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This study aims to determine the application of the Problem-Based Learning (PBL) model in improving Civic Education (PKn) learning outcomes among fourth-grade students at SDI Harekakae, Malaka Regency. This research employed an experimental method using a post-test only control group design. The population consisted of all fourth-grade students, with class IV B serving as the experimental group and class IV C as the control group, totaling 42 students. The experimental group was taught using the Problem-Based Learning model, while the control group was taught without applying the model. Data were collected through learning outcome tests, observations, and documentation. The results showed that the experimental class achieved an average score of 85 out of an ideal score of 100 with a standard deviation of 8.25, while the control class obtained an average score of 62.6. These findings indicate that the implementation of the Problem-Based Learning model significantly improves students’ Civic Education learning outcomes. Therefore, the Problem-Based Learning model is recommended as an innovative alternative to enhance the effectiveness of Civic Education learning in elementary schools.

Implementation Artificial Intelligence as a supporting model for e-learning still faces several challenges. This is due to several aspects, such as concerns about loss spiritual touch, low digital literacy educators, limited technological infrastructure in educational institutions, and so on. On the other hand, the interaction that occurs between students and teachers is an emotional and moral dimension that occurs. The purpose study is to analyze the use AI as supporting model for e-learning in Islamic education. In this study, the method used is descriptive qualitative research. The findings study are (1) Views Islamic education practitioners on Artificial Intelligence, one which is that the existence Artificial Intelligence is not absolute replacement between students and teachers. However, Artificial Intelligence is considered means or tool in understanding learning; (2) The results  analysis explain that several AI (Artificial Intelligence) in e-learning in Islamic education have been present in several forms, including increasing access and inclusivity, translating and understanding classical manuscripts, analyzing learning and automatic assessment, material recommendation systems and learning personalization, as well Chatbots and virtual learning assistants; (3) Concept Islamic education is not only oriented towards the transfer knowledge (ta'lim), but also the formation of morals and spirituality (tarbiyah and ta'dib).

This study aims to identify and analyze effective learning strategies for improving Qur’an reading and writing skills among elementary school students. The ability to read and write the Qur’an serves as an essential foundation for students’ spiritual, moral, and cognitive development, shaping their Islamic character from an early age. This research employs a descriptive approach using a literature study method that reviews various sources, including books, journals, and previous studies related to Qur’an learning at the elementary school level. The findings indicate that a combination of several innovative strategies proves to be highly effective in enhancing Qur’an literacy skills. These strategies include the use of engaging and interactive digital learning media, the application of contextual learning approaches that connect Qur’anic teachings to students’ daily lives, and the implementation of the Problem-Based Learning model to foster critical thinking and problem-solving skills. Furthermore, strengthening students’ intrinsic motivation through a supportive and religious learning environment plays a crucial role in maintaining learning interest and discipline. The integrated implementation of these strategies not only improves students’ technical ability to read and write the Qur’an but also reinforces their character, responsibility, and spiritual awareness in the context of Islamic education at the elementary level.

Purpose – This article aim For develop approach new in management source Power strategic human resources with integrate dimensions adaptive and cognitive in context digital transformation of organizations . Research This based on synthesis theoretical from works Prihantoro et al . (2022–2023), in order to review return the role of HR as driver main superiority competitive based knowledge in the era of disruption technology . Design/ methodology / approach – This article use method studies library conceptual with approach qualitative- descriptive analysis done to six work main topic that discusses strategic HR topics , digitalization organization and learning organization . Synthesis done For building an integrative model that emphasizes influence digital transformation towards performance and development of organizational human resources . Findings – Results of analysis show that approach adaptive-cognitive can strengthening HR strategy in face change environment business . Merger digital competence , ability Study organization , as well as leadership transformative proven become key in optimize HR functions in general strategic . HR is not Again only nature administrative , but is driving force main innovation and efficiency . Implications practical – Organization need designing repeat digital learning- based HR policies , building ecosystem management knowledge , as well as push culture Innovation . Data- driven and intelligence-driven HR practices artificial is also recommended For taking decision strategic . Originality / Value – This article offer novelty conceptual through integration theory learning organization and approach mark in digital HR management . Contribution This expand traditional HRM coverage to realm more strategic​ responsive to challenge technology .

Educational evaluation is crucial for assessing student success and the effectiveness of educational programs. Formative and summative evaluations have distinct objectives. Formative evaluation focuses on the ongoing learning process, while summative evaluation aims to assess the final learning outcomes. The Scriven model combines both types of evaluation to improve student learning outcomes. This article discusses the application of the Scriven model to improve Islamic Religious Education (PAI) learning outcomes at Ngrukeman Elementary School, Bantul. This study emphasizes the importance of evaluation in shaping students' character, developing their thinking, and enhancing social awareness. Educational evaluation aims to assess not only cognitive aspects but also affective and psychomotor aspects. With effective evaluation, teachers can identify students' strengths and weaknesses and design better learning. This contributes to improved student achievement and the overall quality of education. In this way, educational evaluation becomes a highly effective tool for improving and optimizing the learning process, ultimately supporting the achievement of comprehensive educational goals.

River pollution has become one of the serious environmental issues in Indonesia, including in the Gelis River in Kudus City. The lack of public awareness—especially among the younger generation—in maintaining river cleanliness highlights the need for effective and engaging educational media. This study aims to design an Android-based educational game as an interactive learning tool for children aged 7 to 12 years to raise their awareness about the importance of keeping rivers clean. The research method used is Research and Development (R&D), employing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The game developed, titled RiverCourse: Petualangan Menjaga Sungai (RiverCourse: The Adventure of Protecting the River), features a sidescrolling mechanic with a visual style combining pixel art and cartoons, suited to the cognitive development stage of children. Testing was conducted on the target age group through observation and simple questionnaires.

This study aims to apply the Discovery Learning model in teaching the solar system in grade VI at SDN Patrang 02 Elementary School in Jember Regency. This model was chosen to overcome learning problems that are still teacher-centered and do not provide opportunities for students to think critically and discover concepts independently. Through this approach, it is hoped that students can be more active, creative, and understand the concept of the solar system more deeply through a direct discovery process. The research method used was descriptive qualitative with a participatory strategy. Activities were carried out through the stages of planning, implementation of learning, observation, and reflection with teachers and students. Data were collected through observation of learning activities, interviews with teachers, and documentation during the learning process. Data analysis was conducted descriptively to describe the effectiveness of the Discovery Learning application in improving the quality of learning.The results of the study indicate that the application of Discovery Learning can increase student active participation, critical thinking skills, and understanding of the solar system concept. Teachers also experienced an increase in their ability to design and implement student-centered learning. In addition, this activity encourages the formation of a collaborative learning culture and the growth of teacher leadership in learning innovation in elementary schools.

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.

The rapid advancement of digital technology has transformed the landscape of education, particularly in secondary schools. This study investigates the influence of digital learning innovation on enhancing deep learning and student engagement. Using a quantitative survey method, data were collected from 150 secondary school students in Indonesia who actively use digital learning platforms such as Learning Management Systems (LMS), mobile learning applications, and hybrid learning models. The research instrument consisted of a closed-ended questionnaire using a five-point Likert scale, which measured students’ perceptions of digital learning innovation, their engagement levels, and indicators of deep learning. Data were analyzed through simple linear regression using SPSS version 25. The results indicate a strong and significant positive relationship between digital learning innovation and both deep learning and student engagement, with a correlation coefficient (R) of 0.732 and an R² value of 0.536. This finding suggests that digital learning innovation explains 53.6% of the variation in students’ deep learning and engagement levels. Students who frequently use digital learning technologies tend to show higher motivation, independence, critical thinking, and reflective learning behavior. The study concludes that digital learning innovation plays a crucial role in supporting meaningful learning and active participation. It highlights the importance of integrating technology strategically into school-based learning to foster adaptive, collaborative, and lifelong learners in the digital era.

This study analyzes the role of women in sustaining social harmony and strengthening multicultural education within the multiethnic society of Singkawang through a critical literature review approach. By integrating the Feminist Peace Theory and Multicultural Education Theory, this research examines both national and international scholarly works that explore women’s contributions to peacebuilding and multicultural education in Southeast Asia. The review reveals that women serve as cultural mediators, peace educators, and social innovators through interethnic and interfaith engagements such as cultural festivals, interreligious forums, and community-based initiatives. Despite notable progress in promoting multicultural education in Singkawang, gender perspectives remain insufficiently integrated into educational practices. Through a synthesis of the reviewed literature, this study proposes a conceptual framework of Gendered Multicultural Peace Education (GMPE), comprising three interrelated dimensions: women’s empowerment in educational and social leadership, empathy-based interethnic learning, and the integration of gender equality into curricula and school culture. The model underscores the strategic role of women as transformative agents and peace educators in multiethnic societies. The findings provide significant implications for the development of gender-sensitive and inclusive educational policies in Indonesia

This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.  

Islamic boarding schools (pesantren) as Islamic educational institutions face modernization challenges in developing effective learning methods. Action learning as an experience and reflection-based learning approach emerges as a relevant alternative. This article aims to conduct a systematic literature review on the implementation of action learning and experiential learning in Indonesian Islamic boarding school education. The research method uses a systematic literature review approach by analyzing 15 indexed journal articles from the 2018-2025 period. Inclusion criteria include articles in Indonesian and English, published in accredited journals, and discussing action learning or experiential learning in Islamic boarding schools. Analysis results reveal three main findings: (1) action research has been implemented to address specific problems such as student mental health with humanistic and participatory approaches, (2) experiential learning is applied through hadith learning, entrepreneurship programs, and life skills development that enhance cognitive abilities, communication, and student adaptation, (3) integration of action learning with pesantren values creates a distinctive learning model combining tradition and innovation. Identified research gaps include minimal longitudinal studies, lack of long-term impact measurement, and limited comparative analysis among pesantren. This study recommends developing a theoretical framework for action learning contextual to pesantren characteristics and further research with more comprehensive methodologies.

Students' critical thinking skills in colloid material are still low, possibly due to a lack of problem-solving abilities. Therefore, the application of various learning models is considered necessary, one of which is Problem-Based Learning (PoE). This study aims to investigate the impact of PoE on students' critical thinking skills at Granada Polytechnic (SMA IT Granada) in colloid material. A quasi-experimental design and quantitative experimental methods were used. Fifty students from grades 11 A and B were selected as research subjects through census sampling. A post-test control design was used. Data collection used post-test data as primary data, supplemented by observation sheets of student classroom activities. The results showed that the average post-test score of the experimental group was 78, while the average post-test score of the control group was 59. The t-test results showed that the hypothesis Ha was true, therefore, it can be concluded that the application of the PoE model at Granada Polytechnic can improve students' critical thinking skills in colloid material.    

This study aims to examine in depth how gender equality values are integrated into Buddhist Religious Education (PAB) at the junior high school level, based on the Merdeka Curriculum. Through a content analysis approach to character representation, women's roles, language, visual illustrations, access to Dhamma education, gender equality values, role models of female characters, students' critical reflections, and narrative-visual consistency, this study identifies significant gaps in gender representation. Using a qualitative approach, data were collected through content analysis of PAB textbooks for grades VII–IX and interviews with three Dharma teachers in Jakarta. The results show that the representation of female characters in the textbooks is very limited and the learning narratives tend to be normative without addressing structural aspects of gender inequality. The findings indicate the dominance of male characters, the lack of functional narratives about nuns and women, and the use of language and illustrations that tend to reinforce traditional gender stereotypes. Although there are attempts to mention gender equality in some chapters, the integration is not comprehensive and consistent across the materials. This article recommends the development of a more inclusive curriculum and teaching materials, encouraging balanced gender representation, and integrating gender equality values holistically in Buddhist religious education to form a more equitable and comprehensive understanding for students, as well as teacher training based on critical pedagogy and revision of learning content to reflect gender equality in Buddhist teachings.

The use of Search-Based Software Engineering (SBSE) for optimizing software architecture has evolved from fully automated to interactive approaches, integrating human expertise. However, current interactive tools face limitations: they typically support only single decision-makers, confine architects to passive roles, and induce significant cognitive fatigue from repetitive evaluations. These issues disconnect them from modern, team-based software development, where collaboration and consensus are crucial. To address these shortcomings, we propose "ArchEvolve," a novel framework designed to facilitate collaborative, multi-architect decision-making. ArchEvolve employs a cooperative coevolutionary model that concurrently evolves a population of candidate architectures and distinct populations representing each architect's unique preferences. This structure guides the search towards high-quality consensus solutions that accommodate diverse, often conflicting, stakeholder viewpoints. An integrated Artificial Neural Network (ANN) serves as a preference learning module, trained on explicit team feedback to act as a surrogate evaluator. This active learning cycle substantially reduces the number of required human interactions and alleviates user fatigue. Empirical evaluation on two industrial case studies (E-Commerce System and Healthcare Management System) compared ArchEvolve to a state-of-the-art interactive baseline. Results indicate that ArchEvolve achieves statistically significant improvements in both solution quality and consensus-building. The preference learning module demonstrated over 90% accuracy in predicting team ratings and reduced human evaluations by up to 46% without compromising final solution quality. ArchEvolve provides a practical, scalable framework supporting collaborative, consensus-driven architectural design, making interactive optimization a more viable and efficient tool for real-world software engineering teams by intelligently integrating cooperative coevolutionary search with a preference learning surrogate.

This study aims to analyze the collaborative model between parents and childcare workers in the faith development of pre-adolescent children at GKII Imanuel Amborawang Darat. A descriptive qualitative approach was used, utilizing Bandura's social learning theory, Bronfenbrenner's human development ecology, and the concept of faith education according to Pazmino and Turansky & Miller as theoretical foundations. The results of the study indicate that effective collaboration between parents and childcare workers creates synergy in fostering children's faith through spiritual communication, living examples, and ongoing spiritual guidance. An integrated faith environment between home and church plays a crucial role in helping pre-adolescent children internalize Christian values. In facing the challenges of digital culture, this collaboration is key to strengthening the foundation of children's faith. This study emphasizes the importance of a strategic and sustainable partnership between families and churches in the process of forming children's faith, so that they can better face the various challenges of this digital era.

The learning model that can be used to make students active is the Problem-Based Learning (PBL) model. The Problem-Based Learning model is a problem-based learning, where learning is centered on students so that students are required to provide solutions to the problems given. This study aims to determine how much impact the application of the PBL model has in improving student learning outcomes on learning the Basics of Electronic Engineering at SMK Negeri 2 Dumai. The type of research used is quantitative research with a quasi-experimental method using a pretest-posttest control group design. The research subjects consisted of 64 students divided into two groups, namely class X TEI SMK Negeri 2 Dumai as an experimental group that applies the PBL model (36 students) and class X TEI SMK Negeri 3 Dumai as a control group that applies the conventional learning model (28 students). The research instrument was a multiple-choice objective test of 25 items whose validity and reliability had been tested with a Cronbach's Alpha value of 0.843. The data analysis technique used descriptive statistics and Independent Samples T-Test. The results showed a significant difference in learning outcomes between the experimental and control classes, with a t-test value of 4.168 and a significance level of 0.000 (p < 0.05). The experimental class experienced an average increase in learning outcomes of 15.55 points (from 64.78 to 80.33), while the control class only increased by 7.57 points (from 63.43 to 71.00), with a posttest average difference of 9.333 points. Furthermore, the PBL model was also effective in reducing the ability gap between students, as indicated by a decrease in the standard deviation from 9.457 to 8.021. It can be concluded that the implementation of the PBL learning model has a significant impact on improving student learning outcomes in the Fundamentals of Electronic Engineering course at SMK Negeri 2 Dumai.

This study aims to determine the effect of the application of the Discovery Learning learning model on student learning outcomes in Geography class X at Sinar Pancasila Betun Private High School. The study used an experimental method with a pretest-posttest control group design. The study population was all students of class X, with a purposive sampling technique consisting of an experimental class and a control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity and reliability. The results showed a significant increase in learning outcomes in the experimental class after the application of the Discovery Learning learning model. The average posttest score of the experimental class was 74.0236, higher than the control class of 19.2045. Hypothesis testing using the t-test showed that the calculated t value > t table at a significance level of 5%, so the alternative hypothesis was accepted. This means that there is a positive effect of the use of the Discovery Learning learning model on student learning outcomes. Based on these findings, it is concluded that the Discovery Learning learning model is effective for improving student learning outcomes in Geography learning and can be used as an alternative innovative learning strategy in schools.

. This research aims to analyze the values of Islamic education that are internalized in the aesthetics and spiritual dimension of Sufi dance, especially in the Sema ritual. In the Islamic view, art is not only an expression of beauty, but also a means of da'wah and a manifestation of love for Allah the Most Beautiful (Al-Jamīl). Using the descriptive qualitative literature study method, this study examines the symbolic and spiritual meanings contained in each element of Sema. The results of the analysis show that Sema is a dynamic form of dhikr that is firmly rooted in the Sufism tradition, oriented towards the purification of monotheism, and the process of purification of the soul (tazkiyatun nafs). Aesthetic elements such as hirkah, tennure, and sikke costumes have a deep symbolism about ego release (fana'), while the rotating movement symbolizes a spiritual journey (suluk) towards oneness with God. Pedagogically, Sufi Dance contains the essential values of Islamic education, such as spiritual calmness, love, patience, and sincerity, which can be used as a holistic learning model to form the awareness of monotheism and spirituality of modern humans. This research confirms that spiritual arts such as Sema have significant relevance in contemporary Islamic education as a medium for internalizing transcendental values.    

This study explores the integration of Islamic educational supervision and scientific  knowledge within a deep learning framework enriched by ethnopedagogical values,  referred to as ETHNO-based love-centered curriculum implementation in  Madrasah Ibtidaiyah. The purpose of this research is to examine how supervisory  practices rooted in Islamic principles such as tarbiyah, uswah hasanah, and  tazkiyatun nafs can synergize with modern technological approaches, particularly  deep learning algorithms designed to enhance personalized learning, pattern  recognition, and adaptive feedback systems. Through a qualitative descriptive  approach, this study analyzes the role of teachers, supervisors, and educational  leaders in designing, applying, and evaluating learning processes that incorporate  local cultural wisdom, emotional bonding, and ethical-spiritual values. The findings reveal that combining Islamic supervision with ETHNO-based deep  learning creates a holistic learning ecosystem, allowing students to develop  academic competencies while strengthening character, empathy, and cultural  identity. The love-based curriculum model encourages a warm educational  atmosphere, improves student engagement, and fosters collaborative learning.  Furthermore, deep learning technologies help educators track student progress  more accurately, personalize instruction, and provide early intervention for  learning difficulties. The study concludes that an ETHNO-embedded deep learning  curriculum supervised through Islamic educational principles can significantly  enhance the quality of learning in Madrasah Ibtidaiyah, promoting both cognitive  excellence and moral-spiritual development.