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Early childhood education plays a crucial role in building the foundation for children’s cognitive, social, emotional, and creative development. Creativity is an essential aspect that must be stimulated through meaningful and contextual play activities. This study aims to describe the process and outcomes of developing children’s creativity through the implementation of loose part play with the theme “School Environment” at TK Tunas Karya III Sukanagara. The research employed a descriptive qualitative approach involving 64 children from group A and group B, along with their accompanying teachers. Data were collected through participatory observation, semi-structured interviews, and documentation of the children’s creative works during the activities. The results reveal that loose part play effectively enhances children’s creativity. The children demonstrated improvements in divergent thinking, imagination, and self-confidence. Moreover, they became more environmentally aware, utilized recycled materials to create new objects, and exhibited collaboration and responsibility in group activities. Teachers played an essential role as facilitators who provided support and guidance throughout the exploration process. The loose part approach aligns with the principles of the Merdeka Curriculum, which emphasizes active, participatory, and experience-based learning for young children. This study provides practical implications for early childhood educators to design creative learning experiences that are low-cost, environmentally friendly, and relevant to the children’s real-life context.

Analysis Of Student Learning Outcomes In The Implementation Of The Merdeka Currikulum In IPAS Learning For Grade IV Students At SDK Manumuti” aims to examine: (1) The Learning Planning in grade IV SDK Manumuti using teaching tools provided by the ministry of education and culture; (2) The Implementation of IPAS learning in grade IV based on the merdeka curriculum at SDK Manumuti; and (3) The Evaluation of IPAS learning in grade IV using the merdeka curriculum. This study employed field research with a qualitative approach. Data were collected through observation, interviews, and dokumentation, using both primary and secondary data sources. Data analysis techniques included data reduction, data display, and conclusion drawing. The findings show that: (1) Lesson Planning in grade IV SDK Manumuti has been carried out using the teaching materials provided by the ministry of education and culture; (2) The Implementation of IPAS learning is conducted properly in accordance with the designed teaching modules, consisting of initial activities, core activities, and closing activities; and (3) The Evaluation of learning in Grade IV SDK Manumuti refers to assessments provited by the ministry of education and culture, using formative assessments in each lesson. However, not all assessment have been implemented, particulary the diagnostic assessment which assesessment which has not yet been applied in every leasson.

Educational quality management has become a strategic topic in the era of globalization because it plays a crucial role in improving institutional effectiveness and learning quality. The application of quality management principles, such as Total Quality Management (TQM) and the process approach, has been implemented in various educational institutions, although the results and approaches are still varied. This study aims to systematically examine the principles and benefits of quality management in education and to answer two main questions: (1) what are the most dominant quality management principles used in education, and (2) what is the impact of implementing these principles on improving educational quality. The research method used is a Literature Review with a qualitative approach. Data were collected from Google Scholar and Publish or Perish (PoP) databases using the keywords "principles and benefits of quality management in education." Of the 50 articles published between 2020 and 2025, 5 were selected for further analysis. The analysis yielded three main themes: the application of TQM principles, challenges in quality implementation, and the role of leadership in maintaining the sustainability of educational quality. In general, the implementation of quality management has been shown to improve organizational effectiveness, educator professionalism, and the overall quality of learning outcomes. This study also recommends further studies focusing on the integration of quality management principles with digital transformation in 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 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

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.

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 systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.

The focus of this study is to analyze how the position and role of farming communities contribute to increasing community income in Alkani Village, Wewiku Subdistrict, Malaka Regency. Using a qualitative research method covering research accuracy, focus, data sources, data collection techniques, and data analysis the study describes how farmer groups function as a platform for sharing agricultural information and improving economic outcomes. Findings show that these groups actively facilitate knowledge exchange by introducing modern technologies such as tractors and drip-irrigation systems, and by promoting digital marketing to expand market access. Farmer groups in Alkani Village also serve as regular discussion forums, holding monthly or needs-based meetings where members communicate, share experiences, and address agricultural challenges together. Through training, cooperation, and collective learning, farmer groups operate not only as centers for education but also as agricultural production units that strengthen the local farming sector. Their role in collaboration enhances solidarity among farmers, enabling them to support one another and work more efficiently. As a result, these groups significantly contribute to increasing farmers’ income and improving overall welfare. The study concludes that strengthening farmer groups is essential, recommending continued enhancement of training access, administrative capacity, and active participation from all members to ensure equitable benefits.

The learning model that can be used to make students active is the Problem-Based Learning (PBL) model. The Problem-Based Learning model is a problem-based learning, where learning is centered on students so that students are required to provide solutions to the problems given. This study aims to determine how much impact the application of the PBL model has in improving student learning outcomes on learning the Basics of Electronic Engineering at SMK Negeri 2 Dumai. The type of research used is quantitative research with a quasi-experimental method using a pretest-posttest control group design. The research subjects consisted of 64 students divided into two groups, namely class X TEI SMK Negeri 2 Dumai as an experimental group that applies the PBL model (36 students) and class X TEI SMK Negeri 3 Dumai as a control group that applies the conventional learning model (28 students). The research instrument was a multiple-choice objective test of 25 items whose validity and reliability had been tested with a Cronbach's Alpha value of 0.843. The data analysis technique used descriptive statistics and Independent Samples T-Test. The results showed a significant difference in learning outcomes between the experimental and control classes, with a t-test value of 4.168 and a significance level of 0.000 (p < 0.05). The experimental class experienced an average increase in learning outcomes of 15.55 points (from 64.78 to 80.33), while the control class only increased by 7.57 points (from 63.43 to 71.00), with a posttest average difference of 9.333 points. Furthermore, the PBL model was also effective in reducing the ability gap between students, as indicated by a decrease in the standard deviation from 9.457 to 8.021. It can be concluded that the implementation of the PBL learning model has a significant impact on improving student learning outcomes in the Fundamentals of Electronic Engineering course at SMK Negeri 2 Dumai.

This study aims to determine the effect of the application of the Discovery Learning learning model on student learning outcomes in Geography class X at Sinar Pancasila Betun Private High School. The study used an experimental method with a pretest-posttest control group design. The study population was all students of class X, with a purposive sampling technique consisting of an experimental class and a control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity and reliability. The results showed a significant increase in learning outcomes in the experimental class after the application of the Discovery Learning learning model. The average posttest score of the experimental class was 74.0236, higher than the control class of 19.2045. Hypothesis testing using the t-test showed that the calculated t value > t table at a significance level of 5%, so the alternative hypothesis was accepted. This means that there is a positive effect of the use of the Discovery Learning learning model on student learning outcomes. Based on these findings, it is concluded that the Discovery Learning learning model is effective for improving student learning outcomes in Geography learning and can be used as an alternative innovative learning strategy in schools.

This research aims to improve the learning outcomes of fourth-grade students at SDI Harekakae in Science subject about plant reproduction through the implementation of Project Based Learning (PjBL) method. The research method used is classroom action research (CAR) which was carried out in two cycles. Each cycle consists of planning, action, observation, and reflection. The subjects of the research were fourth-grade students of SDI Harekakae in the academic year of [Academic Year], totaling [Number of Students] students. Data on student learning outcomes were obtained through formative tests at the end of each cycle. The results showed that the implementation of the PjBL method can improve student learning outcomes in plant reproduction material. The improvement of learning outcomes can be seen from the increase in the average class score from cycle I to cycle II. Thus, the PjBL method can be used as an effective learning alternative to improve student learning outcomes in Science subject.

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.

The purpose of this classroom action research is to improve students' ability to apply Indonesian language learning knowledge on short stories by implementing the Cooperative Integrated Reading and Composition model in grade IV of SDN 2 Manembo. The number of students in grade IV is 14 people. This research uses a classroom action research (CAR) method based on the inquiry learning method according to Kemmis and McTaggart (Aqib Zainal, 2016:64) and is implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. Qualitative data collection techniques are carried out through observation of learning activities, while quantitative data are collected from the results of LKPD. The data analysis technique uses the formula (Trianto, 2019:41) KB = T/Tt × 100%. Student learning outcomes in cycle I reached an average value of 70% with incomplete criteria, but increased in cycle II to 92% with complete criteria. In addition to improving learning abilities, students also feel more enthusiastic and active in participating in learning by implementing the Cooperative Integrated Reading and Composition model. It can be concluded that the implementation of the Cooperative Integrated Reading and Composition (CIRC) model can improve the reading comprehension skills of fourth-grade elementary school students.

This research is motivated by the low learning outcomes and activeness of class VII F students of MTs Darul Hikmah Tulungagung in Social Studies (IPS) lessons due to the use of monotonous lecture methods. The purpose of this study is to improve students' activeness and cognitive abilities through the application of board-based scrabble media. This research is a Classroom Action Research (CAR) which was carried out in two cycles with four stages: planning, implementation, observation, and reflection. The research subjects were 27 students, with data collection techniques through tests, observation, and documentation, and data analysis using average scores. Student activeness was observed based on learning activeness indicators, while cognitive abilities were measured through pre-tests and post-tests based on Bloom's taxonomy. The results of the study showed an increase in student activeness from 62% in cycle I to 87% in cycle II, as well as an increase in the average cognitive ability from 18.51% to 77.77%. These findings indicate that scrabble media is effective in improving students' activeness and cognitive abilities in IPS learning.  The implication is that game-based learning media can be widely applied to non-language materials to create more interactive and meaningful learning.

This article discusses the importance of learning evaluation, particularly in the affective domain, which not only functions as a measurement of learning outcomes but also makes a significant contribution to Guidance and Counseling (GC) services in schools. The affective domain, which encompasses students’ attitudes, values, motivation, and character, plays a major role in shaping their social and personal behavior. This study employs a literature review method by examining articles, journals, and national conference proceedings published between 2016–2025 that are relevant to affective evaluation and its implications for GC services. The findings show that affective evaluation can provide objective data regarding the development of students’ attitudes, which is highly useful for school counselors in designing appropriate counseling programs. In addition, the development of valid and reliable assessment instruments, along with the use of digital technology, has been proven to improve the effectiveness of evaluation while also supporting more accurate diagnoses of students’ problems. Therefore, collaboration between subject teachers and school counselors is key to optimizing the use of evaluation results in supporting students’ comprehensive development.

This study aims to develop interactive PowerPoint-based audio-visual learning media for Grade X Economics and to test its feasibility and effectiveness in improving student activity and learning outcomes. The method used is Research and Development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of students in grades X6 and X7 at SMA N 1 Ngluar and SMA Muhammadiyah 1 Muntilan. Data were collected through interviews, questionnaires, and learning outcome tests. The feasibility test results showed that the interactive PowerPoint media was considered very feasible to use, with an average score of 4.6 from subject matter experts, 4.8 from media experts, 4.45 from teachers, and 4.5 from students. The effectiveness test showed N-Gain Scores for activity and learning outcomes of 0.42 and 0.58, respectively, at SMA N 1 Ngluar and 0.44 and 0.55 at SMA Muhammadiyah 1 Muntilan. Thus, interactive PowerPoint media is effective in increasing student activity and learning outcomes in economics learning.

This study aims to systematically examine the influence of digital literacy on the learning outcomes and 21st-century skills of high school students. The method used is a Systematic Literature Review (SLR) following the PRISMA guidelines. Data sources were obtained from various academic databases, including Google Scholar, ERIC, ScienceDirect, and SpringerLink, with publications ranging from 2019 to 2025. A total of 30 articles were selected based on predetermined inclusion and exclusion criteria. The analysis was conducted using a thematic approach to identify patterns, relationships, and the contribution of digital literacy to learning outcomes and the development of 21st-century skills, such as critical thinking, collaboration, communication, and creativity. The synthesis results show that digital literacy has a significant influence on improving learning outcomes and strengthening 21st-century competencies. This study emphasizes the importance of integrating digital literacy into secondary school curricula and teacher training to support effective 21st-century learning.

Education is a comprehensive process aimed at developing human quality, in which the success of learning largely depends on the implementation of appropriate instructional strategies. Learning strategies serve as a guide for educators in managing the interaction between teachers, learners, materials, and the learning environment to achieve educational goals effectively and efficiently. This study aims to describe the objectives of learning strategies in improving learning quality and to explain how relevant learning models can be applied based on students’ characteristics and learning contexts. This research employs a qualitative approach using a literature review method by analyzing various theories and previous studies related to learning strategies and educational quality improvement. The findings indicate that learning strategies play a central role in creating active, creative, and meaningful learning processes. The application of several models such as cooperative learning, inquiry learning, contextual teaching and learning, project-based learning, and discovery learning has been proven to enhance students’ motivation, engagement, and learning outcomes in cognitive, affective, and psychomotor domains. Therefore, systematically designed and adaptive learning strategies that focus on students’ potential are the key to improving learning quality and achieving comprehensive educational objectives.

Low science learning outcomes at the junior high school level are a major problem caused by the dominance of conventional, teacher-centered teaching methods. The purpose of this study is to examine various innovative learning strategies, how effective they are, and their impact on student learning outcomes. The literature review method was used to review national and international articles published between 2020 and 2025 that discuss the application of innovation-based learning strategies in science. The strategy patterns, implementation effectiveness, and their impact on student learning outcomes were analysed using content analysis techniques. The research findings indicate that strategies such as problem-based learning (PBL), project-based learning (PjBL), discovery learning, environmental-based learning, and cooperative learning using the Think-Pair-Share (TPS) method are effective in increasing students' motivation and activity, as well as their learning outcomes in the cognitive, affective, and psychomotor domains. Generally speaking, the strategies are all student-centered. This is demonstrated by the constructivist approach, which emphasises contextual and collaborative learning. The results of this study indicate that implementing a creative learning approach can be an effective way to improve the quality of science learning and student learning outcomes in junior high school.