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This study aims to assess the effectiveness of the Discovery Learning model that utilizes the surrounding environment in improving the learning outcomes of Biology Science on plant material and its functions in grade 3 students of MI Al Barokah Jember. This approach refers to David A. Kolb's experiential learning theory and Jean Piaget and Lev Vygotsky's constructivism theory, which emphasizes the importance of active student involvement through real-life experiences and social interactions. This study uses a Classroom Action Research (CAR) model with four stages: planning, implementation, observation, and reflection. The research subjects were 24 students, with data obtained through observation, learning outcome tests (pre-test and post-test), and reflective interviews. Data analysis was carried out using quantitative and qualitative descriptive methods. The results showed a significant increase in students' conceptual understanding, with an average pre-test score of 60 increasing to 82 in the post-test, and 83% of students showed improved learning outcomes. Student activity also increased, with more students actively involved in observations, discussions, and presentations. As many as 80–85% of students were able to explain the functions of plant parts based on direct observation. Students responded positively to this lesson, but there were limitations in the variety of plants and the timeframe. It is recommended to reinforce initial understanding with visual aids and allow more time for group discussions.

Learning strategies are both a systematic approach and an art for managing the learning process so that learning objectives can be achieved effectively and efficiently. As a method, learning strategies are designed based on specific principles and rules derived from learning theory and educational research. This makes learning strategies a distinct field of knowledge that can be studied, developed, and applied scientifically. As an art, learning strategies demonstrate an educator's ability to creatively and flexibly utilize various learning resources, methods, and media according to student characteristics and the learning environment. A teacher who possesses sensitivity and intuition in managing learning can create a pleasant atmosphere and motivate students to be active and independent in their learning. Without a clear and directed strategy, the learning process tends to be haphazard, unfocused, and difficult to achieve. Therefore, planning and implementing appropriate learning strategies are crucial factors in the success of the educational process, as they determine the extent to which teaching and learning activities can proceed optimally and produce meaningful learning outcomes for students.  

Model pembelajaran Student Teams Achievement Divisions (STAD) merupakan salah satu bentuk pembelajaran kooperatif yang menekankan kerja sama dalam kelompok heterogen untuk mencapai tujuan belajar bersama. Penelitian ini bertujuan untuk mengetahui dan menggambarkan implementasi model pembelajaran Student Teams Achievement Divisions (STAD) dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI-BP) di SMP N 1 Sampang Cilacap. Penelitian ini menggunakan pendekatan kualitatif dengan fokus pada pemaparan mendalami mengenai proses penerapan model STAD dalam kegiatan belajar mengajar. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Data yang terkumpul diolah melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan, dan keabsahan data diuji dengan menggunakan triangulasi teknik. Penelitian ini menghasilkan deskripsi sebagai berikut: penerapan model pembelajaran Student Teams Achievement Divisions (STAD) dalam pembelajaran PAI-BP di SMP N 1 Sampang Cilacap dilakukan melalui beberapa tahapan.Pada tahap perencanaan, guru menyiapkan perangkat pembelajaran seperti Rencana Pelaksanaan pembelajaran (RPP), membentuk kelompok belajar secara heterogen, serta menyiapkan instrumen evaluasi berupa kuis. Pada tahap pelaksanaan, guru menyampaikan materi, membimbing diskusi kelompok, memberikan kuis, serta memberikan penghargaan bagi kelompok yang memperoleh nilai terbaik. Sedangkan pada tahap evaluasi, guru melakukan penilaian baik secara individu maupun kelompok untuk mengukur pemahaman dan keaktifan siswa. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran STAD mampu meningkatkan motivasi, kerja sama, tanggung jawab, dan keaktifan siswa dalam proses pembelajaran PAI-BP. Implikasi dari penelitian ini adalah penggunaan model STAD dapat menciptakan suasana belajar yang lebih aktif, interaktif dan menyenangkan sehingga pembelajaran PAI-BP menjadi lebih efektif dan bermakna.

The decrease in student enthusiasm for learning at MAN 2 Blitar is caused by the limited physical references in the madrasah library, thus hindering the expansion of students' knowledge. To overcome this, madrasas provide Wi-Fi facilities as an alternative learning medium to increase learning motivation, especially in fiqh subjects. This research uses a qualitative approach with a case study type. Data sources include Madrasah Heads, Curriculum Waka, Fiqh Teachers, and MAN 2 Blitar students. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis used data reduction, data presentation, and conclusion drawing techniques, with the validity of the data tested through triangulation, extension of participation, and peer discussion. The focus of this research includes the urgency, implementation, and barriers and solutions for the use of Wi-Fi in increasing motivation to learn fiqh. The results show that the use of Wi-Fi is important because it can reduce the economic burden on students, facilitate the learning process, and create a varied and innovative learning atmosphere. The implementation of Wi-Fi is carried out through online article searches, the use of the Canva application for presentations and poster assignments, and the use of learning videos from YouTube. The obstacles faced include unstable networks, power outages, and misuse of internet access, which are overcome by the addition of routers, the provision of generators, as well as supervision and restrictions on the use of student devices.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

The Merdeka Curriculum implemented in various schools in Indonesia aims to provide flexibility in learning, where students can learn according to their individual needs, interests, and pace. One of the challenges in implementing this curriculum is how to effectively identify classroom activity and student discipline. SD Islamiyah, as a school that implements the Merdeka Curriculum, also faces challenges in understanding variations in student classroom activity and discipline. Some students are able to learn in a disciplined manner with little guidance, while others require more intensive support from teachers. Therefore, a system is needed that can group student data more systematically so that teachers can develop teaching strategies that suit the needs of each group of students. One algorithm that can be used in data grouping is k-means clustering. The K-Means algorithm is a non-hierarchical algorithm derived from the data clustering method. The K-Means algorithm begins with the formation of cluster partitions at the beginning, then iteratively refines these cluster partitions until there are no significant changes in the cluster partitions. The K-Means method partitions data into groups so that data with similar characteristics are placed in the same group and data with different characteristics are grouped into other groups. This method can help group students more accurately based on their Class Activity and Discipline. From the results of the analysis, it was concluded that the student data group with Class Activity was Moderately Active Students, with Discipline being Disciplined, and an average score of 71-80.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

Game-based learning has emerged as a relevant instructional strategy to address the challenges of 21st-century education, including in Islamic Religious Education (PAI), which is often perceived as monotonous and less engaging for students. This study aims to describe the implementation of game-based learning in enhancing students’ learning motivation in the PAI subject at MA Yapina. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings indicate that the use of educational games—both digital and non-digital—creates a more interactive and enjoyable learning atmosphere while encouraging active student participation. Students demonstrated increased motivation, self-confidence, and interest in understanding religious concepts more deeply. In addition to boosting motivation, game-based activities contributed to better conceptual understanding through collaborative tasks and contextual simulations of Islamic values. However, several challenges were identified, including limited teacher competence in using game-based media and unequal availability of technological facilities. These findings suggest that game-based learning holds significant potential for PAI instruction but requires adequate teacher support and sufficient infrastructure to optimize its implementation. This study is expected to serve as a reference for developing innovative and creative learning strategies in Islamic Religious Education that align with the characteristics of digital-native learners.

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.

Relational bullying is a form of bullying that often occurs in the school environment and has a significant impact on the psychological and academic aspects of students. This research aims to analyze the influence of relational bullying on students’ interest in learning at various levels of education. The research method used is literature review by reviewing 11 relevant national journals indexed by Google Scoler, DOAJ and Sinta, which were published between 2018 and 2024. The results of the study show that relational bullying generally appears in the form of exclusion, spreading gossip, manipulation of social relationships, indirect mockery, and seniority behavior. The impacts caused include a decrease in academic confidence, increased anxiety and depression, loss of study concentration, and low student motivation and participation in class. This condition implies a decrease in learning achievement and student involvement in school activities. Based on the findings, it is concluded that relational bullying has a significant negative effect on students’ interest in learning. Therefore, prevention efforts are needed through the establishment of a positive school climate, strengthening the value of empathy, and the provision of sustainable counseling services to create a safe learning environment and support the development of students.

This study aims to determine the role of Community Service Program (KKN) students in increasing interest in learning Islamic Religious Education (PAI) at the Al-Muttaqin Foundation MDTA. The background of this study stems from the low enthusiasm and motivation of students in participating in religious lessons, so that learning innovations are needed that can rekindle their enthusiasm for religious values. KKN students, as part of the implementation of the Tri Dharma of Higher Education, have a social responsibility to contribute directly to society, one of which is through educational activities. In its implementation, students apply various creative, interactive, and fun learning methods, such as educational games, group discussions, and role-model-based approaches that make students more active and motivated. This study uses a descriptive qualitative method with observation, interview, and documentation techniques during the two-month activity. The results show that the presence of KKN students has a positive influence on increasing student interest in learning, seen from increased discipline, active participation, and curiosity about PAI materials. In addition to being teachers, students also play a role as moral guides who instill religious values ​​through positive behavior and habits.   

Students’ learning outcomes are influenced by various internal and external factors, one of which is learning motivation. This study aims to analyze the relationship between learning motivation and learning outcomes in the Creative Product and Entrepreneurship (PKK) subject among 11th-grade students at SMK Semen Padang. The research employed a quantitative approach with a correlational design. The population consisted of 47 students, all of whom were included as samples using the total sampling technique. Data on learning motivation were collected through a questionnaire, while learning outcomes were obtained from official school records. Data analysis was carried out using descriptive statistics and the Pearson Product Moment correlation test. The results revealed a positive and significant relationship between learning motivation and learning outcomes (r = 0.547 > 0.288; p = 0.000 < 0.05), with a contribution of 29.9%. These findings indicate that the higher the students’ learning motivation, the better their academic performance. This study highlights the crucial role of motivation as a determinant of academic achievement and suggests that teachers should foster students’ learning enthusiasm through engaging and interactive teaching strategies.

This article examines the development of students' digital competencies through the Merdeka Belajar – Kampus Merdeka (MBKM) Internship Program at the Regional Civil Service Agency (BKD) Office of Central Kalimantan Province. The MBKM policy aims to improve student competencies through flexible learning outside the campus, including internships that bridge the academic theory of the Islamic Education Management Study Program with workplace practices. The research method used a task-based participatory approach over a period of 4 months (July-November 2023), with intensive guidance from BKD staff and academic advisors, focusing on documenting routine activities, multimedia editing, and content production for social media. The results show that students successfully documented 12 morning assemblies, 8 morning exercises, and more than 15 BKD Head events, as well as educational content such as the “ASN Berakhlak” series published on Instagram @bkdprovkalteng, increasing the engagement rate through editing with Canva. The discussion emphasized the effectiveness of link and match in developing digital skills, creativity, and resilience, supported by relevant research references. The conclusion stated that this program was effective in preparing graduates for work, with recommendations for expanding digital ethics training and broader collaboration. This article contributes to the understanding of MBKM practices in local government agencies.

This study aims to examine the impact of using the Quizizz application on students’ learning interest in the Information Technology subject at SMK Negeri 3 Salatiga. The research employed a quantitative approach with a quasi-experimental design, involving an experimental class that utilized Quizizz as a learning medium and a control class that used conventional teaching methods. Data on students’ learning interest were collected through questionnaires and analyzed using the Independent Sample T-Test to determine significant differences between the two groups. The findings revealed that students in the experimental class who learned through Quizizz achieved a mean score of 68.96, while those in the control class obtained a mean score of 57.30. The statistical analysis indicated a significant difference between the two groups, suggesting that the use of Quizizz had a positive and measurable effect on enhancing students’ learning interest. The interactive features of Quizizz, such as real-time feedback, gamification elements, and visual engagement, likely contributed to students’ higher motivation and active participation during the learning process. Based on these results, it can be concluded that Quizizz serves as an effective and engaging digital tool to increase students’ enthusiasm for learning Information Technology. It is therefore recommended that educators integrate Quizizz into classroom activities as a complementary interactive learning medium. Future research is encouraged to investigate the application of other digital platforms or compare the effectiveness of different gamified learning tools across various subjects and educational levels.

This study aims to determine whether there is an influence of teacher competence on students’ learning outcomes in Integrated Social Studies at SMP Negeri 9 Limboto, Gorontalo Regency. Teacher competence is a crucial factor in achieving successful learning, as competent teachers are able to manage the learning process effectively, attractively, and meaningfully for students. This research employed a quantitative approach with a total sample of 55 students selected proportionally. The instruments used were questionnaires designed to measure both teacher competence and students’ learning outcomes. Data were analyzed using a simple linear regression technique to examine the extent of the relationship between the two variables. The results of the analysis showed that teacher competence has a significant influence on students’ learning outcomes. The magnitude of the influence of teacher competence on learning outcomes was found to be 70.6%, while the remaining 29.4% was affected by other variables not examined in this study. These findings indicate that the higher the level of teacher competence, the better the students’ learning outcomes in Integrated Social Studies at SMP Negeri 9 Limboto. Therefore, improving teacher competence is essential in enhancing the quality of student learning outcomes.

SMAK Untung Suropati Krian is one of the institutions that wants to produce the students with computer skills, especially in the field of UI / UX. Students with basic UI / UX skills can be used as a provision for future work. The Training Activity on How to Easily Create UI / UX Designs for Beginners for SMAK Untung Suropati Krian Students has aim of providing basic UI / UX concepts to students, introducing the stages of creating UI / UX designs based on general methodologies, starting from making UI sketches to simple prototypes, increasing insight into the use of the Figma to design simple prototypes. In order to improve quality of students, 13 selected students were sent to take part in UI / UX training by learning about Crazy-8 Practice. All application design sketch ideas can be poured out at this stage within 5-8 minutes to produce 8 sketch forms. The Crazy-8 method is also considered the easiest method to start the UI / UX design process. The results of participant feedback showed that 95% of students gained new insights from this training and ease in learning the material provided, namely making Crazy-8 instantly.

This training activity aims to strengthen the work competency of vocational students in the hospitality industry, particularly in the restaurant service aspect. The training was held on May 23, 2025, at the Bina Darma Hotel, Palembang, involving students from the Hospitality and Culinary Arts Study Program at the Prasetiya Mandiri Polytechnic, Palembang. The methods used were experiential learning and industry-based training, which emphasize learning through direct experience in a real work environment and reflection on the practices carried out. During the training, students were actively involved in restaurant service activities, from welcoming guests and serving food and drinks, to implementing work ethics and professional communication. Evaluation results showed a significant improvement in the students' service skills, communication skills, and work attitudes. In addition to providing benefits to the students, this activity also provides benefits to the hotel in the form of additional staff support in service and potential long-term collaborations. Overall, this training is in line with the Merdeka Belajar-Kampus Merdeka (MBKM) policy that encourages project-based learning and industry partnerships, and has proven effective in increasing employability skills and strengthening the synergy between the world of vocational education and the world of work.