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This study aims to describe the implementation of Indonesian language development through the learning of standard words and the Enhanced Spelling System (EYD) at MTs Sambongjaya. The method used is a descriptive qualitative method, with data collection techniques consisting of observation and documentation. The development activities were carried out by applying the Team Games Tournament (TGT) learning model. The results of the study indicate that the implementation of the TGT model was able to improve students’ motivation and understanding of standard word usage and EYD. Students appeared enthusiastic during the learning process, although some still experienced difficulties in reading and applying correct spelling. The TGT model created a competitive yet collaborative environment that enhanced students’ engagement in learning. Despite the challenges, the model proved effective in fostering students’ awareness of the importance of using proper and correct language. It also encouraged them to be more careful in applying EYD rules, which contributed to their language proficiency. The study concludes that Indonesian language development activities through learning standard words and EYD, supported by the TGT model, can significantly enhance students’ language skills and understanding, thus improving their overall language use in educational settings. This approach can serve as a model for similar educational institutions aiming to enhance language proficiency.

In the context of the influence of social media on the learning concentration of Students in the learning concentration if students in the J-PBSI (Indonesia Language and Literature Education Department) at Lambung Mangkurat University, social media is one of the most influential technological products in the lives of students today. Students in J-PBSI at Lambung Mangkurat University are increasingly dependent on various digital platfroms to support their educational processes. Theses applicantions have become essential tools for socializing and sharing information with other students. The influence of social media use on the learning concentration of J-PBSI students shows that many students experience a lack of focus while studying due to the distracting effects of social media. This distraction often reduces students’ ability to contcentrate, which in turn affects their overall to concentrate, which in turn affects their overall learning performance. This study uses a descriptive qualitative method with in-depth interviem techniques conducted with several students from the Indonesia Language and Literature Education Department. The results of the most students use sosial media on a daily basis. High usage of social media tends to decrease learning concentration because students are often distracted by notifications of the urge to open social media while studying. However, there are also J-PBSI students who use social media effectively, utilizing it as an additional learning resource. Thus, the influence of social media is twofold, depending on the intensity and purpose of ir use. This study aims to determine the extent to which social media affects students’ learning concentration. It is also expected to provide a better understanding of how social media influences the learning process. Students are encouraged to use social media wisely and responsibly so that is does not interfere with their focus on studying, but instead supports their academic activities.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

The use of Islamic music, especially nasyid, as a creative learning strategy in Islamic Religious Education (PAI) plays an important role in increasing students' motivation, understanding, and appreciation of religious values. This study uses a qualitative descriptive method to describe in depth how nasyid can be used as an innovative and effective learning medium to enrich the IRE teaching process. The findings show that the application of nasyid in the teaching and learning process can create a more interesting, interactive, and enjoyable learning atmosphere. This condition has been proven to encourage active student participation, making learning activities more meaningful and memorable. In addition, nasyid effectively helps students improve their memory and ability to memorize religious material in an easier and more enjoyable way. The positive impact is not only seen in cognitive aspects but also in the overall formation of students' religious character. Through nasyid, moral and spiritual values can be instilled more deeply, naturally, and continuously in everyday life. However, this study also found several obstacles, such as limited supporting facilities and the need to develop teachers' competencies in optimally applying nasyid as a learning medium. Therefore, the use of nasyid in PAI learning can be seen as a strategic innovation that has the potential to improve the quality of religious education holistically and have a positive impact on the development of students in a dynamic and challenging modern era.  

This study aims to outline how aqeedah and moral values are applied in the learning process of fourth-grade students at MI Ridogalih, examine the strategies teachers use to internalize these values, and identify factors that support or hinder the process. Using a descriptive qualitative method, the research gathered data from the Aqeedah–Akhlaq teacher, instructional documents, and records of the school’s religious activities. Data collection was conducted through guided interviews and document review, and the analysis followed the Miles and Huberman interactive model. The results show that the incorporation of aqeedah and moral education is implemented through consistent religious habituation, exemplary behavior demonstrated by teachers, and the integration of Islamic principles into classroom instruction. Contributing factors include the strong religious environment of the school and active parental engagement, while obstacles stem from the influence of digital media and the varied backgrounds of students’ families. The study concludes that combining habituation practices, teacher role modeling, and value integration plays a significant role in reinforcing students’ Islamic character development.

This study aims to explore Al-Syarqawi’s concept of learning motivation and its relevance to the development of students’ interest in learning within the framework of modern Islamic education. The research adopts a qualitative approach with a library research method and applies content analysis to Al-Ta’allum: Al-Nadhariyat wa Al-Tatbiqiyyah and other relevant references. The results show that Al-Syarqawi places motivation as a fundamental condition that determines the continuity and success of the learning process. Motivation, both intrinsic and extrinsic, covers spiritual, psychological, social, and biological dimensions that guide students toward meaningful learning experiences. Al-Syarqawi emphasizes that spiritual motivation should be integrated into the educational process to create balance between intellectual development and moral-spiritual growth. His thought remains relevant to holistic and character-based education, especially in the context of the Merdeka Curriculum, which promotes student independence, creativity, and moral responsibility. Thus, this study contributes to enriching Islamic educational thought by providing an integrative perspective that harmonizes spiritual, psychological, and pedagogical values to enhance students’ motivation and learning engagement.

Learning mathematics not only focuses on mastering concepts and calculation skills, but also requires creating a conducive learning environment so that students can think critically, logically, and creatively. A conducive learning environment plays a crucial role in fostering student motivation and active engagement, making the success of the learning process highly dependent on the strategies implemented by the teacher. This research aims to describe mathematics teachers' strategies in creating a conducive learning environment thru the application of active and contextual learning strategies. The method used is library research, which involves collecting and reviewing various scientific sources such as books, journals, and academic articles relevant to the research topic. The research results indicate that active learning strategies are able to increase student participation, strengthen reasoning abilities, and foster learning motivation. Teachers play an important role as facilitators, motivators, mediators, and evaluators, directly influencing the learning climate in the classroom. Contextual learning strategies like REACT (Relating, Experiencing, Applying, Cooperating, Transferring) have proven effective in connecting mathematical concepts with students' real-life experiences and creating a fun and meaningful learning environment. In addition, humanistic classroom management, the use of technology, and adapting learning to students' different abilities are supporting factors in achieving a conducive learning environment. The implications of this research indicate that the success of mathematics learning is not solely determined by the methods used, but also by the teacher's ability to build positive relationships with students and create an interactive, adaptive learning environment that optimally fosters students' potential development.

The development of information and communication technology (ICT) is an important demand in the world of education, especially at the Vocational High School (SMK) level which prepares students to enter the digital-based world of work. However, students in class X of SMKS Efata still show delays in mastering ICT which has an impact on the learning process and their competency readiness. This study aims to analyze the factors that cause students to delay in mastering ICT as well as identify strategic steps to improve their skills. The research method used is a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results of the study show that the limitations of technology facilities, the lack of experience of students using computer devices before entering vocational schools, and the low intensity of ICT learning practices are the dominant factors that affect the delay in mastering technology. In addition, the difference in students' backgrounds in digital literacy and the lack of assistance during the learning process also slow down the development of their abilities. Nevertheless, students have good motivation to learn and adapt to technology if they are given the support of the right learning facilities and strategies. The conclusion of this study emphasizes that improving facilities, strengthening practice-based learning methods, and intensive mentoring are needed to accelerate students' ICT mastery. This research is expected to be the basis for schools in formulating ICT learning policies that are more effective and in accordance with the needs of technological developments.

This study aims to analyze the role of Internal Quality Assurance (IQA) in creating and maintaining excellent schools. IQA is a systematic mechanism designed to ensure that all educational processes operate according to established quality standards while serving as a means for continuous evaluation and improvement. This research employs a literature study method with a descriptive qualitative approach, utilizing secondary sources such as books, scientific journals, government regulations, and relevant previous studies. The findings indicate that IQA plays a strategic role in building an education system oriented toward quality and accountability. Through the implementation of the Plan-Do-Check-Act (PDCA) cycle, schools are able to establish measurable quality standards, control learning processes, and conduct continuous evaluations of educational outcomes. The implementation of IQA also fosters a culture of quality that encourages collective awareness among all school members regarding the importance of continuous improvement. However, IQA implementation still faces several challenges, including limited competent human resources, lack of leadership commitment, inadequate facilities and infrastructure, and resistance to change. A case study at SMP Negeri 2 Tarutung reveals that the success of IQA is determined by visionary leadership, stakeholder support, and the use of data-based quality information systems. Therefore, IQA functions not only as a supervisory tool but also as a managerial strategy for achieving holistic and sustainable educational quality improvement

Social Studies (IPS) learning in elementary schools plays a crucial role in fostering students’ social awareness, which includes understanding social values, developing empathy, and participating responsibly in community life. However, in practice, Social Studies learning often remains theoretical and textbook-centered, making students’ learning experiences less meaningful and disconnected from real-life contexts. To address this issue, utilizing the surrounding environment as a learning resource offers an effective alternative by bringing real social situations into the learning process. This study aims to analyze the concepts, implementation, and impact of environmental utilization on enhancing elementary students’ social awareness. The research employed a Systematic Literature Review (SLR) method by reviewing relevant scholarly articles obtained from national and international databases such as Garuda, Google Scholar, and ScienceDirect, using the keywords “environment as a learning resource in Social Studies” and “students’ social awareness.” The findings reveal that the use of the surrounding environment as a learning resource promotes students’ critical thinking, empathy, and social concern through contextual and participatory learning experiences. Moreover, teachers play a pivotal role in designing project-based and field-observation activities that strengthen the internalization of social values. Therefore, Social Studies learning that integrates environmental resources is proven to be effective in shaping students’ social character from an early age and supports the realization of holistic, active, and life-oriented education.  

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.

This study is motivated by the importance of implementing School-Based Management (SBM) as a decentralization strategy in education to enhance management effectiveness and improve the quality of learning in public elementary schools. Many schools still face challenges such as low teacher performance, limited community participation, and weak transparency and accountability in educational management. The purpose of this study is to analyze the implementation of SBM principles in improving teacher performance and the quality of learning at the elementary school level. The research method employed is qualitative with a descriptive approach, based on a literature review drawn from various scholarly journals, books, and official documents relevant to SBM, teacher performance, and learning quality. The results show that SBM plays a crucial role in strengthening school autonomy, increasing stakeholder participation, and fostering transparent and accountable management systems. Through democratic school leadership and a collaborative work culture, SBM enhances teacher professionalism and encourages innovation in the learning process. Therefore, SBM proves to be an effective approach to achieving sustainable improvement in the quality of elementary education.

This study compares the educational evaluation systems in Indonesia and Finland and their implications for learning quality. The method used is a library study, collecting data from literature related to educational evaluation policies in both countries. The educational evaluation system in Indonesia is quite complex, implementing various forms of assessment, such as homework (PR), daily tests, mid-semester assessments (PTS), final semester assessments (PAS), and school exams (US). Indonesia also implements the Minimum Completion Criteria (KKM) as a requirement for student graduation. In contrast, Finland implements a simpler evaluation system with an emphasis on formative evaluation, a reduced number of exams, and the absence of the KKM or National Exam (UN). In the Finnish system, students are not held back from a grade, and evaluation is conducted throughout the learning process, focusing on students' continuous development. The results of this study indicate that differences in evaluation systems have a significant impact on learning methods and the development of educational quality in each country. The implication is the need to adapt evaluation policies that integrate holistic and formative aspects to improve learning quality, particularly in Indonesia.

The objective of this research is to improve student learning interest in nonfiction texts through the implementation of E-Litera, a digital-based interactive literacy media. This study utilized a classroom action research design conducted in two cycles involving 24 fourth-grade students at SDN Sidomulyo. Data were obtained from questionnaires, observations, interviews, and documentation. The results showed a significant improvement in student learning outcomes throughout the research process. In the pre-action phase, only 8 students (33.3%) achieved the minimum mastery criteria, while 16 students (66.7%) did not meet the criteria. This figure increased to 12 students (50%) in the first cycle, and significantly rose to 20 students (83.3%) in the second cycle. The enhanced performance in the final cycle reflects the effectiveness of E-Litera in providing visually engaging and structured content, which helped deepen students' understanding of nonfiction materials. These findings support the use of E-Litera as a meaningful and engaging digital media to foster reading interest and improve comprehension skills in elementary education. By using E-Litera, the teaching and learning process can be more effective and enjoyable, ultimately improving the quality of student learning.

This research aims to analyze the influence of Deep Learning on problem-solving skills, digital literacy, and student learning outcomes. The background of this research is based on the educational needs of the 21st century, which require students' critical thinking skills, adequate digital literacy, and optimal academic achievement. This research was conducted quantitatively using a quasi-experimental method. The study involved 121 tenth-grade students, and the total sampling method was used to select the research sample. The research instruments consist of questionnaires on the Deep Learning approach to problem-solving skills, digital literacy, and learning outcomes tests. Data analysis using the MANOVA test to determine the partial and simultaneous influence of Deep Learning on the dependent variables. The research results show that Deep Learning has a significant effect on students' problem-solving skills, digital literacy, and learning outcomes, both partially and simultaneously. The results indicate that the application of Deep Learning can improve students' higher-order thinking skills and prepare them to face the challenges of the digital era. Therefore, to achieve sustainable improvement in learning processes and outcomes, teachers and educational institutions must integrate this approach into their teaching strategies.

Strengthening 21st century character and skill education is an important demand in today's learning transformation. Game-Based Learning (GBL)-based approaches such as Ludo are believed to present a learning process that is meaningful, fun, while forming positive values. This study aims to review and compare the results of previous studies on the application of GBL in the development of character and skills in the 21st century, especially in Arabic language learning. The method used is a simple systematic literature review of 12 scientific articles published in 2015–2025 obtained from selected scientific databases. The analysis was conducted based on three main dimensions: the game medium, the focus of learning (characters, 4Cs, vocabulary), and the method approach. The results of the study show that GBL is generally effective in improving vocabulary mastery and fostering collaboration, communication, and character values of students. Ludo media in particular has proven to be relevant as a means of value-based learning and interaction. However, studies that explicitly integrate Ludo-based GBL in Arabic language learning are still limited. This research is expected to be a conceptual basis for the development of innovative learning media that is integrative and in accordance with the challenges of 21st century education.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This community service program, entitled English for Global Communication: Strengthening Intercultural Competence among Polytechnic Students, was led by Doris Yolanda Saragih, S.Pd., M.Pd., in collaboration with Clementine and Josh, guest lecturers from the United Kingdom. The activity took place at Politeknik Bisnis Indonesia on September 1, 2025, involving 60 students across two interactive learning sessions. The program aimed to enhance students’ ability to communicate effectively in global settings by integrating language proficiency, cultural awareness, and practical communication strategies. The learning process applied a communicative and experiential approach, featuring discussions, simulations, and task-based learning to develop students’ speaking fluency, cross-cultural sensitivity, and confidence. The participation of native English speakers provided authentic exposure to international discourse and cultural perspectives, which enriched the overall learning experience. Evaluation results indicated a significant improvement in students’ oral communication skills, vocabulary use, and intercultural understanding. Furthermore, participants demonstrated higher motivation and readiness to apply English in academic and professional contexts. Overall, this community engagement initiative effectively contributed to enhancing global communication competence and supported the institution’s mission to cultivate globally competitive and culturally aware graduates.

Mathematics learning demands optimal student activity, concentration, and participation. However, many students still exhibit a passive attitude during the learning process, resulting in learning outcomes that have not reached the expected level. This article aims to analyze various effective classroom management strategies for fostering enthusiasm for learning and increasing student participation in mathematics learning. This study uses a library research method by reviewing various scientific sources, such as journals, academic books, and relevant research reports. The results of the study indicate that effective classroom management plays a crucial role in creating a conducive, interactive, and student-centered learning environment. Teachers function not only as transmitters of material but also as facilitators and administrators capable of building positive social relationships and motivating students to actively think and participate. Preventive, curative, and repressive classroom management strategies have been proven to improve student focus, motivation, and learning outcomes, especially when integrated with learning approaches such as discovery learning, teacher-centered learning, and the use of creative methods like squad games and block systems. Thus, adaptive and innovative classroom management is key to realizing participatory, enjoyable, and meaningful mathematics learning for the development of students' overall potential.

This study explores the educational (tarbiyah) dimensions in the Qur’an based on Surah Al-Mujadilah verse 11, focusing on achieving balance between intellectual, spiritual, and social aspects within Islamic education. The verse emphasizes that Allah elevates the ranks of those who believe and possess knowledge, highlighting the harmonious relationship between faith, knowledge, and social ethics in the learning process. The purpose of this study is to uncover the tarbawi values contained in the verse as a conceptual foundation for developing a holistic Islamic education framework. This research employs a qualitative method using a library-based study with a tafsir tarbawi approach, drawing upon classical sources such as Ibn Kathir and Al-Qurthubi, as well as contemporary literature on Islamic education. The findings reveal that Surah Al-Mujadilah verse 11 underscores the importance of integrating intellectual intelligence, spiritual depth, and social sensitivity as the core of educational development. These insights imply that Islamic education should not only prioritize knowledge acquisition but also foster moral character and spirituality as essential elements of lifelong learning.