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Adolescent girls often complain of dysmenorrhea, or discomfort during menstruation, which can range from mild to severe and interfere with daily activities, especially learning. To prevent this disease from lowering the quality of life of adolescents, it must be treated. Education about dysmenorrhea and its treatment is one of the actions that can be taken. The study used a pre-experimental design approach, a quantitative research design, and a single-group pre-test-post-test research plan without a control group design. Using a proportional stratified random sampling approach, 57 female students of class X formed a research sample. The use of films on dysmenorrhea for health education serves as an independent variable of the study. Adolescent girls' knowledge and attitudes about dysmenorrhea function as a study-dependent variable. The validity and reliability of these instruments are checked. Univariate and bivariate analysis were used as data analysis methods in this study. The Wilcoxon Signed Rank Test is used for hypothesis testing. It was determined that health education using dysmenorrhea film had an impact on the knowledge and attitudes of adolescent girls about the treatment of dysmenorrhea based on the findings of the Wilcoxon Signed Rank Test (Asymp.) with a value of 2-tailed 0.000 (p<0.05). The findings of the study showed that among grade 10 students at SMA Negeri 13 Selatan Halamahera, health education through dysmenorrhea films had an impact on the knowledge and attitudes of adolescent girls about the treatment of dysmenorrhea.

The integration of artificial intelligence chatbots as virtual teaching assistants (VTAs) represents a transformative shift in student support services within higher education. This study investigates the implementation, effectiveness, and impact of AI-powered chatbots in providing academic support, administrative assistance, and personalized guidance to university students. Employing a longitudinal mixed-methods approach over 18 months, this research analyzed data from 2,347 students across 15 universities that deployed VTA systems, examining interaction patterns, student satisfaction, learning outcomes, and cost-effectiveness. Quantitative analysis of 487,392 chatbot interactions revealed that VTAs successfully handled 78.4% of student queries without human intervention, with response times averaging 3.2 seconds compared to 4.7 hours for traditional support channels. Qualitative findings from focus groups and interviews highlighted students' appreciation for 24/7 availability, immediate responses, and non-judgmental interactions, while also revealing concerns about empathy limitations, complex query handling, and the desire for human connection in critical situations. The study demonstrates that VTAs significantly improve support service accessibility and efficiency while reducing operational costs by an average of 43%. However, optimal implementation requires careful integration with human support staff, continuous training of AI systems, and attention to equity issues in digital access. This research contributes to understanding how AI can augment rather than replace human educators, offering evidence-based recommendations for implementing VTA systems that enhance student success while maintaining the human elements essential to quality education.

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

This study aims to evaluate the implementation and impact of an English training workshop for early childhood education teachers in Surakarta. The study employed a program evaluation design using a qualitative descriptive approach involving twenty playgroup and kindergarten teachers. The workshop was conducted over four days and was designed based on a needs analysis obtained through a pre-test and preliminary interviews. Data were collected through pre-test and post-test results, reflective questionnaires, and semi-structured interviews. The qualitative data were analyzed using thematic analysis. The findings indicate that the workshop had a positive impact on participants’ English proficiency as well as their affective aspects, particularly their confidence in using English in the classroom. The thematic analysis identified three main themes: emotional responses, understanding of the material, and collaboration. Participants demonstrated increased enthusiasm, reduced anxiety, and improved self-confidence. Contextual and practical materials helped participants connect theoretical concepts with classroom practice. Furthermore, interactive activities and collaborative discussions strengthened professional engagement and peer learning. These findings confirm that structured and needs-based training is effective in supporting the sustainable professional development of early childhood education teachers and contributes to improving the quality of English instruction in the classroom.

This study discusses the implementation of the Self-Directed Learning Programme by integrating Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Processes (ATP) to enhance teaching quality and teacher professionalism. Using a library research method, this study analyses relevant scientific literature to understand the relationship between the integration of the three components of the education programme and classroom teaching practices. The research findings indicate that teachers still encounter challenges in understanding and integrating CP, TP, and ATP, particularly in planning, implementing teaching strategies, and conducting authentic assessments. However, when this integration is well executed, the teaching process becomes more purposeful, flexible and responsive to students' needs. Furthermore, integrating CP–TP–ATP has been shown to strengthen teachers' professionalism by enhancing their understanding of the curriculum, their ability to design learning activities, and their capacity to conduct competency-based assessment. This study confirms that the successful implementation of the Free Education Programme depends heavily on teachers' ability to understand the curriculum's structure and to integrate these three components consistently. Therefore, training, supporting, and developing teachers' competencies is an important requirement for the effective and sustainable implementation of the Liberal Education Programme.

This study aims to analyze the internal and external conditions of Karel Workshop in Wairhubing, Sikka Regency, using a SWOT approach (Strengths, Weaknesses, Opportunities, and Threats) as a basis for formulating business development strategies. The research employed a qualitative descriptive method with data collected through in-depth interviews with the owner, employees, and customers, as well as secondary data from documents and official statistics. The findings indicate that Karel Workshop possesses several strengths, including meticulous service quality, strong interpersonal relationships with customers, and mechanic skills acquired through self-learning. However, the workshop also faces weaknesses such as limited equipment, the absence of a structured management system, and a lack of digital promotion. Opportunities that can be utilized include high public interest in motorcycle modification, potential motorcycle painting services, a strategic location, and possible partnerships with spare-part suppliers. Meanwhile, the main threats include rising spare-part prices, competition among workshops, and occupational safety risks. Overall, the study recommends strengthening digital promotion, improving business management, enhancing workshop facilities, and implementing safety standards to support the sustainable development of Karel Workshop. 

Bullying in secondary schools is a serious issue that affects students’ psychosocial well-being and academic achievement, and significantly disrupts the learning climate and the quality of social relationships among students. This community service activity aimed to implement the Child-Friendly School Program through anti-bullying socialization at SMA N 1 Kersana in order to enhance the understanding and commitment of all school members in creating a safe, inclusive, and sustainable learning environment. The method employed a participatory approach, including needs assessment, interactive socialization sessions, focus group discussions, case simulations, and structured evaluation using pre-test and post-test instruments. The results indicated a 23% increase in participants’ understanding based on the comparison of scores before and after the intensive implementation of the program. Furthermore, a “Bullying-Free School” declaration was established along with a plan to strengthen the Violence Prevention and Handling Team as a more systematic sustainability strategy. These findings confirm that participatory-based socialization effectively reinforces the implementation of the Child-Friendly School Program and fosters a safe, inclusive, sustainable, and responsive school culture that supports students’ positive character development.

This study aims to analyze the internal and external conditions of Karel Workshop in Wairhubing, Sikka Regency, using a SWOT approach (Strengths, Weaknesses, Opportunities, and Threats) as a basis for formulating business development strategies. The research employed a qualitative descriptive method with data collected through in-depth interviews with the owner, employees, and customers, as well as secondary data from documents and official statistics. The findings indicate that Karel Workshop possesses several strengths, including meticulous service quality, strong interpersonal relationships with customers, and mechanic skills acquired through self-learning. However, the workshop also faces weaknesses such as limited equipment, the absence of a structured management system, and a lack of digital promotion. Opportunities that can be utilized include high public interest in motorcycle modification, potential motorcycle painting services, a strategic location, and possible partnerships with spare-part suppliers. Meanwhile, the main threats include rising spare-part prices, competition among workshops, and occupational safety risks. Overall, the study recommends strengthening digital promotion, improving business management, enhancing workshop facilities, and implementing safety standards to support the sustainable development of Karel Workshop. 

This study aims to explore the integration of financial literacy into context-based mathematics education at the elementary school level by emphasizing the use of local knowledge in learning activities. Employing a qualitative descriptive approach, this research investigates the experiences and perceptions of students and teachers involved in mathematics learning that connects mathematical concepts with real-life financial situations, such as budgeting, saving, and personal financial management. Data were collected through interviews, classroom observations, and documentation analysis to obtain a comprehensive understanding of the learning process and its outcomes. The findings indicate that integrating financial literacy into context-based mathematics learning enhances the relevance of mathematical content and facilitates students’ conceptual understanding. Students reported increased interest and engagement in mathematics lessons, as well as greater confidence in applying mathematical skills to manage personal finances. The use of familiar financial contexts enabled students to perceive mathematics as meaningful and applicable to their daily lives. Teachers identified limited instructional time and difficulties in explaining abstract concepts as key obstacles in the implementation process. Overall, the results suggest that context-based mathematics learning integrated with financial literacy has strong potential to improve students’ mathematical understanding and financial awareness while fostering practical life skills. Nevertheless, effective implementation requires careful instructional planning, adequate time allocation, and appropriate pedagogical strategies to address complex financial concepts. This study contributes to the growing body of research on contextualized mathematics education by highlighting the importance of integrating local context and financial literacy to enhance the quality and relevance of elementary mathematics education.

Innovation in biology learning is increasingly necessary, as conventional instructional practices are often dominated by memorization-based methods that limit students’ active engagement and critical thinking development. Along with rapid advances in science and technology, digital applications offer new opportunities to enhance teaching and learning processes. One such application is Canva, a digital design platform that can be utilized as an effective learning media to support teachers and students in biology education. This study aims to describe the implementation of Canva-based learning media through a training program conducted at SMA Islam Terpadu Daarul Rahman and to examine its perceived usefulness for both teachers and students. The training involved teachers in developing biology learning materials using Canva by integrating visual elements, images, and videos to present complex biological concepts more clearly. The results of the training indicate that Canva is considered practical, user-friendly, and efficient by teachers in designing learning materials. Teachers reported that the application helped them present content in a more attractive and structured manner. Furthermore, students benefited from the use of Canva-based materials, as they demonstrated better understanding of the subject matter and increased interest in learning biology. The integration of visual and multimedia elements also supported the development of students’ critical thinking skills by encouraging analysis and interpretation of biological phenomena. Overall, the use of Canva as a learning medium shows potential to enhance the quality of biology learning and foster more meaningful learning experiences.

Outcome-Based Education (OBE) has emerged as a strategic approach to improving graduate quality in higher education, including pastoral colleges. The pastoral education context in Indonesia, particularly in island regions such as Nias, requires the integration of academic, spiritual, and pastoral dimensions in the learning process. This study aims to analyze the strategies for implementing OBE at the Pastoral College Dian Mandala Gunungsitoli and to identify its supporting factors and challenges. A qualitative research design with a literature review approach was applied, drawing on 25 scientific articles published between 2021 and 2025. The analysis involved identifying main themes, categorizing supporting and challenging factors, and synthesizing strategies for implementation. The findings indicate that OBE implementation includes developing curriculum documents aligned with the Indonesian National Qualification Framework (KKNI) and National Standards of Higher Education (SN-Dikti), strengthening faculty capacity through training, integrating innovative learning models, and applying authentic assessment that evaluates both academic and spiritual competencies. Supporting factors consist of institutional leadership commitment, the availability of curriculum information systems, and collaboration with external stakeholders. Major challenges involve limited faculty understanding of OBE, inadequate technological infrastructure, and resistance to changes in academic culture. This study concludes that OBE can enhance graduates’ competencies and strengthen pastoral identity, provided that faculty training, internal quality assurance systems, and the integration of local wisdom into the curriculum are consistently developed.

Empowering agricultural human resources is a strategic approach to support sustainable agricultural development and the achievement of the Sustainable Development Goals (SDGs), particularly SDG 2 (Zero Hunger), SDG 4 (Quality Education), and SDG 8 (Decent Work and Economic Growth). This community service article aims to describe the implementation of an agricultural instructor empowerment training program conducted through collaboration between Universitas Negeri Surabaya (Unesa) and the Ngudi Luhur Self-Reliant Agricultural and Rural Training Center (P4S) in Blitar Regency. The activity involved approximately 50 participants consisting of agricultural instructors and local agricultural practitioners. The methods included Focus Group Discussions (FGDs) and field visits to superior corn cultivation areas managed by P4S. The results indicate an increase in participants’ understanding of the importance of agricultural innovation and technology utilization to enhance productivity, supported by experiential learning through direct observation of high-yield corn fields compared to conventional practices. This program strengthens the role of agricultural instructors as innovation dissemination agents and contributes to the achievement of sustainable development goals in the agricultural sector.

Background: One way to improve human quality, especially for school-aged children, is by providing nutritious snacks that can meet nutritional needs during learning activities. In Indonesia, many snacks are available in school environments, but many of them are unhealthy when viewed from the color and ingredients used. Community Service Objective: Provide health education about healthy snacks. Method: The method used in this community service activity is lecture and question and answer, to provide an understanding of the importance of choosing healthy snacks for school-aged children. Results: Providing education about healthy snacks increased the understanding of children at MIN 25 Aceh Besar. Children responded well and several students asked questions related to the material about healthy snacks presented. Conclusion: The understanding of MIN 25 Aceh Besar students about healthy snacks increased after participating in the counseling activity. Students showed a higher interest and awareness of the importance of choosing healthy snacks for their health. Keywords; Health Education, Healthy Snacks

The development of Artificial Intelligence (AI) technology has provided new opportunities to enhance the quality of learning, particularly in elementary science education. One form of AI utilization is chatbots, which function as interactive learning media capable of encouraging students’ active participation. In science learning, questioning behavior is an important indicator of students’ cognitive engagement; however, many elementary school students tend to be passive in asking questions. This study aimed to examine the effect of using AI chatbots in science learning on students’ questioning behavior in Grade V of SDN Plalangan 03 Gunungpati, Semarang City. This study employed a quantitative approach with a quasi-experimental design. Data were collected through observation, questionnaires, and documentation. The data were analyzed to identify changes in students’ questioning behavior before and after the implementation of AI chatbots in science learning. The results indicated that the use of AI chatbots improved students’ questioning behavior in terms of frequency, confidence, and activeness in asking questions. AI chatbots provided a comfortable and flexible interaction space for students, which helped reduce psychological barriers in questioning. It can be concluded that the use of AI chatbots has a positive effect on students’ questioning behavior in elementary school science learning.

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.

Student dropout remains a significant challenge for higher education institutions as it impacts academic quality, educational management efficiency, and students' success in completing their studies. Therefore, an approach that can identify students at risk of dropping out is necessary so that timely academic interventions can be made. This study aims to develop a dropout detection model using an Artificial Neural Network (ANN). The data used come from a publicly available higher education dataset, ensuring research reproducibility. Data preprocessing steps were carried out to improve data quality before modeling, and the Synthetic Minority Over-Sampling Technique combined with Edited Nearest Neighbors (SMOTE-ENN) was applied to address class imbalance issues. The ANN model's performance was evaluated using accuracy, precision, recall, F1-score, and area under the ROC curve (ROC-AUC). The test results show that the ANN model can provide excellent predictive performance in detecting at-risk students. The application of SMOTE-ENN also proved to enhance the model’s sensitivity toward the minority class, as indicated by improvements in recall and F1-score. These findings indicate that the developed ANN model has the potential to be used as a student dropout detection system to support data-driven decision-making and strategy development within higher education institutions.

The Mastery Learning Strategy is a learning approach oriented towards achieving comprehensive student competencies before they move on to the next material or learning stage. This approach is based on the assumption that every student has the potential to succeed, provided they are given the appropriate time, methods, and guidance. In its application, Mastery Learning emphasizes systematic learning planning, the establishment of clear learning objectives, and ongoing evaluation to measure the level of student mastery. Students who have not yet achieved competency standards will receive corrective feedback and remedial activities, while students who have completed them will be provided with enrichment programs to deepen their understanding. With this mechanism, learning gaps can be minimized so as not to hinder the learning process in the next stage. Furthermore, this strategy encourages individualized, structured, and measurable learning according to student needs. Therefore, the implementation of Mastery Learning is considered effective in improving the quality of the learning process, strengthening conceptual understanding, and contributing to optimal and sustainable learning outcomes.  

The use of technology-based learning media, such as Smart TVs, has great potential in improving the quality of learning in elementary schools (SD). Smart TVs can support interactive learning, enrich teaching materials, and increase student learning motivation. However, in reality, many elementary schools still face limited supporting facilities so that their use is not optimal. This study analyzes the use of Smart TV in elementary schools with limited infrastructure, teacher readiness, and its impact on the learning process. The analysis method was carried out qualitatively through the study of school conditions, observations, and interviews with teachers. The results of the study show that the limitations of the internet network, the lack of supporting devices, and the lack of teacher training are the main factors that hinder the effectiveness of the use of Smart TVs. The impact of these limitations is the low integration of technology in learning, limited access to digital materials, and the suboptimal role of teachers as facilitators. Therefore, policy support from the government, improving school facilities, and teacher training programs are needed so that the use of Smart TVs can run optimally. The conclusion of the study emphasizes that Smart TV has the potential to become an innovative learning medium in elementary schools if supported by adequate infrastructure facilities and teacher competence in accordance with the demands of the digital era.

Science learning at the Islamic junior high school level still faces challenges in improving student learning outcomes because the learning process tends to be teacher-centered and lacks active student involvement. This condition requires the implementation of a learning model that can encourage cooperation, responsibility, and student involvement in the learning process. This study aims to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of students at MTs Raudhatul Faizin. This study uses a quantitative approach with a correlational design. The research subjects consisted of 30 students who were used as the research sample. Data were collected through a four-point Likert scale closed questionnaire to measure the implementation of the Jigsaw cooperative learning model and students' science learning outcomes. Data were analyzed using simple linear regression analysis techniques. The results showed that the Jigsaw cooperative learning model had a significant effect on students' science learning outcomes. This finding indicates that the better the implementation of the Jigsaw cooperative learning model, the better the students' science learning outcomes. The implications of this study emphasize the importance of implementing the Jigsaw cooperative learning model as an alternative effective learning strategy to improve the quality of science learning in Islamic junior high schools.