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This study aims to develop an entrepreneurship-based science module to enhance the creative thinking skills of students at SMPN 7 Seluma. The development model employed in this study was the ADDIE model. The research subjects were ninth-grade students of SMPN 7 Seluma, with samples consisting of students from classes IX C, IX D, and IX E. The research instruments included expert validation sheets, questionnaires, and pretest and posttest questions. The validation results from experts indicated that the developed entrepreneurship-based science module was valid. In the first trial phase, the module obtained a score of 95%, categorized as very practical. In the second trial phase, the module achieved a score of 96%, also categorized as very practical. The N-gain value of 0.779 in Trial I indicated a high level of improvement in students’ creative thinking skills, while the N-gain value of 0.797 in Trial II also showed a high level of improvement. Therefore, the developed entrepreneurship-based science module is proven to be valid, practical, and effective in enhancing students’ creative thinking skills and can be easily implemented in science learning

This research aims to: (1) differentiated biology learning tools with ethnoscience content, (2) determine the practicality of differentiated biology learning tools with ethnoscience content and (3) determine the effectiveness of differentiated biology learning tools with etnoscience content in improving critical thinking skills and environemantal literacy of phase E student. This study is a development research using the Design and Development Research model, which adopts the ADDIE development model comprising five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The research method used is the Quasi-Experimental Design with a Nonequivalent Control Group Design approach. Data analysis includes normality tests, Levene's homogeneity test, and the Normalized Gain Score (N-Gain Score) test. The limited trial involved 30 eleventh-grade students from SMA Negeri 1 Simpangkatis. The field trial involved tenth-grade students from the same school, consisting of 31 students in the experimental class and 30 students in the control class. The data collection instruments consisted of questionnaires to gather responses from experts, teachers, and students regarding the biology learning tools, as well as tests to measure students' critical thinking skills and environmental literacy. Instrument validity was ensured through content validation by subject matter experts and media experts. The practicality of the learning tools was evaluated based on feedback from teachers and students. The results of the study showed that: (1) the developed biology learning tools were rated as highly feasible by experts; (2) the tools were considered highly practical by both teachers and students; and (3) the tools were effective in improving students' critical thinking skills and environmental literacy. This effectiveness was supported by the average gain score analysis in the experimental class, which was 0.71 for critical thinking skills (high category) and 0.57 for environmental literacy (moderate category).

This research is motivated by the importance of the relationship between parenting styles and the logical thinking skills of early childhood. The development of logical thinking is part of the cognitive aspect that plays a role in children's ability to solve problems, understand cause-and-effect relationships, and make decisions. This study aims to determine the most effective parenting style in improving children's logical thinking skills. The study used a quantitative approach with a correlational method and was conducted at the KB Mekar Indah Early Childhood Education Center (PAUD). Data were obtained through observation, interviews, and tests with 15 respondents. The results showed a significant relationship between parenting styles and the logical thinking skills of early childhood. Democratic parenting styles have the most positive influencThis research is motivated by the importance of the relationship between parenting styles and the logical thinking skills of early childhood. The development of logical thinking is part of the cognitive aspect that plays a role in children's ability to solve problems, understand cause-and-effect relationships, and make decisions. This study aims to determine the most effective parenting style in improving children's logical thinking skills. The study used a quantitative approach with a correlational method and was conducted at the KB Mekar Indah Early Childhood Education Center (PAUD). Data were obtained through observation, interviews, and tests with 15 respondents. The results showed a significant relationship between parenting styles and the logical thinking skills of early childhood. Democratic parenting styles have the most positive influence compared to permissive and authoritarian parenting styles, as shown by higher logical thinking scores in children. Thus, democratic parenting styles are recommended to be implemented to support children's cognitive development.e compared to permissive and authoritarian parenting styles, as shown by higher logical thinking scores in children. Thus, democratic parenting styles are recommended to be implemented to support children's cognitive development.

This study aims to identify the types of products or creative works produced by Indonesia’s golden generation in the context of developing a talent-based creative economy in the digital era. A talent-based economy refers to an economic model that leverages individual skills, creativity, and innovation as the main capital for generating economic value. Using a literature review approach, this research analyzes the implementation of a talent- driven creative economy, particularly how the youth especially Gen Z and millennials produce various digital outputs such as illustrations, animations, educational applications, video content, NFTs, and social media-based e-commerce products. This implementation reflects the integration of individual creativity with digital technology utilization, aligning with core 21st-century skills such as critical thinking, collaboration, communication, and digital literacy. The findings reveal that the creative economy contributes not only to cultural and artistic sectors but also to real economic sectors such as digital MSMEs, content industries, educational technology (edutech), and the broader digital economy. These insights show that with the support of digital infrastructure, technological literacy, and affirmative policies, the golden generation can foster innovation with economic value while enhancing national competitiveness amid global transformation toward Indonesia Emas 2045.

This study highlights the significant role of students at SMA Tahfidz Khairunnas Surabaya in promoting the values of moderate Islam within the urban metropolitan context of Surabaya. The findings demonstrate that the implementation of moderate Islamic education is reflected in four core principles: At-Tawazun (balance), At-Tawasuth (moderation), At-Tasamuh (tolerance), and Al-Adl (justice). These values are supported by the family, school, and community environment, which collectively contribute to shaping students’ understanding and practice of moderation. The results further suggest that fostering moderate Islamic values in metropolitan society requires both maturity and contextual comprehension, enabling communities to internalize and apply these principles effectively. The involvement of students in disseminating moderate values represents an essential step toward strengthening critical thinking, moral integrity, and social ethics in accordance with Islamic moderation. Therefore, the educational practices at SMA Tahfidz Khairunnas not only contribute to individual student development but also serve as a catalyst for cultivating a more harmonious, tolerant, and balanced urban society.

Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.

The current education system is facing a crucial dilemma: the intensifying focus on cognitive achievement amidst the specific challenges faced by Generation Z. Junior high school students aged 12–15, who are digital natives, are at risk of reduced social interaction and mental health issues due to high screen time. Addressing this urgency, this study aims to describe the strategic role of dance arts education in shaping character and creativity, and to identify implementation solutions at SMP Negeri 1 Wonogiri. This descriptive qualitative study utilized 8 students active in dance as primary subjects, with data collected through observation, interviews, and documentation. The findings indicate that dance arts, through an embodied learning approach based on physical movement, is highly effective in cultivating character. Values such as discipline, which is transferred from the punctuality required in practice to general school life , collective responsibility , and self-confidence that overcomes social awkwardness, grew significantly. Furthermore, dance reinforces authentic cooperation and cultural appreciation. In terms of creativity, the activity encourages movement exploration, improvisation, and creative problem-solving. Psychologically, dance practice functions as a positive coping mechanism that effectively lowers adolescent stress levels. Although constraints exist, such as limited instructional time (80 minutes per week) , adaptive solutions like strengthening extracurricular activities and the peer tutoring system are being implemented. This research concludes that dance arts education is an essential and strategic medium for developing holistic competencies, including the 4Cs (Critical Thinking, Creativity, Collaboration, and Communication) and the Profil Pelajar Pancasila.

The rapid growth of social media as a primary channel for information dissemination has triggered a significant surge in the distribution of hoaxes, potentially damaging social order, instigating mass disinformation, and threatening national security. This research aims to design an intelligent algorithm for hoax detection by integrating a critical thinking approach into Natural Language Processing (NLP)-based text processing. The algorithmic model is built using a combination of linguistic features, argument logic, and cognitive indicators such as the detection of unsubstantiated claims, identification of source bias, and evidence testing. To ensure accountability and transparency of the system, an Explainable AI (XAI) approach is applied so that classification results can be understood by non-technical users. The research results show that integrating critical thinking significantly improves detection accuracy to 93.1%, with an increase in precision and recall for detecting hoaxes based on emotional narratives. Beyond technical aspects, this model aligns with the mandate of Law of the Republic of Indonesia Number 11 of 2008 concerning Information and Electronic Transactions (ITE Law), particularly Article 28 paragraph (1), which prohibits the dissemination of false and misleading news that harms the public. Therefore, this system is not only scientifically relevant but also supports law enforcement and strengthens digital literacy in the post-truth era. These findings are expected to be a strategic contribution to the development of an ethical, critical, and responsible digital ecosystem.

This research addresses the low student learning outcomes and the lack of facilitation of 4C competencies (Critical Thinking, Collaboration, Communication, and Creativity) in the Industrial Machine Electrical Systems (SKMI) subject for Grade XI TMI 1 students at SMK Negeri 1 Pariaman. The teacher-centered learning approach has led to passive student participation, low critical thinking, varying academic abilities, and difficulty in connecting theoretical concepts to real-life applications. The aim of this study is to improve students' 4C competencies and learning outcomes through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. Using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, the study was conducted in three cycles: planning, implementation, observation, and reflection. The subjects were 30 students from Grade XI TMI 1. Data collection included learning outcome tests and 4C competency observation sheets, with descriptive and quantitative data analysis. The results showed significant improvements: classical mastery increased from 27% to 90%, average learning scores rose from 67 to 81, and 4C competency mastery improved from 34% (low) to 82% (high). The study concludes that the TAI model effectively enhances both 4C competencies and learning outcomes in SKMI at SMK Negeri 1 Pariaman.

This study aims to examine the effect of using the Survey, Question, Read, Recite, Review (SQ3R) method assisted by digital story texts on students' critical thinking skills in the material "Book of the Window World" of grade V of SD Negeri 104202 Bandar Setia. The background of this study is based on the low critical thinking skills of students due to the dominance of conventional methods that are less varied and minimal use of learning media, especially in Indonesian subjects. This study uses a quantitative approach with a quasi-experimental method and a Nonrandomized Pretest-Posttest Control Group Design. The research subjects consisted of class VA (experimental, n = 22) who received learning with the SQ3R method assisted by digital story texts, and class VB (control, n = 23) who received conventional learning. The pretest results showed that students' initial critical thinking skills were in the moderate category (experimental x ̄ = 67.23; control x ̄ = 51.96). After the treatment, the experimental class' posttest average increased significantly to 82.41, or 15.18 points, while the control class did not experience any significant improvement. A t-test demonstrated a significant difference between the two groups (t count > t table). The study's conclusions indicate that the SQ3R method, aided by digital narrative texts, significantly improved students' critical thinking skills compared to conventional methods.

Background: Early marriage remains prevalent among adolescents aged 15–19 years, a period during which individuals are often medically and psychologically unprepared to assume marital responsibilities. Decisions to marry early are influenced by internal factors such as psychological readiness, emotional maturity, and critical thinking ability, as well as external factors including family pressure, cultural norms, and economic challenges. Objective: This study aims to explore the factors influencing adolescents' decisions to engage in early marriage and examine its impacts on their lives. Method: This research employed a qualitative descriptive design. A purposive sampling technique was used to select 10 adolescents who had experienced early marriage. Data were collected through in-depth interviews and document review, and analyzed thematically. Results: The primary factors contributing to early marriage in Delu Depa Village, Kodi Bangedo District, were premarital pregnancy (2 cases), economic hardship (4 cases), and limited educational attainment (4 cases). The consequences included psychological, health, and social impacts. Psychologically, participants reported experiencing stress, anxiety, and depression. Health-related risks included complications associated with immature reproductive organs, such as premature birth, obstructed labor, and preeclampsia. Social impacts included stigma, limited social interaction, school dropout, and employment in low-skilled jobs to fulfill daily needs. Conclusion: Early marriage poses significant risks to adolescents' psychological well-being, physical health, and social functioning. Strengthened preventive efforts and targeted interventions are needed to reduce its prevalence and mitigate negative consequences.

Science learning in elementary schools plays a vital role in fostering scientific thinking, curiosity, and critical thinking skills from an early age. However, classroom practices are still dominated by conventional methods that make students passive and less motivated, which affects their understanding of abstract concepts such as the states of matter and their changes. This study aims to describe the effectiveness of using Canva as an interactive learning medium to enhance the motivation and learning outcomes of fourth-grade elementary school students on the topic of states of matter and their changes. The research employs a qualitative descriptive method through literature review and theoretical experimentation. The study involved reviewing various scientific sources and conducting a simulated Canva-based learning activity that visualized changes in the states of matter through images, animations, and simple classroom experiments. The findings reveal that using Canva encourages active student participation, clarifies abstract science concepts, and creates an engaging learning experience. Canva has proven to be an effective and innovative medium that supports the principles of the Merdeka Curriculum, emphasizing creativity, collaboration, and independent learning.

This community service activity aims to help teachers and education staff manage burnout while improving the ability of the 4Cs (Creativity, Critical Thinking, Communication, and Collaboration) in the school work environment. The training was held at SMP Muhammadiyah 2 Banjarbaru with the involvement of 11 participants, using a participatory approach that included interactive lectures, group discussions, reflections, and role play simulations. The main objective of this activity is to build the adaptive capacity and psychological well-being of educators through strengthening 21st century skills. The evaluation was carried out by comparing burnout scores before and after the training. The results showed a significant decrease in the average burnout score from 71.6 to 57.4, or by 14.2 points. This decline reflects an improvement in participants' psychological well-being and adaptive ability in the face of work pressure. In addition, training also has a positive impact on improving creative thinking, collaborative, and positive communication skills in the context of school work. These findings show that participatory-based interventions are effective in building a healthier and more productive work environment for educators. This activity recommends replicating similar training in other educational institutions as a preventive and promotive strategy to overcome burnout and strengthen teachers' professional competence in facing contemporary educational challenges.

This study focuses on examining the concept of religious pluralism as contained in Quraish Shihab's monumental work Tafsir Al-Misbah, with particular emphasis on the significance of his thinking in the contemporary Indonesian landscape. As is widely known, Indonesia is a nation with extraordinary diversity in terms of religion and culture, and it constantly faces the challenge of maintaining social cohesion amid the potential for friction between religious communities. Tafsir Al-Misbah presents a perspective that promotes inclusiveness towards religious pluralism, based on the fundamental universal principles contained in the Qur'an, such as justice, empathy, and respect for diversity. This study implements a qualitative methodology through content analysis techniques on relevant arguments in Tafsir Al-Misbah, particularly those related to interfaith interaction. The results of this study show that: First, Quraish Shihab emphasises the importance of understanding pluralism as sunnatullah (God's decree) and the basis for creating a mutually respectful society. Second, Quraish Shihab's contextual interpretation refers to Indonesia's experience as a multireligious nation.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This study aims to determine the effect of the combined learning model of Problem Solving with Numbered Head Together (NHT) on the character of mutual cooperation and critical reasoning abilities of fourth-grade students of SD Negeri Kanigoro 03. This type of research uses a quantitative approach with a Posttest Only Non-Equivalent Control Group Design. The research subjects consisted of two classes, namely class IV A as the experimental group and class IV B as the control group, each consisting of 23 students. The research instruments included an observation sheet of mutual cooperation character and a critical reasoning ability test. Data analysis was carried out through normality, homogeneity, and t-test using SPSS with a significance level of 5%. The results showed that the data were normally distributed and homogeneous. The t-test produced a calculated t value of 2.940 > t table 2.015 with a significance of 0.019 for the character of mutual cooperation and a calculated t value of 2.343 > t table 2.015 with a significance of 0.024 for critical reasoning abilities. These results demonstrate that the combined Problem Solving and NHT models significantly enhance students' mutual cooperation and critical reasoning skills. Therefore, implementing this model effectively develops students' cognitive competencies and character, aligned with the Pancasila student profile.

Logic is an important foundation in mathematics learning because it shapes critical and systematic thinking skills. Introducing the concept of proof early on plays a strategic role in developing reasoning skills, identifying patterns, and providing simple arguments. This article aims to examine the role of logic in mathematics learning by emphasizing the importance of introducing the concept of proof from the outset. The methods used are a literature review of various relevant studies and descriptive analysis based on learning practices in early childhood education. The results of the study show that play, exploration, and concrete experience-based learning activities can improve children's ability to understand cause-and-effect relationships, make predictions, and convey logical reasons. In addition, social interaction and dialogue in the learning process have been proven to strengthen simple reasoning skills. In conclusion, the integration of logic and reasoning from an early age not only supports the development of mathematical abilities, but also builds the foundation for critical and analytical thinking needed for further education.

The disruptive era, characterized by rapid technological advancement, shifting social paradigms, and the globalization of ideas, presents a profound challenge to Christian Education, particularly in the realm of sexual ethics. The pervasive visibility of the LGBT phenomenon often creates a reactive response within Christian communities, leading to a perceived dichotomy between upholding biblical authority and extending Christ-like compassion. This article argues that this disruption should not be viewed merely as a threat but recognized as a Kairos moment a critical and opportune time for theological and pedagogical renewal. Employing a methodology of theological reflection and conceptual analysis, this study explores how Christian educators can move beyond polarized debates to reconceive their role. It proposes a framework for fostering a sexual ethic that is simultaneously biblically grounded and pastorally compassionate. This involves a deliberate rethinking of pedagogical approaches that engage students in critical dialogue with both Scripture and contemporary culture. The article contends that an authentic biblical ethic is not merely about prohibition but about forming disciples who understand God's design for human flourishing, relationships, and sexuality. By seizing this Kairos moment, Christian Education can empower students to navigate a complex world with convictional clarity and empathetic grace, thereby transforming a challenge into a catalyst for a more holistic, effective, and faithful ministry.

This community service program aims to enhance students’ understanding of narrative language features at SMKN 3 Palangka Raya through the implementation of the Detective Case-Solving Game model. The method applied was participatory learning, involving 36 eleventh-grade Computer and Network Engineering students in two sessions. The first meeting focused on introducing the game concept, including rules, character roles, and examples of narrative clues, while the second meeting emphasized the application of more complex case scenarios that required deeper analysis and storytelling skills. The results revealed a significant improvement in students’ ability to identify narrative structures, apply past tense, and use direct–indirect speech correctly. Moreover, students showed higher enthusiasm, actively engaged in group discussions, demonstrated teamwork, and were able to provide linguistic reasoning during presentations. In conclusion, this model effectively strengthens language skills while fostering 21st-century competencies, including critical thinking, communication, collaboration, and creativity, making the learning process more interactive, enjoyable, and meaningful for vocational students.

This study aims to analyze significant differences in learning motivation and critical thinking skills simultaneously between students who learn with differentiated learning and those who do not, determine the effective contribution of the implementation of differentiated learning on acid-base materials to learning motivation and critical thinking skills of students simultaneously, to determine the effective contribution of differentiated learning implementation on acid-base material to high school students' learning motivation, to determine the effective contribution of differentiated learning on acid-base material to high school students' critical thinking skills, to determine the level of achievement of students' critical thinking skills in experimental and control classes. This study used a quasi-experiment model with a pretest-posttest control group design. The sample of this study consisted of two classes, namely experimental class and control class, with random sampling. The experimental class used differentiated learning, while the control class used discovery learning. Critical thinking skills data were obtained from the description test data and learning motivation data through questionnaires. MANOVA test was used to analyze differences in critical thinking skills and student learning motivation in experimental and control classes simultaneously. Test of between subject effects is used to analyze differences in each dependent variable in experimental and control classes. Partial eta square test is used to analyze the effective contribution of differentiated learning to the dependent variable. Descriptive statistics to determine the level of achievement of critical thinking skills. The results showed there were significant differences in learning motivation and critical thinking skills simultaneously and individually between students who used differentiated learning and those who did not, the effective contribution of differentiated learning on acid-base materials to critical thinking skills and student learning motivation simultaneously was 16.9% (high), the effective contribution of differentiated learning on acid-base material to students' critical thinking skills is 6. 1% (medium), the effective contribution of differentiated learning on acid-base material to student learning motivation is 12% (medium), the level of achievement of critical thinking skills in the experimental class is in the good category, while in the control class in the sufficient category.