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The rapid development of automotive technology requires students majoring in automotive vocational schools (SMK), particularly in the field of vehicle charging and starting systems, to understand the charging and starting systems. Charging and starting systems are two crucial components in ensuring vehicle operation. For students, having a strong knowledge of how these systems work, maintain, and diagnose them is key to facing the challenges of the automotive industry. Therefore, improving the quality of automotive education is essential so that students can master the basic concepts and techniques needed to carry out their duties as automotive technicians. This research focuses on developing a trainer that can help vocational school students better understand and master vehicle charging and starting systems. The trainer, developed at SMK NU Sunan Ampel Tumpang, records real-world conditions in vehicles using components such as batteries, alternators, regulator ICs, starter motors, and other supporting electrical systems. One innovative feature added is testing the effect of variations in pulley ratios on alternator output voltage and current. This feature provides students with the opportunity to conduct hands-on experiments, analyzing how variations in pulley ratios can affect the performance of a vehicle's charging system. It is hoped that with this trainer, students will not only gain theoretical knowledge but also practical experience that will enable them to perform diagnoses, understand the working principles of charging and starting systems, and analyze system efficiency based on rotational speed measurements. Thus, students' competency in the automotive field can be improved, and they will be better prepared to face the increasingly complex world of work. The successful development of this trainer can also serve as a valuable reference for educators and the automotive industry in designing applicable and contextual learning strategies.

This research aims to identify and develop effective strategies to enhance language skills with self-confidence among students of Electrical Engineering Education at Universitas Negeri Medan. Language proficiency and self-confidence are crucial factors in supporting both academic and professional communication in the field of electrical engineering, especially when students are required to present ideas, convey research findings, and interact in the workplace. The research employed a qualitative method with direct observation, in-depth interviews, and literature study to obtain valid and comprehensive data. The findings indicate that the implementation of interactive learning methods, regular speaking practice, the utilization of technological media, and the reinforcement of a positive mindset significantly improve students’ language abilities while simultaneously fostering their confidence in communication. Furthermore, the presence of a supportive learning environment and the active role of lecturers as facilitators contribute to encouraging students to perform confidently in public. The implications of this study are expected to serve as a reference for educators and educational institutions in improving the quality of language learning, particularly in technical study programs. Thus, graduates are not only equipped with technical expertise but also possess strong communication competencies to face global challenges.

Learning style theories have long been used to understand individual differences in learning processes. Models such as VAK (Visual, Auditory, Kinesthetic) and Multiple Intelligences offer frameworks for adapting instructional strategies to students’ preferences. However, these approaches have been criticized for their reductionism and limited empirical validity, often neglecting the holistic nature of human learning. In contrast, the Islamic concept of fitrah provides a more comprehensive perspective, encompassing intellectual, spiritual, moral, and emotional dimensions in an integrated manner. This conceptual article aims to analyze and integrate Western learning style theories with Islamic perspectives to develop a more holistic learning paradigm. Through an extensive literature review and theoretical analysis, the article proposes an integrative model that bridges empirical approaches with spiritual values. Theoretically, this integration enriches academic discourse by connecting two distinct knowledge traditions. Practically, it offers a framework for educators and institutions to design adaptive learning processes that address learner diversity while fostering spiritual and moral development.

This research explores the impact of digital citizenship education (DCE) in promoting responsible online behavior and reducing cyberbullying among adolescents. With the increasing prevalence of online risks such as cyberbullying, online aggression, and privacy breaches, this study focuses on understanding how structured DCE curricula can equip adolescents with the necessary knowledge and skills to navigate the digital world responsibly. The research aims to assess the effectiveness of a curriculum-based intervention delivered over 8 weeks, involving pre- and post-assessments to measure changes in students' knowledge, attitudes, and online behaviors. Data was collected through surveys, behavioral assessments, and interviews to evaluate the impact of the curriculum on students’ online conduct. The findings reveal a significant reduction in harmful online behaviors, including cyberbullying, and a marked improvement in empathy, respect, and online responsibility. The study demonstrates that proactive educational approaches, such as DCE, are more effective than punitive measures in fostering long-term positive online behaviors. The conclusion emphasizes the need for integrating DCE into school curricula, with recommendations for educators, policymakers, and parents to reinforce digital citizenship principles both in the classroom and at home.  

The purpose of community service activities is to provide information to students regarding the importance of moral education for children in the digital era. Moral cultivation for children is very important both in the family, school and community. In this era, which we often call the millennial era, there are often moral deviations for the nation's children with rampant moral damage, for that we as educators fix the cultivation of children's character and morals

This study evaluates the effectiveness of ICT-based media training in enhancing the competence of religious counselors. The training focuses on developing counselors' digital and communication skills, enabling them to proficiently create, manage, and utilize ICT media for religious education. Using a structured Service-Learning approach, the program consists of four stages: initial needs assessment and planning, implementation with a pre-assessment, post-training evaluation conducted via Google Forms, and subsequent mentoring to reinforce skill application. The results indicate significant advancements in counselors' ability to employ ICT media in engaging and relevant ways that align with modern educational demands. Through this training, counselors are better equipped to deliver religious content that appeals to a broad audience, thereby enhancing the accessibility and effectiveness of religious guidance in today’s digital environment. Findings demonstrate that ICT-based training serves as an effective method for equipping religious educators with vital digital skills, ultimately supporting their role in providing impactful religious counseling within contemporary contexts..

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

Equal access to education is a crucial issue in Islamic educational institutions in Indonesia. Ensuring that all students, without exception, have equal access to quality education is vital for the advancement of education in the country. In this context, Management Information Systems (MIS) play a crucial role in enhancing the efficiency, effectiveness, and transparency of educational services. The implementation of MIS can streamline administrative processes, improve decision-making, and facilitate more equitable access to educational resources. This research employs a literature study approach, relying on books and journal articles as primary sources. The findings indicate that the application of MIS provides significant benefits in terms of planning, management, and evaluation. By providing real-time data, MIS enables educational institutions to make better decisions, monitor student progress, and allocate resources more effectively. Additionally, MIS enhances the transparency of educational services, ensuring that all stakeholders—students, parents, and educators—have access to important information related to educational processes and outcomes. However, challenges in the implementation of MIS remain, such as technical barriers related to inadequate infrastructure and limited access to technology, as well as human resource issues like insufficient training. To address these challenges, the research recommends providing comprehensive training programs for educators and administrators, investing in technological infrastructure, and promoting data integration across educational institutions. Overall, while MIS offers many advantages in promoting equal educational access, addressing technical and human resource challenges is crucial to fully realizing its potential in Islamic educational institutions in Indonesia.

Indonesian EFL senior high school students. Traditional EFL instruction often emphasizes lower-order cognitive skills, limiting students' ability to analyze, evaluate, and create in English. This research explored student experiences with PBL and its impact on HOTS development. Semi-structured interviews were conducted with five 11th-grade students participating in environmental-themed PBL activities. Thematic analysis identified patterns in student experiences and perceptions. Findings reveal that students perceive PBL as significantly more engaging than traditional instruction, fostering enhanced motivation, deeper understanding, and collaborative competencies. Students demonstrated active engagement in higher-order cognitive processes through research activities, critical discussions, and creative project development. Collaborative dimensions particularly enhanced analytical and evaluative thinking as students examined diverse perspectives. Implementation challenges emerged, including time management difficulties, group dynamics issues, resource limitations, and presentation anxiety. These challenges highlight PBL's complexity and the need for comprehensive support systems. The study concludes that while PBL effectively promotes HOTS development in EFL contexts, successful implementation requires systematic support, including project management instruction, collaborative skills development, adequate technological resources, and continuous professional development for educators.  

Quality education is the key to improving skills and knowledge for students. However, there are still many challenges faced in improving the quality of education, especially at the primary level. Collaborative Madrasah Ibtidaiyah Lecturers and Teachers in book writing can be one of the strategies to improve the quality of Education. This research aims to be active through collaboration in writing Madrasah Science Competition books between Tarbiyatut Tholabah Islamic Institute Lecturers and Madrasah Ibtidaiyah 02 Mazro'atul Ulum teachers. The results of the service showed an increase in the quality of lecturers and teachers in presenting learning and academic materials in order to provide excellent service for students, especially Madrasah Science Competition participants. And the most important thing is the creation of a collaborative book masterpiece entitled Madrasah Science Competition which contains a summary of material from science, social studies, mathematics, Arabic English and religious sciences such as Fiqh, Aqidah, Islamic Culture History and the presentation of sample questions and discussions. Moreover, the project has had a positive impact on the educators involved. It has allowed them to deepen their understanding of the subjects and improve their ability to present complex concepts in an accessible way. The collaborative nature of the project has fostered a supportive learning community, where educators learn from one another's expertise and experiences. The resulting Madrasah Science Competition book is not only a valuable educational resource but also a testament to the power of collaboration in enhancing the quality of education.

Background: Anemia is one of the public health problems commonly found among adolescent girls, especially in developing countries like Indonesia. This condition affects concentration, academic performance, and productivity, making early detection an essential step to prevent long-term complications. Objective: This study aims to determine the results of early detection of anemia based on clinical symptoms and hemoglobin (Hb) levels among adolescent girls at SMPN 18 Palembang. Methods: This research used a descriptive design with a cross-sectional approach. A total of 132 seventh-grade female students were selected randomly. Data were collected through an anemia symptom questionnaire and hemoglobin level measurement using a hemoglobinometer. Results: The study found that 23.5% of respondents were anemic (Hb < 12 g/dL), and 48.5% showed symptoms of anemia. However, the sensitivity of symptoms in detecting anemia was only 39%, specificity was 19%, with a positive predictive value (PPV) of 60.93% and a negative predictive value (NPV) of 8.82%. Conclusion: Based on the findings, symptom-based detection alone is not sufficiently accurate to diagnose anemia. Hemoglobin level examination is still required as a more valid and objective screening method for the early detection of anemia in adolescent girls In addition to medical intervention, the study advocates for increased awareness and education about anemia, its causes, and prevention methods among students, parents, and educators. Addressing nutritional deficiencies, especially iron intake, through dietary improvements and supplementation is essential in combating anemia in adolescent girls.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

The students often faced experiences that cause anxiety in the early semester of the college period, especially in the presentation session. To overcome this, students need strong coping strategies. Coping strategies help people deal with stress. We interviewed 12 students from the 2024 batch at Abulyatama University's Nursing Program on October 29, 2024. Most of them (10 out of 12) said they often feel anxious and nervous when presenting or speaking in front of many people, which makes them less focused. This study aims to explore the correlation of coping strategies with anxiety during presentation among college students. This study uses a descriptive analytical design with a cross-sectional approach. The sample was 189 Diploma III nursing students 2024,the study took from march 21st to may 1st,2025 and chosen using a total sampling technique. The questionnaire, Brief Cope, and PSAS with Cronbach's Alpha were employed in this study. The result indicated 0.6 for coping strategies and PSAS Cronbach Alpha = 0.90. Univariate and bivariate analysis using the chi-square test was used to analyze the data. The finding reveals that the coping strategies were Public Speaking Anxiety, which is the medium category, with as many as 87 respondents (58.8). Based on the result of the chi-square test, the ρ-value is 0.000 (< 0.05). The findings indicate a correlation between coping strategies and anxiety during presentation among students. This study is expected to provide valuable insights and knowledge for educators and mentors on the benefits of Coping Strategies in enhancing public speaking confidence and improving teaching quality.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

This study aims to analyze the reward system in improving the performance of educators at State Islamic Senior High Schools (Madrasah Aliyah) in Jambi Province. The research focuses on the reward mechanism, its implementation, and the factors that determine its effectiveness in improving educator performance. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research locations include three madrasas: MAN 1 Tanjung Jabung Barat, MAN 1 Kota Jambi, and MAN 1 Merangin. The results show that the implemented reward system includes financial rewards (such as incentives and allowances) and non-financial rewards (such as certificates, training, and job promotions). Rewards have been shown to play an important role in improving educator motivation, discipline, loyalty, and performance. However, the implementation of the reward system has not been optimal due to several obstacles, such as budget constraints, lack of transparency in assessments, and the incompatibility of the types of rewards with the needs of educators. On the other hand, madrasas that implement the reward system appropriately and fairly show an increase in the quality of educator work, marked by increased participation, work performance, and professional responsibility. This study concludes that an effective reward system is one that has clear criteria, is transparent, and responsive to the needs of educators. Recommendations are directed to madrasah principals and the Ministry of Religious Affairs to build a strong culture of appreciation and allocate an adequate reward budget to improve the quality of education in madrasahs.

This study aims to address the low learning process and outcomes of students in mathematics in grade IV of State Elementary School 138/II Daya Murni. The type of research used is classroom action research (CAR), which is carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects in this study were 13 students, and the implementation was carried out in the second semester of the 2025 academic year. Data were collected through observation, field notes, documentation, and learning outcome tests. Based on the results of the study, the Take and Give Type Cooperative model was proven to be able to improve the learning process and outcomes of students. In the first cycle, the involvement of educators in teaching was recorded at 66.66%, while in the second cycle it increased to 73.33%. Likewise, student involvement in the learning process increased from 46.61% in the first cycle to 69.23% in the second cycle. A significant increase was also seen in the completeness of student learning outcomes. In cycle I, the learning achievement rate reached 76.92%, and in cycle II, it increased to 84.61%. The implementation of the Take and Give Cooperative Model has proven effective in improving the quality of learning, both in terms of process and outcomes. Therefore, this model can be a useful alternative for educators in increasing student engagement and learning outcomes in grade IV.  

Dysmenorrhea is a painful cramping or aching sensation in the lower abdomen, often radiating to the lower back, hips, and thighs. This condition significantly affects daily activities, limiting women’s physical and academic performance, particularly among female students who frequently experience dysmenorrhea during menstruation. Various interventions can help prevent or reduce the prevalence and severity of dysmenorrhea, including specific physical exercises such as McKenzie exercises and Kegel exercises. McKenzie exercises focus on strengthening and mobilizing the lower back and abdominal muscles, whereas Kegel exercises target the pelvic floor muscles to enhance circulation and reduce uterine tension. The purpose of this study was to determine the difference in effectiveness between Kegel exercises and McKenzie exercises in alleviating dysmenorrhea pain among adolescents aged 12–15 years at SMP Negeri 28 Semarang. The study employed an experimental two-group pre-posttest design with a total sample of 22 female students who met the inclusion criteria. The Randomized Controlled Trial (RCT) technique was used to assign participants to the intervention groups. Pain intensity was measured using the Quadruple Visual Analog Scale (QVAS) both before and after the interventions, which were administered three times per week over a three-week period. The results showed a statistically significant reduction in pain for both groups, with a p-value of 0.001 (p < 0.05), indicating that both McKenzie and Kegel exercises effectively decreased dysmenorrhea pain. The study concluded that there is a measurable difference in the effectiveness of these two exercise interventions, emphasizing the importance of selecting appropriate physical exercises tailored to adolescent students for dysmenorrhea management. These findings provide evidence-based guidance for educators, healthcare providers, and adolescents seeking non-pharmacological strategies to reduce menstrual pain and improve quality of life.

Training and development of human resources (HR) in educational institutions are crucial for enhancing the quality of education and educators’ ability to face increasingly complex teaching challenges. This study aims to analyze effective strategies for HR training and development in educational settings, using a Systematic Literature Review (SLR) approach. This method was used to identify, evaluate, and summarize key findings from relevant studies on HR training and development in the education sector. The results indicate that competency-based training, the use of technology in learning, and collaborative learning are strategies that have proven effective in improving educators’ performance. However, challenges such as resource limitations, infrastructure, and managerial support pose barriers that need to be addressed to maximize training effectiveness. These findings provide valuable insights for educational institutions in designing more sustainable and relevant training programs in line with evolving educational demands.

Improving caregiver literacy regarding early childhood development is a strategic step to ensure optimal child growth and development. This educational activity was conducted at the Mawar Integrated Health Post (Posyandu Mawar), Tampingan Village, Boja District, involving 20 caregivers as active participants. The series of activities were systematically arranged, including a pre-test to determine the level of initial understanding, counseling through a lecture method accompanied by comprehensive material delivery, interactive discussions that allowed participants to exchange experiences, practice of child development stimulation as a form of direct skills, and a post-test to assess improvements in learning outcomes. The analysis results showed that the educational activity had a significant impact on improving caregiver literacy. The average pre-test score of 53.25 (SD = 9.54) increased to 69.60 (SD = 10.30) in the post-test. The average difference of 16.35 (SD = 5.84) with a 95% confidence interval between 13.62–19.08 indicated a significant increase. The paired t-test yielded a value of t(19) = 12.515 with p < 0.05, confirming a significant difference between the scores before and after the program. The percentage increase of 30.7% indicates the effectiveness of the applied educational method. The recommendation from this activity is the need to develop an educational program that is carried out in a sustainable and structured manner, accompanied by mentoring involving health workers, PAUD educators, and support from the village government, so that caregiver literacy can continue to increase and optimal child growth and development can be guaranteed from an early age.