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The integration of machine learning (ML) into English language teaching is gaining traction due to its potential to support personalized learning and increase student engagement. However, its implementation presents critical challenges. Many educators lack the pedagogical training needed to use ML tools effectively, such as adaptive learning platforms and automated assessment systems. Institutional approaches often remain fragmented and reactive, offering limited support, vague curricular links, and few opportunities for collaboration. Ethical concerns—such as data privacy, algorithmic bias, and diminished teacher autonomy—further complicate the adoption process. This study employs a qualitative library research method to examine recent literature on ML in English education and teacher preparation. Results emphasize the need for inclusive training strategies, including blended learning, mentorship, and AI-focused modules, that enable teachers to use ML tools thoughtfully and ethically. Yet these efforts are still limited in reach, highlighting the importance of systemic reforms that ensure ethical and equitable ML integration across diverse educational contexts.

The rapid expansion of educational technology (EdTech) startups has revealed a critical need for strategic innovation management models tailored to the unique demands of education. Existing innovation frameworks, largely developed for general business environments, often neglect pedagogical principles and the complexity of curriculum alignment. This study emphasizes the urgent need to develop a comprehensive model that integrates design thinking, curriculum theory, stakeholder co-creation, and responsible innovation. Such a framework aims to help EdTech startups create adaptable, scalable, and pedagogically sound solutions that address diverse learner needs and institutional contexts. By bridging the gap between business innovation and educational effectiveness, this research contributes valuable insights toward sustainable EdTech development and improved educational outcomes.

This community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

This article examines the strategic role of Vocational High Schools (SMK) in preparing a skilled workforce amid global dynamics and rapid technological developments. The focus of the discussion lies in the implementation of the Independent Curriculum which provides flexibility for educational units to develop learning that is contextual, adaptive, and relevant to the needs of the world of work. Through strengthening the project-based learning approach, teaching factory, and collaboration with industry, the Merdeka Curriculum encourages harmony between learning in vocational schools and competencies needed by the business world and the industrial world (DUDI). This article analyzes curriculum documents, learning outcomes, and Graduate Competency Standards (SKL), and identifies a number of challenges in implementation, such as inequality of facilities, limited involvement of DUDI, uneven teacher capacity, and regulatory complexity. By referring to regulations such as Permendikbudristek No. 12 of 2024 and Presidential Instruction No. 9 of 2016, the author proposes systematic steps such as competency mapping, preparation of Learning Objectives Flow (ATP), and evidence-based evaluation. The transformation of vocational education through collaboration between stakeholders is expected to create an educational ecosystem that is responsive to industrial and technological changes. This article concludes that vocational schools must be able to become institutions that not only produce job-ready graduates, but also innovative and creative in creating new job opportunities.

Inclusive education is an approach that emphasizes the importance of providing educational services for all children, including children with special needs (ABK), in a regular school environment. This concept is based on the philosophy that all students, regardless of physical, intellectual, social, or emotional differences, have the right to receive quality education. This study uses a literature review method by analyzing various sources to explore the role of teachers, challenges, and implementation of inclusive education in Indonesia. The results of the study indicate that teachers have a central role as facilitators, collaborators, motivators, and developers of adaptive curriculum. However, in practice, there are various challenges, such as lack of training, limited facilities, an inflexible curriculum, and social stigma against ABK. Therefore, it is necessary to strengthen teacher competence, increase policy support, and synergy between schools, families, and communities in realizing inclusive, fair, and quality education.

Inclusive education is an approach that emphasizes the importance of providing educational services for all children, including children with special needs (ABK), in a regular school environment. This concept is based on the philosophy that all students, regardless of physical, intellectual, social, or emotional differences, have the right to receive quality education. This study uses a literature review method by analyzing various sources to explore the role of teachers, challenges, and implementation of inclusive education in Indonesia. The results of the study indicate that teachers have a central role as facilitators, collaborators, motivators, and developers of adaptive curriculum. However, in practice, there are various challenges, such as lack of training, limited facilities, an inflexible curriculum, and social stigma against ABK. Therefore, it is necessary to strengthen teacher competence, increase policy support, and synergy between schools, families, and communities in realizing inclusive, fair, and quality education.

Educational evaluation plays a crucial role in improving educational standards, especially in the digital era characterized by advancements in information technology. This study aims to identify how effective evaluation can enhance the quality of education through the use of digital tools. The method used is qualitative descriptive with a literature review approach, where data is collected through analysis and description of information from various sources, including books and journal articles. The results indicate that digital-based evaluations, such as the use of online platforms and assessment applications, improve the accuracy and efficiency in collecting student learning data. Additionally, formative evaluations conducted continuously provide constructive feedback, enhance student motivation, and allow for curriculum adjustments that are more responsive to learning needs. Challenges faced, such as evaluator subjectivity and technological access gaps, were also identified but can be addressed through training and capacity building for educators and students.

This research was conducted at MAN 2 Karawang, focusing on the analysis of Al-Qur'an and Hadith learning, particularly regarding methods, facilities, as well as supporting and inhibiting factors. The location was chosen based on the school's commitment to developing flagship programs such as the Tahfidz Al-Qur'an (Qur'an memorization) and Rohis (Islamic Spiritual) mentoring, alongside the challenges faced in optimizing the memorization of Juz 30 and students' understanding of Arabic script. The research method used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that innovative methods such as Market Place Activity, Snowball Throwing, and Role Play proved effective in increasing student participation and comprehension. Facilities such as a large TV for Tahsin (Qur'an recitation improvement) and a Rohis room also served as key supporting factors. However, obstacles such as extreme weather and power outages occasionally disrupted the learning process. In conclusion, a combination of creative methods, adequate facilities, and teacher adaptability played a crucial role in the success of Al-Qur'an and Hadith learning at MAN 2 Karawang, although infrastructure improvements are needed to address technical challenges.

This study aims to examine the role of strategic leadership in realizing ethics and sustainable learning in educational settings. Through study literature analysis, this research investigates theories and findings related to strategic leadership in education and its integration with ethical principles. The findings of this study show that successful strategic leadership not only prioritizes the achievement of organizational goals, but also affirms ethical principles as the basis for decision-making and management of educational institutions. Leaders who uphold ethics can build a school environment that is fair, inclusive and transparent, and ensure the fulfillment of the rights of all parties involved. In addition, educational leaders must have a vision that encourages innovation in the learning process by strengthening the role of teachers, utilizing technology and updating the curriculum that is appropriate and relevant to today's challenges. Continuous learning focuses not only on academic achievement, but also on developing students' character, skills for the 21st century and social responsibility. In addition, far-sighted strategic leadership plays a crucial role in driving innovation in learning and the application of technology to meet global challenges and build a sustainable education system. This research contributes ideas for the development of a responsive, ethical and sustainability-focused educational leadership model.  

Education plays a very important role in shaping an individual’s character and mindset, including in preventing radicalism. With education, it is hoped that a person can develop themselves and bring positive change to the nation and state, so that education becomes a life guide reflected in every activity undertaken. The research method used this time is a qualitative research method with a descriptive approach. This method was chosen because it aims to systematically describe facts or characteristics factually and accurately. This study presents data as it is without manipulation or other additional treatments. From an Islamic perspective, the values of tolerance, dialogue, and justice are important foundations in building a harmonious society. This research found that the integration of moderate Islamic values into the curriculum and campus activities can strengthen efforts to prevent radicalism. Radicalism on campus is a phenomenon that needs to be watched out for because it can threaten the values of tolerance, diversity, and national unity. Critical education not only provides space for students to think analytically and reflectively, but also equips them with social awareness. Building a campus free from radicalism is not only the responsibility of educational institutions, but also requires the active involvement of all campus elements, through strong collaboration between students, lecturers, as well as strengthening the values of moderation and inclusivity.

Education is a crucial process in shaping character and developing students' potential holistically, including the religious aspect, which is essential to instill from an early age. This study is motivated by the importance of educational management in systematically implementing religious character formation, particularly at Raudhatul Athfal Pesantren Ilmu Quran (PIQ) Sangatta Utara. The purpose of this research is to identify students' religious character, the implementation of educational management, and the challenges faced in forming religious character at RA PIQ. This study uses a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The informants in this study were the principal and teachers at RA PIQ. The data analysis technique used is the Miles and Huberman model, which includes data reduction, data display, and verification. The findings indicate that religious character formation is carried out systematically through collaboration between the school and parents, using learning approaches, routine practices, and extracurricular programs. The implementation of management is based on the theories of Mazmanian and Sebastier as well as Nawawi's concept, integrated with the Merdeka Curriculum and the Pancasila Student Profile Strengthening Project (P5). Despite challenges, active parental involvement and teacher diversity serve as key supporting factors.

Tolerance is one of the core character values that is crucial to instill from an early age, especially in multicultural societies like Indonesia. However, early childhood education (ECE) still tends to focus on cognitive and motoric aspects, while the integration of social values such as tolerance has not yet received adequate attention in the curriculum. This study aims to explore the potential of local wisdom-infused dance movements as an educational medium for instilling tolerance values in young children. The research employs a systematic literature review approach, analyzing previous studies relevant to three main variables: dance movements, local wisdom, and tolerance values in early childhood. The findings reveal that dance movements are not only beneficial for physical and aesthetic development but also serve as an effective expressive medium for fostering empathy, cooperation, and acceptance of differences. Integrating local wisdom values into dance activities can strengthen children's cultural identity and cultivate awareness of cultural diversity from an early age. Furthermore, emotional engagement and hands-on experiences in artistic activities have proven more effective in character building compared to conventional approaches. This study offers theoretical and practical contributions by formulating a local dance-based learning model explicitly aimed at reinforcing tolerance attitudes. The implications of these findings provide new directions for developing more contextual and culturally rooted ECE curricula, as well as enriching character education strategies that are engaging and meaningful for children. Thus, dance movements serve as a vital bridge in nurturing an inclusive, open-minded, and diversity-ready young generation.

This study examines the role of philosophy in curriculum development at SD 1 Panggarangan. Philosophy of education, as a philosophical foundation, provides a strong framework for designing relevant and meaningful learning for students. This study aims to understand how the principles of educational philosophy, such as perennialism, essentialism, and progressivism, influence curriculum design at SD 1 Panggarangan. Using a descriptive qualitative method, this study gathers data via literature reviews and interviews to explain the research findings. The results show the philosophy of education plays an important role in determining the objectives, content, methods, and evaluation of the curriculum at SD 1 Panggarangan.

Inclusive education is an education system that is friendly to all individuals without distinguishing the diversity of their characteristics. This system provides educational services that allow children with special needs to learn with their peers in the public school closest to where they live. This study aims to examine the "Implementation of Inclusive Learning for Children with Attention Deficit Hyperactivity Disorder (ADHD) at SDN Kemuning Tarik Sidoarjo", especially in inclusive classes. This study applies a qualitative approach with data collection methods through observation, in-depth interviews, and documentation. The research findings reveal that the implementation of inclusive learning has attempted to answer the needs of children with ADHD, although there are still a number of obstacles such as minimal training for teachers and limited supporting facilities. Strategies that have been successfully implemented include the use of an individual approach, positive reinforcement, and curriculum adaptation. Increased collaboration between parties and policy support from schools are needed for the sustainability of inclusive and effective learning.

Cultural, ethnic, and religious diversity can create a unique educational landscape and demand an inclusive and responsive approach. In multicultural schools, the curriculum often intersects with multicultural education, which includes teaching about different cultures, history, global perspectives. The subjects taught not only focus on traditional academics but also must involve content that deeply understands how diversity influences thinking and action. To fulfill learning so that it can influence students' thinking and actions or attitudes, one of the things needed is to create inclusive education based on love. Inclusive education is one type of approach used in the world of education with an emphasis on the importance of acceptance and appreciation of diversity. In the implementation of inclusive education, the role of teachers is needed, one of which is a Christian religious education teacher. The role needed is how teachers apply compassion to students. Teachers can do this through teaching inclusive attitudes, loving attitudes, and teachers must also be role models. The purpose of inclusive education based on love is to carry out learning activities such as role playing, group discussions, and collaborative activities to help children develop attitudes, social skills, and emotions. In discussing the role of Christian religious education teachers in implementing inclusive learning based on love, the method used is a literature approach by collecting information from books and journals based on the discussion.

Educational supervision administration has undergone major changes to adapt to the challenges and dynamics of education today. Changes in the curriculum, the application of digital technology, and increasing demands for accountability and quality of education services require a more adaptive, collaborative and data-driven supervision model. Previously top-down supervision has shifted to a more participatory approach, focusing on teachers' professional development and continuous improvement of learning quality. This study highlights the important role of educational supervision administration in the contemporary context, with an emphasis on modern supervision principles such as coaching, mentoring and clinical supervision. In addition, the use of information technology is a key factor in improving the effectiveness of the supervision process. Various studies have shown that modern supervision approaches significantly contribute to improving teacher competencies and student learning outcomes (Rahman, 2020; Sari & Widodo, 2021; Nurlaila, 2022). Therefore, educational supervision administration must continue to evolve with the times, while upholding the principles of ethics, professionalism and collaboration.

This study discusses the role of holistic and comprehensive education in shaping the Islamic character of students through an integrative approach that includes physical, intellectual, emotional, social, and spiritual aspects. This study aims to evaluate the extent to which a holistic educational approach can contribute to the formation of Islamic character rooted in the values ​​of Islamic teachings, while supporting the goals of Islamic Religious Education (PAI) in the context of formal education. The method used is descriptive qualitative research with a literature study approach, which involves analysis of various scientific sources, including journals, reference books, and relevant articles. The results of the study indicate that holistic and comprehensive education is able to shape the Islamic character of students comprehensively and contextually, in line with the principles of PAI. This study also emphasizes the importance of integrating character values ​​through the curriculum, learning methods, and the role of teachers and the environment as the main supporters of the success of Islamic character education. Thus, character education based on a holistic and comprehensive approach can be an effective model in responding to the moral and spiritual challenges of students in the modern era.

Educational transformation through the use of interactive technology is an integral part of the implementation of the Merdeka Curriculum, especially in Mathematics learning in Elementary Schools (SD). This curriculum emphasizes a contextual, student-centered, and adaptive learning approach to the challenges of the digital era. This study aims to analyze the role of interactive technology in improving the effectiveness of Mathematics learning and developing 21st-century skills in elementary school students. Various digital media such as GeoGebra, gamification applications, and visual simulations are used to help students understand abstract concepts in a concrete and enjoyable way. The results show that technology integration supports the achievement of the Pancasila Student Profile by increasing creativity, independence, and critical thinking skills. Challenges such as limited infrastructure and teacher competency can be overcome through continuous training and development of relevant local content.

This research analyses the influence of the reformist thoughts of Rashid Ridha and Muhammad Abduh on the development of Islamic education in Indonesia. Using a descriptive qualitative method with a literature study approach, this research examines how the modernist ideas of the two figures shaped the transformation of the paradigm of Islamic education in Indonesia. The findings show that the thoughts of Rashid Ridha and Muhammad Abduh significantly influenced the development of modern Islamic educational institutions, curriculum integration, and pedagogical approaches in Indonesia. Their reformist ideas contributed to the establishment of modern Islamic schools, the integration of religious and general sciences, and the development of rational Islamic thought. This research contributes to understanding the historical roots of Islamic education modernisation in Indonesia and its relevance to contemporary education development.

This study aims to analyze students' difficulties in understanding algebraic concepts in the implementation of the Merdeka Curriculum. This type of research uses a descriptive research method with a qualitative approach. Data collection techniques include interviews, questionnaires, and three written tests. Based on the results of interviews and questionnaires conducted by teachers with the school principal and mathematics teachers, the school has implemented the Merdeka Curriculum despite limitations in resources. The Merdeka Curriculum contributes to teachers in terms of teaching modules and freedom in creativity in learning, although training is still needed. The results of the student questionnaire indicate that the majority of students have difficulty understanding algebra, especially in identifying variables, but the majority of students feel that classroom learning is interactive and enjoyable. Most students feel helped by the example questions provided by the teacher. The written test results show that students have difficulty with the use of positive and negative signs, coefficients, constants, algebraic operations, and determining variable values. This indicates that the majority of students have not yet achieved mastery of the algebra material. It can be concluded that the implementation of the independent curriculum at SMP IT Az-Zahira Khatulistiwa supports teachers in the algebra learning process through the use of teaching modules, but students still struggle to understand algebraic concepts due to the limited use of educational media, which is constrained by the school's facilities.