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This study explores the role of principal leadership style in shaping the quality of 21st-century teaching skills among elementary school teachers in Indonesia, with particular attention to leadership practices, challenges encountered, and strategies for improvement. Using a descriptive qualitative approach, the research was conducted at SD Negeri 90 Sampulungan, Takalar, South Sulawesi, involving the principal and teachers as participants. Data were gathered through in-depth interviews, direct observations, and documentation to provide a comprehensive understanding of the phenomenon. The findings indicate that the principal primarily employed transformational and democratic leadership styles. These approaches motivated teachers by inspiring them with clear visions, serving as role models, and encouraging active participation in decision-making processes. Such leadership practices contributed significantly to teacher engagement and the overall school climate. Teachers, in turn, demonstrated competencies aligned with 21st-century learning demands, particularly through the application of the 4Cs: critical thinking, creativity, communication, and collaboration. They also showed efforts in integrating information and communication technology (ICT) into their teaching practices and implementing interactive classroom management strategies. However, several challenges were identified, including limited availability of facilities, resistance among some teachers toward adopting innovative methods, and the heavy administrative workload that often distracted from instructional focus. To address these issues, the principal implemented various strategies such as organizing continuous professional development training, providing close supervision and mentoring, and offering motivational support to sustain teacher commitment. Overall, the study emphasizes the crucial role of transformational leadership in strengthening teachers’ 21st-century skills and offers practical implications for educational policy development, while also recommending future studies across broader school contexts in Indonesia.

This study aims to examine the extent to which school principals’ policies influence student achievement at MTs Negeri 1 Bolaang Mongondow Timur. The role of the principal as the leader of an educational institution is not only limited to administrative functions but also extends to strategic decision-making that directly affects the learning process and students’ academic outcomes. Therefore, this research seeks to provide empirical evidence regarding the relationship between principals’ policies and student learning achievement. The research employed a quantitative method with a descriptive approach. Data were collected through questionnaires distributed to students, documentation of academic records, and direct observation within the school environment. The population of this study comprised all students at MTs Negeri 1 Bolaang Mongondow Timur. The sample was determined using a purposive sampling technique to ensure that the respondents met the research criteria. Data analysis was conducted using Pearson’s correlation to measure the strength of the relationship between variables and the coefficient of determination to determine the extent of the principal’s policy contribution to student achievement. The findings revealed a significant and positive influence of the principal’s policies on student academic performance. The Pearson correlation coefficient obtained was 0.877, indicating a very strong relationship. Furthermore, the coefficient of determination of 77% showed that the principal’s policies contributed substantially to students’ academic achievement, while the remaining 23% was influenced by other factors such as family environment, individual motivation, and supporting infrastructure. In conclusion, the study highlights that school principals’ policies play an essential role in creating a conducive learning environment and supporting the improvement of student achievement. The implications of this research emphasize the importance of principals formulating adaptive, participatory, and student-oriented policies to enhance the quality of education at MTs Negeri 1 Bolaang Mongondow Timur.

Cahaya Amal Soleh Foundation is a social institution that focuses on community service through various institutional programs engaged in social, education, and community empowerment. However, a number of operational staff who do not have a financial background have difficulty in understanding and managing financial reports effectively. This study aims to assist staff through the On-the-Job Learning and Development Program (OLDP) themed Finance for Non-Finance with the SIAPIK (Islamic Boarding School and Social Charity Accounting Information System) application approach. The method used is a qualitative approach with a participatory model, involving direct training, transaction recording simulations, and evaluation of participant understanding. The results of the assistance showed a significant increase in staff understanding of basic accounting principles, transaction recording, and SIAPIK-based financial reporting. These findings indicate that a practical approach through an application based on the foundation's needs can improve the financial capacity of non-accounting staff. The implications of this activity reinforce the importance of digitizing the financial system of social organizations and the need for ongoing training for human resources so that accountable and transparent financial governance can be realized sustainably. In addition, the results of this program highlight that the integration of technology and participatory training can overcome barriers in financial literacy among non-finance staff. The SIAPIK application provides an accessible interface and structured modules that are easy to understand, thereby reducing the complexity usually associated with financial management. Staff who previously felt unconfident in processing financial transactions gradually gained competence and independence in applying accounting procedures. The training also fostered collaborative learning, where participants supported each other in solving case simulations, enhancing not only technical knowledge but also teamwork and problem-solving skills. Furthermore, the foundation’s management expressed that the program positively contributed to institutional performance by ensuring more reliable and transparent financial reporting.

Science education at the junior high school level demands learning strategies that encourage active student engagement as well as enhance conceptual understanding. The low learning outcomes of students in the science subject of ecosystem materials emphasizes the need for learning innovations that focus on student activities. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) learning model in improving the learning outcomes of grade VIII students of SMP Negeri 1 Tumpaan. The research was conducted in the form of Classroom Action Research with two cycles, each of which included the planning, implementation, observation, and reflection stages. The subjects of the study were 30 students of grade VIII. The research instrument is in the form of learning outcome tests given at the pre-cycle stage, post-test cycle I, and post-test cycle II. Data were analyzed using descriptive statistics and repeated measurement tests to ascertain the significance of improving learning outcomes. The results showed an increase in students' average scores from 58 in the pre-cycle to 75.33 in the first cycle, and 79.5 in the second cycle. The percentage of learning completeness also increased from 20% to 66.67% in the first cycle, and reached 80% in the second cycle. Repeated measurement analysis showed significant differences between stages with strong positive correlation values. These findings confirm that PBL is effective in improving science learning outcomes, encouraging active student involvement, and improving the equitable distribution of achievement in the classroom. This research has implications for the importance of implementing PBL as an innovative learning strategy in junior high schools to support the achievement of science literacy and 21st century skill development

Improving the quality of education is one of the main priorities in developing a highly competitive human resource. In this context, excellent leadership serves as a key element that determines the direction, strategy, and success of educational transformation across all levels of education, from primary education to higher education. This article examines the urgency of visionary, inspirational, and adaptive leadership in driving the improvement of educational quality in a dynamic and complex era of change. Using a qualitative approach through literature review, policy document analysis, and observation of leadership practices, the study finds that effective educational leadership can foster a positive organizational culture, enhance motivation and participation among all stakeholders, and optimize innovation and professionalism among educators. Beyond managerial skills, excellent leadership is characterized by moral integrity, communication proficiency, collaborative abilities, and strategic decision-making skills that significantly impact learning quality. The findings indicate that educational reform cannot succeed without strong, consistent, and quality-oriented leadership. Furthermore, the development of leadership capacity within the educational ecosystem, including school principals, higher education leaders, and program administrators, should be a priority agenda in formulating policies and educational practices in Indonesia. Therefore, this article provides important implications for policymakers, educational practitioners, and researchers to design sustainable, innovative, and responsive leadership development programs. It also emphasizes the significance of leadership as a key factor in achieving high-quality, sustainable education capable of competing at the global level. The study underscores that investing in leadership development is not only a strategy to enhance educational outcomes but also a necessary step in ensuring that Indonesia’s education system can adapt to rapid changes and meet international standards.

This study aims to analyze K.H. Ahmad Dahlan’s concept of educational philosophy and its implications for the principles and components of the Kurikulum Merdeka (Independent Curriculum). The research employs a qualitative approach using library research with a descriptive-comparative analysis method. Data were obtained from primary and secondary literature discussing Ahmad Dahlan’s educational thought and national education policies. The findings indicate that Ahmad Dahlan’s educational philosophy emphasizes the integration of religious and general sciences, rejecting the dichotomy of knowledge. This concept aligns with the spirit of the Independent Curriculum, which promotes learning freedom, character development, and contextual learning. His philosophical ideas are reflected in strengthening the values of the Profil Pelajar Pancasila, including faith, critical thinking, independence, and collaboration. Therefore, Ahmad Dahlan’s educational philosophy serves as a philosophical foundation for developing a national education system that is both character-based and civilized.  

This research is motivated by students' low basic table tennis skills, particularly in the technical aspects of holding the racket, hitting the ball, and maintaining proper body position. This condition results in low student learning outcomes in physical education subjects, so learning media that can support the learning process more effectively are needed. One alternative media that can be used is tutorial media, because it has the advantage of presenting movements visually, systematically, and can be repeated according to student needs. The method used in this study was an experiment with a one-group pretest-posttest design. The research subjects were 20 fifth-grade students of Begawat 01 State Elementary School, selected using a total sampling technique. The research instruments included a practical test of basic table tennis skills, observation, and documentation. Data on student learning outcomes before and after the treatment were then analyzed to determine differences in ability. The results showed a significant increase in basic table tennis skills after the use of tutorial media. Students were able to improve their racket holding techniques, adjust their body position, and become more skilled at hitting the ball. In addition, the use of tutorial media also had an impact on increasing student learning motivation and participation in practical activities. The clearly displayed visualization of movements helped students understand the steps of basic techniques more quickly and effectively. The conclusion of this study is that tutorial media is proven to be effective in improving the table tennis learning outcomes of fifth grade students at Begawat 01 State Elementary School. The implications of this study emphasize the importance of utilizing innovative learning media to support the physical education learning process, so that learning objectives can be achieved more optimally.

This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

This research is motivated by the increasing cases of sexual harassment in the university environment which has a serious impact on the psychological condition of victims and the academic climate as a whole. Universities that are supposed to be safe spaces for learning and development are often places where serious violations of human dignity occur. The establishment of the Task Force for the Prevention and Handling of Sexual Violence (Satgas PPKS) is an important step by the government to provide protection, assistance, and a more structured complaint mechanism for victims of sexual violence. This study aims to examine the criminal acts of sexual harassment in universities as well as analyze the role and countermeasures carried out by the PPKS Task Force in handling these cases. The research methods used are normative juridical approaches and empirical juridical approaches. The normative approach is carried out by analyzing relevant laws and regulations, such as the Sexual Violence Crime Law and university regulations related to the prevention of sexual violence. Meanwhile, an empirical approach is carried out through observation and analysis of the implementation of the tasks of the PPKS Task Force in the campus environment. The results of the study show that the PPKS Task Force plays a significant role in providing psychosocial support for victims, conducting socialization related to the prevention of sexual violence, and enforcing anti-sexual violence policies in universities. In addition, the PPKS Task Force also implements various programs such as gender awareness training, legal assistance, and building a complaint system that is more accessible to students. The implications of this study confirm the importance of education and increasing awareness among the academic community regarding the issue of sexual harassment.

This systematic literature review examines the philosophy of science approaches to user security in distributed devices, such as IoT and Federated Learning. The review was conducted in response to the exponential growth of connected devices and the increasing security threats, including cyberattacks, data breaches, and unauthorized access. As distributed systems become more complex, traditional security approaches, such as cryptography and differential privacy, are often insufficient to address the ethical, philosophical, and contextual challenges that arise in these ecosystems. Distributed devices, especially in IoT and Federated Learning contexts, rely on vast amounts of personal data. This data, often stored or processed in decentralized environments, creates significant risks to user privacy and system integrity. As the number of connected devices grows, security risks multiply, creating challenges in maintaining user trust, privacy, and overall system resilience. Conventional techniques, such as encryption, only focus on technical aspects, often neglecting the deeper philosophical dimensions, such as the nature of knowledge, privacy, and fairness in these systems. These gaps highlight the need for a more nuanced approach that incorporates philosophical perspectives into security frameworks. This study uses a systematic literature review method based on the PICOC (Population, Intervention, Comparison, Outcome, Context) framework to analyze the relevance of epistemology, ontology, and ethics in strengthening system security. By examining the foundational principles of how knowledge is constructed (epistemology), what entities exist in the system (ontology), and the ethical considerations around data and user privacy (ethics), the review provides a comprehensive understanding of how philosophical concepts can be integrated into the design and implementation of security systems in distributed environments. The results reveal that epistemological principles, such as the verification and validation of data sources and models, can significantly improve the reliability and trustworthiness of distributed systems.  

This research is motivated by the low speaking ability of children in group A of RA Tarbiyatul Khoiriyah. This problem is caused by the lack of varied learning methods and the use of learning media that have not been able to optimally attract children's attention and interest. In fact, speaking ability is an important aspect in early childhood language development, which plays a role in communication and further learning processes. Therefore, an innovative and interesting approach is needed to encourage children's speaking skills. This research aims to develop children's speaking ability through storytelling activities using Paflaber (Pictured Flannel Board) as an interactive visual aid. This research uses the Classroom Action Research (CAR) approach model Kemmis and Taggart, which is implemented in three cycles. Each cycle consists of planning, implementation, observation, and reflection stages. The subjects in this study were 20 children aged 4–5 years, consisting of 10 boys and 10 girls. The instruments used in the research included open modules, child performance assessment sheets, as well as observation notes and activity documentation. The results showed a significant increase in children's speaking ability in each cycle. Learning completion increased from 30% in the pre-action phase to 40% in cycle I, 60% in cycle II, and 85% in cycle III. The implications of this research result indicate that Paflaber media is very effective in improving the speaking skills of early childhood children. This media not only helps children understand the content of the story through visualization but also stimulates active involvement and verbal interaction. Therefore, Paflaber media is recommended as one of the creative learning strategies that can be implemented by early childhood teachers to develop children's language skills in a fun and meaningful way.

Gunungsari Village, Windusari District, is one of the areas facing quite serious challenges in efforts to develop basic literacy in school-age children. The main problems faced are low interest in reading, limited access to adequate reading materials, and learning methods that are still conventional. These conditions have implications for many children who are not able to read and write fluently despite having received an elementary school education. In response to this situation, the community service team took the initiative to implement a literacy program that uses an interactive learning approach through the development of a literacy park. This program is not only designed to be a learning platform, but also to create a learning atmosphere that is fun, contextual, and involves the active participation of children. Various activities are implemented, including storytelling, the provision of a reading corner, educational games such as math games, vocabulary quizzes, and the provision of simple rewards to maintain high learning motivation. This program activities are carried out periodically with the involvement of the school, the surrounding community, and also the village government, so that its sustainability has the support of various parties. The results of the implementation show a significant increase in children's literacy skills. Not only are they reading more fluently, but they are also better able to comprehend story content and write simple ideas. Furthermore, the children appear more confident in expressing themselves, are more active in every learning activity, and are beginning to demonstrate positive reading habits. A culture of literacy is also slowly growing through the existence of child-friendly and inclusive literacy parks. This proves that a fun, community-based literacy approach is highly relevant in rural areas with limited resources and can be a simple yet impactful means of educational transformation for children's futures.

This study examines in depth how English learning motivation plays a role in influencing the level of engagement of physiotherapy students with English-language educational materials. The theoretical basis of this study refers to Self-Determination Theory, which emphasizes intrinsic and extrinsic motivational aspects, and Gardner's socio-educational model, which highlights the difference between integrative and instrumental motivation in second language learning. This study involved 44 students of STIKES Bethesda Yakkum Yogyakarta who had taken at least one semester of English for Specific Purposes (ESP). The research design used a quantitative correlational approach, with data collection through a standardized questionnaire that measured integrative motivation, instrumental motivation, and the level of student engagement with English-language academic learning resources. The results showed that integrative motivation had a significant positive correlation with student engagement (r = 0.56, p < 0.01), while instrumental motivation also showed a significant positive correlation (r = 0.62, p < 0.01). Multiple regression analysis indicated that both were significant predictors of engagement, with instrumental motivation being slightly more dominant in explaining variance in engagement (β = 0.40, p < 0.001). This suggests that physiotherapy students are more motivated to use English-language academic materials when motivated by practical needs such as professional career preparation and global communication. This finding confirms that motivation is a key factor that can drive student engagement with English-language academic content. Practical implications of this study include the need for contextualized ESP learning strategies, career-relevant curriculum design, and institutional policies that support increased student exposure to international academic materials to strengthen global competency.  

This study aims to examine in-depth the forms and types of clauses that appear in everyday conversations on social media, particularly on the Facebook platform. The focus of the study is directed at how social media users form and use clauses in online interactions, and their implications for message comprehension. This study uses a qualitative descriptive method with data collection techniques consisting of observations of conversations and interactions between users. The collected data are then analyzed to identify patterns, variations, and characteristics of the clauses used. The results show that the language forms used tend to be non-standard, for example, short sentences, omissions of subject or predicate elements, and the use of informal vocabulary. However, these variations do not hinder the understanding of messages between users. Instead, the use of these forms reflects users' adaptation to the nature of online communication, which demands speed and efficiency. This phenomenon demonstrates the flexibility of language that is constantly evolving in response to changes in social and technological contexts. The research findings confirm that language dynamics in the digital era not only influence clause form and structure but also enrich the variety of contemporary Indonesian discourse. This has important implications for education, particularly in language learning. By understanding the role of clauses in online communication, educators can adapt teaching methods to be more relevant to the linguistic realities faced by students. This research contributes to the study of sociolinguistics and digital communication, while also opening up opportunities for further research. Future, more in-depth studies could explore the influence of online interactions on language development, the relationship between language and culture, and how technology shapes communication patterns in society.  

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This study aims to explore the concept of Qur’anic Spiritual Intelligence and its role in developing high-quality human resources, with a specific focus on the implementation at SMAIT Ash-Shohwah Berau. Qur’anic Spiritual Intelligence refers to a form of spiritual capacity derived from deep interaction with the Qur’an, encompassing the intelligence of the spirit, soul, heart, and moral consciousness. This research employs a qualitative method with a case study approach to provide an in-depth understanding of the phenomenon. Data were collected through semi-structured interviews with teachers and students, participant observations during religious and academic activities, and documentation analysis of school programs. The findings reveal that the cultivation of Qur’anic Spiritual Intelligence at SMAIT Ash-Shohwah Berau is systematically integrated into the school’s curriculum and extracurricular programs, particularly through the high-quality Tahfidzul Qur’an program, which is mandatory for all students. The process of memorizing the Qur’an is not only aimed at achieving mastery of verses but also at nurturing closeness to Allah SWT, shaping attitudes and values that form the foundation of high-quality human resources. Students participating in the program demonstrate notable improvements in discipline, responsibility, enthusiasm for learning, social competence, emotional regulation, honesty, independence, and leadership skills. Furthermore, the study highlights that Qur’anic Spiritual Intelligence serves as a transformative element, influencing both academic achievement and personal character. It fosters an integrated development that balances intellectual capability with moral integrity, enabling students to contribute meaningfully to society. The results suggest that embedding Qur’anic Spiritual Intelligence in educational settings can be a strategic pathway for producing graduates who are not only academically competent but also spiritually grounded and socially responsible. This has significant implications for Islamic education institutions aiming to develop comprehensive human resources aligned with Qur’anic values and the demands of the modern world.

On-task behavior problems are a common obstacle in the academic activities of school-aged children. Children often experience difficulty maintaining attention, are easily distracted, and exhibit frequent shifts of attention during learning. This has the potential to lead to decreased academic achievement and increased impulsive behavior. This study aims to determine the effectiveness of the shaping behavior modification technique in increasing the duration of on-task behavior. The subject of the study was a 4-year-old boy who exhibited attention problems while working on academic tasks. The research design used a one-group pretest-posttest design with a single-subject approach using an A-B-A data collection model. Data collection was carried out using a duration data sheet to measure the duration of on-task behavior through direct observation. Data analysis was conducted by comparing the average duration of on-task behavior before and after the intervention. The results showed that the shaping technique did not provide a significant increase in the duration of on-task behavior. Although there were fluctuations in the duration of increases and decreases during the intervention phase, these results were not sufficient to prove the effectiveness of shaping in this context. These findings indicate that the shaping approach is less than optimal when applied alone, and that additional intervention methods or other alternatives are needed that are more appropriate to the characteristics and needs of the child. This research provides implications for the importance of selecting appropriate and adaptive behavioral intervention techniques to help children improve focus and engagement in academic activities.  

This study aims to find out the role of the El-Diina Sukabumi Play Group (KB) in improving the quality of early childhood education. The background of this research is based on the importance of early childhood education institutions as the main foundation in shaping children's character and basic abilities, especially in the midst of increasing demands on the quality of national education. Quality early childhood education is one of the important factors in supporting children's optimal growth and development from an early age, both from cognitive and emotional aspects. This study uses a descriptive qualitative approach with observation techniques, in-depth interviews, and documentation as the main methods in data collection. The research subjects included school principals, teachers, and parents of students at KB El-Diina Sukabumi who were selected purposively in accordance with the research objectives. The results of the study show that KB El-Diina has implemented various strategies in improving the quality of educational services, including the implementation of a character-based curriculum, regular teacher training, active involvement of parents in the learning process, and the creation of a safe, comfortable, and fun learning environment for children. In addition, the use of learning methods that are in accordance with the child's developmental stage is also one of the success factors of the institution in improving the quality of education. The findings show that these efforts have a positive impact on children's cognitive, social, emotional, and motor development. Children look more confident, independent, and active in daily learning activities in the classroom and outdoors. The implications of this study emphasize the importance of professional, sustainable, and adaptive management of family planning institutions to the needs of children's development. This is the foundation for creating quality, relevant, and holistic child development early childhood education services.

This study analyzes the impact of collaborative learning approaches on students' social skills through a literature review method. The research is grounded in the importance of social skills for students' future social and professional lives, encompassing communication, teamwork, and empathy. Collaborative learning, supported by Vygotsky's Zone of Proximal Development theory and Bandura's social learning theory, emphasizes social interaction in education. The findings reveal that collaborative learning significantly enhances students' social skills, including communication, teamwork, and critical thinking, through models like the Teams Games Tournament (TGT). However, challenges such as unequal student participation and complex group dynamics remain obstacles to be addressed. These findings provide critical implications for educators in designing effective learning strategies and emphasize the necessity of teacher training to manage collaborative learning successfully across different educational levels.