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This study aims to (1) determine the level of learning motivation among students at MTs Muhammadiyah 1 Singkawang, (2) identify the physics learning achievement of students at MTs Muhammadiyah 1 Singkawang, and (3) examine the influence of learning motivation on students’ physics learning achievement. The research employed a survey method with simple linear regression analysis, which is used to model the relationship between one dependent variable and one independent variable. The population consisted of all students at MTs Muhammadiyah 1 Singkawang, and the sampling technique applied was total sampling. Data were collected through a student learning motivation questionnaire and documentation of students’ physics grades.Descriptive analysis results indicated that the learning motivation variable had an average score of 85, which, based on the categorization criteria, falls into the very high category. In terms of physics learning achievement, data analysis revealed that the highest frequency was within the score interval of 30 < X ≤ 70. Specifically, 39 students (34%) were categorized as medium achievers, while 35 students (30%) were categorized as low achievers. These findings indicate that overall, students’ physics learning achievement can still be considered high, although a significant proportion remains in the medium and low categories.The results of simple linear regression analysis demonstrated a positive influence of learning motivation on physics learning achievement. This suggests that higher levels of learning motivation are associated with better physics performance among students. The findings highlight the importance of fostering and maintaining high learning motivation levels to enhance academic achievement. Therefore, educators are encouraged to design and implement learning strategies that not only improve students’ understanding of physics concepts but also stimulate and sustain their motivation to learn.

This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

This study aims to determine the effectiveness of mindfulness training in reducing academic stress levels in college students. The background of this study is based on the high academic pressure experienced by college students, which can impact mental health, learning motivation, and academic achievement. Mindfulness was chosen as an intervention because this approach focuses on increasing full awareness of the present moment in a non-judgmental manner, which is believed to help individuals manage stress more adaptively. The study population was college students, with a sample of 15 participants selected using a simple random sampling technique. The study was conducted in a psychology laboratory under controlled conditions to minimize confounding factors. The research approach used was quantitative with an experimental design. The academic stress measurement instrument consisted of 31 items compiled based on the theory of Sarafino and Smith, which has been tested for validity and reliability. The research procedure included measuring academic stress levels before and after mindfulness training. Data analysis was carried out using a t-test to examine differences in pre-test and post-test scores, and a correlation test to examine the relationship between mindfulness application and stress reduction. The results showed a significance value of 0.00 (p < 0.05) and a correlation value of 0.991, which means Ha was accepted. These findings indicate a very strong positive relationship between mindfulness training and reduced academic stress levels. Therefore, it can be concluded that mindfulness training is effective in reducing academic stress in college students. The implication of this study is the need for higher education institutions to consider mindfulness training programs as a preventive and curative intervention strategy to maintain student mental health, enabling them to face academic demands more healthily and productively.

Improving the quality of biology learning in secondary schools requires pedagogical innovations that connect academic content with real-life contexts and leverage digital technology. This study aims to analyze the effect of a contextual teaching approach assisted by interactive PowerPoint on students’ learning outcomes in the human respiratory system topic. A true experimental design with a pretest–posttest control group was employed at SMA Negeri 1 Langowan, involving two eleventh-grade classes selected through simple random sampling. The experimental class received contextual instruction integrated with interactive PowerPoint, while the control class was taught using conventional methods. Data were collected through validated achievement tests and analyzed using normality and homogeneity tests, followed by independent and paired t-tests. The results indicate a significant improvement in learning outcomes for students in the experimental class compared to the control group. The experimental group’s posttest scores were substantially higher, and the difference was statistically significant. Integrating a contextual approach with interactive visualization effectively enhanced students’ understanding of abstract biology concepts, promoted active participation, and strengthened learning motivation. These findings support constructivist theory and highlight the relevance of contextual teaching in science education aligned with the Merdeka Curriculum. The study implies the importance of implementing context-based strategies combined with simple digital media to improve biology learning effectiveness. Future research may explore its impact on non-cognitive skills such as critical thinking and scientific attitudes. Furthermore, the results of this study provide opportunities for teachers to be more creative in designing teaching materials that are not only informative but also interactive and relevant to students' lives. By utilizing media such as interactive PowerPoint, teachers can present complex biological content in a more engaging and understandable way.

This study aims to examine the influence of self-efficacy and learning environment on learning outcomes, with learning motivation as a mediating variable, among students of SMK Negeri 44 Jakarta. Employing a quantitative approach with a survey method, the research involved a population of 175 students, all of whom were included as the sample through a total sampling technique. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The analytical procedures encompassed measurement model analysis, structural model analysis, and hypothesis testing for both direct and indirect effects.The findings reveal a positive and significant direct effect of self-efficacy on learning outcomes, indicating that students with higher confidence in their abilities tend to achieve better academic performance. Similarly, the learning environment was found to have a positive and significant direct effect on learning outcomes, suggesting that supportive academic surroundings contribute meaningfully to student achievement. However, the study found no significant direct effect of learning motivation on learning outcomes, nor any significant mediating role of learning motivation in the relationships between self-efficacy and learning outcomes or between learning environment and learning outcomes. These results imply that while self-efficacy and a conducive learning environment are key determinants of academic success, the role of learning motivation as an intervening variable may not be as substantial in this context. The absence of mediation suggests that motivation alone may not bridge the gap between personal and environmental factors and actual academic performance. This study contributes to educational research by providing empirical evidence on the complex interplay between psychological, environmental, and motivational factors influencing student achievement, highlighting the need for educators to strengthen both self-belief and learning conditions to optimize outcomes.

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.

This study is a qualitative research employing a case study approach to explore the leadership management of a madrasah principal in improving teacher performance. The data analysis technique used consists of four main steps: data collection, data reduction, data presentation, and drawing conclusions. To ensure the validity and reliability of the findings, source triangulation was applied. The research findings reveal that the madrasah principal plays a multifunctional role encompassing that of a manager, supervisor, and motivator, all of which are central to the effective management of the institution. The principal’s leadership is characterized by a strong orientation toward the achievement of the institutional vision, optimal resource management, and the establishment of a conducive and productive learning environment. Several strategic efforts have been implemented to enhance teacher performance, including the enforcement of work discipline, organizing continuous professional development through teacher training, offering rewards and incentives for achievements, cultivating positive attitudes and mental resilience among staff, and providing financial support to facilitate teaching activities. These strategies reflect a proactive and visionary leadership model that emphasizes communication, motivation, and collaboration. The effectiveness of this leadership approach is evidenced by the significant improvement in teacher performance, contributing to the overall enhancement of educational quality within the madrasah. This study concludes that leadership which is visionary, communicative, and supportive is essential in fostering an environment that promotes teacher development and institutional progress. The results of this research provide valuable insights for education stakeholders, particularly in Islamic educational institutions, on how strategic leadership practices can drive meaningful change and improve educational outcomes. This study also highlights the importance of ongoing support, recognition, and empowerment of teachers as key elements in building a high-performing and motivated teaching workforce.

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 describe the role of the principal in improving the quality of education in Qismul Ali Al-Jam’Iyatul Washliyah. This study uses a qualitative approach with descriptive methods. Data sources were taken by purposive sampling and snowball sampling. Data collection was carried out through observation, interviews, and documentation studies. Data analysis was carried out using data reduction techniques, data presentation, and drawing conclusions. As for checking the validity of the data, namely by using triangulation of methods and sources. The results of the study indicate that there are 2 aspects of improvement carried out by the principal, namely: a) the role of the principal as a leader, namely by guiding and directing educators in creating interesting learning methods, then the principal tries to establish communication with his subordinates through greetings and listening directly to input from teachers and school employees regarding the problems they are facing, in decision making the principal applies a democratic and open system through deliberation and joint decisions, then the principal also becomes a good role model through diligent and disciplined behavior in working. To determine the program's achievement, the principal conducts regular supervision and evaluation of the learning process and learning materials, utilizing the results of this supervision to further improve learning activities through coaching and direction from the principal. b) The principal's role as a manager involves managing the school, starting with planning the school's work program at the beginning of the school year during work meetings involving teaching and administrative staff. The principal also involves teaching and administrative staff in various training activities to support competency. The principal also regularly maintains facilities and infrastructure. The findings of this study indicate that the principal has realized improvements in the quality of education at Qismul Ali Al-Jam'Iyatul Washliyah by implementing several improvement measures.

This community service activity aims to improve the competence of TPQ (Al-Qur'an Education Park) and MDT (Madrasah Diniyah Takmiliyah) teachers throughout Padang City in teaching the Qur'an effectively. The background to this activity is the fact that many TPQ and MDT teachers have not received adequate pedagogical training. As a result, the Qur'an learning they conduct tends to be monotonous and less interesting for children, thus reducing students' interest and understanding of the Qur'an. This training was conducted over two days with a participatory approach involving 100 participants from various TPQ and MDT institutions in Padang City. The material presented in the training included active learning methods that can activate student participation in class, the use of simple, easy-to-implement teaching media, and Islamic character building strategies that aim to shape noble morals in students. The training results showed a significant increase in the participants' teaching knowledge and skills, where they better understand more interesting and interactive teaching methods. In addition, participants' motivation to continue improving the quality of their teaching also increased. One of the important achievements of this training was the formation of a network among TPQ and MDT teachers that can serve as a forum for sharing good practices in teaching the Quran, so that teachers can learn from each other and improve the quality of their teaching together. The conclusion of this activity is that training designed with the right approach can have a real impact on improving the quality of Quran teaching in TPQ and MDT. Therefore, this activity provides recommendations to TPQ-MDT managers, the community, and the government to continue supporting the development of teacher competencies on an ongoing basis. In addition, it is recommended that further research further examine the impact of learning on student development in terms of knowledge and character.

This study aims to determine the effect of academic self-efficacy on academic performance in the 2021 intake of students at Padang State University. Academic self-efficacy is an individual's belief in their ability to complete academic tasks, which is believed to play a significant role in determining student academic achievement. This study used a quantitative approach with a survey method, involving 55 respondents as a sample. Data collection was carried out through a questionnaire using a Likert scale to measure students' academic self-efficacy levels, as well as data collection on their Grade Point Average (GPA) as an indicator of academic performance. Data analysis was carried out using the SPSS program, through several testing stages, namely instrument validity and reliability tests, and simple linear regression tests to determine the effect of independent variables on the dependent variable. The results of the analysis indicate a positive and significant influence between academic self-efficacy and academic performance. This is evidenced by the regression coefficient value of 0.009, with a calculated t-value of 15.278, which is greater than the t-table of 2.266, and a significance value of 0.006, which is less than 0.05. These findings indicate that the higher a student's level of confidence in their academic abilities, the better their academic achievement. Therefore, developing academic self-efficacy can be an important strategy for improving the quality of learning and student academic achievement.  

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 analyze the correlation between learning models and student achievement at SMA Negeri 1 Kuala by applying the Apriori algorithm in data mining, using Rapid Miner software as the primary tool for analysis. The research is motivated by the shift in educational approaches from conventional teacher-centered methods toward more innovative strategies such as project-based learning and cooperative learning, which are expected to foster higher levels of student engagement and improve academic outcomes. In many schools, particularly at the secondary level, the choice of learning model, availability of facilities, and attendance rates are crucial factors that shape learning effectiveness and student performance. The data collected in this study include student grades, the types of learning models implemented, school facility conditions, and attendance rates for the 2023/2024 academic year, covering a total of 680 students. The Apriori algorithm was employed to discover hidden patterns and associations among these variables, enabling the identification of relationships between learning factors and academic achievement. By applying Rapid Miner software, the research systematically generated association rules that reflect meaningful correlations in the dataset. The results indicated that the use of the Indonesian language subject in combination with a cooperative learning model, adequate and complete school facilities, and good student attendance was strongly associated with the attainment of an A grade. This finding was supported by a support level of 53.33% and a confidence level of 100%, suggesting a robust and reliable relationship between these factors. The implementation of data mining techniques through Rapid Miner not only allowed for efficient data processing but also provided practical recommendations for educators and school administrators in designing effective instructional strategies.

This study aims to determine the extent to which mental ability influences volleyball underhand passing skills and strategies for improving them in seventh-grade students at MTs SA Atholibiyah Bumijawa. The mental abilities studied included learning motivation, concentration, and self-confidence, as all three are considered important factors in supporting sports performance. The study used an experimental survey method with a correlation approach. The sample was determined through a purposive sampling technique, meaning only students who were actively involved in volleyball learning were included as respondents. The research instruments included a questionnaire to measure students' mental ability levels and an observation sheet to assess underhand passing skill practice. Data analysis was conducted using a correlation test to identify the relationship between mental ability and underhand passing skills, and regression analysis to measure the magnitude of the effect. The results showed a significant effect of mental ability on underhand passing skills. Students with high learning motivation tend to be more enthusiastic and consistent in practicing. Good concentration enables students to control movements, maintain balance, and manage timing when passing. In addition, strong self-confidence encourages students' courage in making decisions and reduces technical errors. This results in passing skills with more accuracy, control, and optimal timing. Improving strategies that can be implemented include structured training with the use of assistive devices to enhance technique, providing motivation and positive feedback from teachers to maintain enthusiasm, and focused training such as game simulations to strengthen concentration. The findings of this study confirm that mental development plays a crucial role in learning sports skills, particularly volleyball, thereby improving both the quality of learning and student achievement.

This study aims to determine the influence of students' learning habits on learning outcomes in Mathematics subjects in grade IV students of SD Negeri 200307 Padang Sidempuan. The background of this research is the importance of the role of structured and consistent learning habits in supporting the achievement of optimal learning outcomes, especially in logical and analytical subjects such as Mathematics. This study uses a quantitative approach with a descriptive survey method to obtain an objective picture of the relationship between variables. The population in this study is all grade IV students, and the sampling technique was carried out by purposive sampling, with a sample of 26 students selected based on certain criteria. Data collection was carried out through an instrument in the form of a Likert scale questionnaire as many as 60 previously validated statements, in order to measure the level of students' learning habits. Meanwhile, student learning outcome data is obtained from their academic scores in Mathematics subjects. Data analysis was carried out using a parametric statistical test in the form of a t-test to test the proposed hypothesis. The test results showed that the tcount value of 1.909 was greater than the ttable of 1.695, which means that there was a significant influence between students' learning habits on Mathematics learning outcomes. Thus, it can be concluded that good study habits make a real contribution to improving student learning outcomes. These findings are an important basis for teachers and schools to continue to encourage and foster positive learning habits among students. The implications of this study also recommend the need to strengthen independent learning strategies and effective study time management as part of the learning program in elementary schools.  

This study aims to deeply uncover the learning management tactics implemented by teachers in an effort to improve student learning satisfaction at the elementary school level. Learning satisfaction is an important indicator of the success of the educational process because it is closely related to motivation, active involvement, and student academic outcomes. This study was conducted at SDN 3 Kaliombo, Jepara, using a descriptive qualitative approach. Data collection techniques used included observation of learning activities, interviews with teachers, and documentation in the form of learning notes and class activity plans. The results show that teachers use a variety of innovative and adaptive learning strategies, including a scientific approach, collaborative learning, the use of interactive learning media, and conducive and student-friendly classroom management. The role of teachers is not only as a deliverer of material, but also as a facilitator, motivator, and guide who creates a learning atmosphere that is fun, communicative, and meaningful for students. The tactics used by teachers also consider student characteristics, including their learning styles, levels of understanding, and emotional needs. Active student involvement in the learning process is key to improving their learning satisfaction. This study emphasizes the importance of teachers' role in designing and implementing appropriate learning strategies to support the achievement of educational goals. The implications of these findings suggest that ongoing training for teachers is essential to strengthen their professional capacity in implementing more creative, responsive, and student-oriented learning approaches.

This community service initiative was designed to improve the digital competence of the PKK (Family Welfare Empowerment) group in Simogirang Village, Prambon Sub-district, Sidoarjo Regency, with a focus on utilizing social media and internet-based tools to optimize the branding of local UMKM (Micro, Small, and Medium Enterprises) products. The program adopted an andragogical approach that emphasizes adult learning, integrating methods such as direct instruction, hands-on demonstrations, and guided simulations. Key digital platforms including Instagram, WhatsApp Business, Google Docs, and Google Drive were introduced and practiced during the sessions. A total of 40 participants took part in the training. Evaluation results indicated that 85% of the participants successfully mastered the digital branding techniques, achieving over 85% accuracy in practical exercises. This achievement was evidenced by the creation of functioning business accounts, digital catalogs, and various forms of promotional content tailored to their UMKM products. The implementation of these digital tools led to a noticeable increase in consumer engagement and demand for village products, particularly cassava chips and handmade crafts, signifying a positive impact on local economic activities. To ensure long-term benefits and continuous improvement, a dedicated WhatsApp group was established as a support forum for participants to share experiences, ask questions, and receive guidance post-training. Despite its success, the initiative faced challenges related to unstable internet infrastructure in certain areas of the village, highlighting the need for improved digital access. In conclusion, this initiative not only enhanced the digital literacy of rural women but also contributed to their economic empowerment, aligning with broader efforts to promote smart village development and digital transformation in rural Indonesia.

Community-based education is an approach that positions society as an active participant in the educational process, integrating local culture, values, and social dynamics into learning. One such model that reflects these principles is the Wustho educational model, which originates from the Islamic pesantren system. This model offers a balanced integration between religious and general education, emphasizing the role of community and character development as essential elements of student success. This research aims to explore the influence of the Wustho model on students’ academic achievement at SMP PGRI 1 Ciambar, Ciambar Sub-district, Sukabumi Regency. The study involved 150 students across different grade levels, using a qualitative descriptive research approach. Data collection techniques included participatory observation, in-depth interviews with teachers, school leaders, and parents, as well as document analysis of academic performance records.The findings indicate that the implementation of the Wustho model has a positive impact on student achievement, both in academic and behavioral aspects. Students showed improvement in learning motivation, discipline, and active engagement in religious and community-based learning activities.¹ This model also strengthens moral values and spiritual awareness, which in turn enhances students’ holistic learning outcomes.² Moreover, collaboration between schools, families, and community figures plays a crucial role in reinforcing the effectiveness of this educational approach.³ The presence of religious instruction embedded within daily learning experiences helps students to better contextualize academic content in real-life situations.⁴In conclusion, the Wustho educational model offers a meaningful contribution to the development of community-based education practices, especially in rural or religiously active areas. Its focus on moral education, community involvement, and the integration of spiritual and secular knowledge demonstrates its relevance and effectiveness in improving student learning outcomes. It is recommended that similar models be adapted in other educational settings where community values are strongly upheld.

This study examines the effectiveness of implementing a democratic classroom management model in enhancing student learning motivation at Jambu Public Elementary School 3. A descriptive qualitative approach was employed, with data collected through direct classroom observations and interviews involving teachers and students. The aim was to understand how democratic principles applied in classroom settings could influence students’ motivation, behavior, and engagement in learning activities. The findings reveal that adopting democratic leadership in classroom management creates an inclusive, respectful, and participatory learning environment. Students are encouraged to express opinions, collaborate in decision-making, and take ownership of their learning process. This approach significantly enhances intrinsic motivation, responsibility, and student independence. It also helps reduce passive behavior and fosters a sense of belonging and self-worth among students. The results are in line with several prominent educational theories. According to Self-Determination Theory (Deci & Ryan), autonomy and relatedness are key drivers of motivation, which are facilitated through democratic practices. Vygotsky’s Social Development Theory emphasizes the role of social interaction in learning, which is actively promoted in this model. Carl Rogers’ humanistic approach also supports the creation of a learning climate centered on empathy and student potential, while Rudolf Dreikurs’ Adlerian classroom model advocates for respectful teacher-student relationships and cooperative behavior. Overall, the implementation of a democratic classroom management model is considered effective in promoting both academic achievement and character development at the elementary level. The study recommends broader application of this model in primary education settings to support holistic student growth and to foster a learning culture rooted in mutual respect, responsibility, and student agency.