibility, motivates students, and establishes them as living examples of Christian life. Personal branding for Christian Religious Education teachers is not merely an image or popularity, but a real reflection of faith, character, and daily behavior consistent with Christian teachings, thus supporting effective learning, student character formation, and the teacher’s reputation as an authentic, inspiring, and professional educator.  

In the learning process, educators often face challenges in helping students achieve optimal learning outcomes. One of the contributing factors is the dominance of teacher-centered learning models, which frequently leads to low student engagement and reduced motivation. This condition affects students’ curiosity, particularly in Science learning, which requires active participation and exploration. Therefore, innovative teaching materials are needed to encourage student involvement while simultaneously stimulating their curiosity. One alternative that can be utilized is the Student Worksheet (Lembar Kerja Peserta Didik/LKPD), which can be designed systematically and contextually to support active learning. This study aims to determine the effectiveness of using LKPD in enhancing students’ curiosity in Grade VII Science learning at SMPN 1 Sanrobone. The research employed a Classroom Action Research (CAR) approach carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The findings indicate a significant increase in students’ curiosity after the implementation of LKPD, as shown by improvements in questioning behavior, interest in the material, and the ability to observe and explore scientific phenomena. Based on these results, it can be concluded that the use of LKPD is effective in fostering students’ curiosity and contributes to a more interactive and meaningful Science learning experience.

One of the skills in facing global challenges in the application of 21st century skills is critical thinking skills in solving problems with a scientific attitude (Eka et al., 2020) critical thinking skills enable them to be able to face complex situations and make wise decisions. The application of case-based learning can be a learning solution including in learning with limited meetings in class because it is oriented towards developing critical thinking skills in solving cases. This study uses a descriptive-analytical library research method, where data is collected from various library sources such as books, journals, and scientific articles. This research is a qualitative descriptive type that relies on analysis to determine, interpret, and clarify the data or information collected. This method aims to obtain an overview of the Case Method Learning Design on Halal Haram Material in the Al-Qur'an Hadith Subject of Class XII Madrasah Aliyah at Dayah Modern Ihyaaussunnah Lhokseumawe. This study successfully designed a case-based learning method as an innovative approach in teaching the Qur'an and Hadith on the topic of Halal and Haram in grade XII of Madrasah Aliyah. However, the implementation of this method also faces challenges such as the need for teacher readiness in designing and moderating cases, limited class time, and variations in students' abilities in analyzing cases