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Pedagogical challenges faced by elementary school teachers remain a critical issue in classroom instruction. Teachers are expected to implement student-centered learning while addressing diverse student characteristics, increasing curriculum demands, limited instructional resources, and various classroom constraints. This study aims to understand and describe the pedagogical challenges experienced by elementary school teachers in classroom instruction through a qualitative library research approach. Data were collected from peer-reviewed journal articles published within the last five years and relevant academic books published within the last ten years. The selected literature was analyzed thematically to identify recurring patterns and key issues related to pedagogical practices. The findings indicate that major challenges include classroom management difficulties, the implementation of differentiated instruction, curriculum adaptation, technology integration, and limited opportunities for professional development. These challenges reveal a persistent gap between pedagogical theories and classroom realities. The study concludes that addressing pedagogical challenges requires not only teacher competence but also strong institutional support, flexible curriculum implementation, and continuous professional development.

The rapid development of digital technology requires greater adaptive capacity in both the economic and educational sectors, including in rural areas. However, limited digital literacy and the continued use of conventional learning methods remain common challenges. This activity aims to enhance the competitiveness of micro, small, and medium enterprises (MSMEs) as well as the quality of primary education in Baharen Village, Sidamanik District, through the implementation of a Community Service Program (Kuliah Kerja Nyata/KKN). A descriptive qualitative approach with a participatory model was employed, actively involving MSME actors, teachers, and students throughout all stages of the program. The activities included assistance in the digitalization of the MSME Gerai Mumtazah through Google Maps registration and the implementation of the QRIS cashless payment system, as well as the application of interactive learning methods based on joyful learning at the Baharen Village State Elementary School. The results indicate an increase in students’ learning motivation and classroom participation, along with improved accessibility and transaction efficiency for the MSME partner. These findings suggest that community-based participatory service activities can make a tangible contribution to strengthening the local economy and improving the quality of education in rural areas.

Teachers’ managerial competence plays a crucial role in ensuring effective and relevant learning, particularly in vocational education. Teachers are required not only to master subject matter but also to plan, manage, and evaluate learning through well-structured and contextual learning tools. This Community Service activity aimed to strengthen teachers’ managerial competence through training on the development of learning tools using a deep learning approach at SMK Muhammadiyah 2 Tangerang Selatan. The implementation method included conceptual material delivery, practical training, and mentoring in designing learning tools. The deep learning approach was applied to encourage learning designs that emphasize deep understanding, critical and reflective thinking, and alignment with workplace demands. The results showed an improvement in teachers’ understanding and skills in developing more systematic, innovative, and adaptive learning tools aligned with 21st-century competencies. This activity contributed positively to strengthening teachers’ roles as learning managers and supporting the improvement of learning quality in vocational schools.

Considering the importance of the next generation in the church, children must be empowered to be better. Therefore, this research can be a work that provides education about the influence of technology on Sunday school children at the Imanuel Batubara' Ra'Bung church which can be used as an instrument to help them in developing better thinking patterns. The research method used is a qualitative research method with a descriptive approach to describe the reality of the reality that occurs in the field. The qualitative method is applied through library research and field analysis. The library study is applied by finding supporting theories that are relevant to the research. Furthermore, a descriptive approach is applied through interview techniques and field analysis. Interviews were conducted by the author through field research and social analysis. The theories applied by the author are theories about counseling, theories about the church and theories about social assistance. The results of this study are that Sunday school teachers and child care providers must work together to help Sunday school children know God well and also be able to lead themselves in a better direction.

This article discusses an experiential training program that integrates three main pillars for students of Parung Panjang Vocational High School (SMK) in Tangerang: optimizing digital platforms as modern marketplaces, developing innovative product packaging to strengthen sales performance, and applying ethical and legal principles in digital business activities. The program is designed to prepare vocational students to become competent, creative, adaptive, and responsible young entrepreneurs in the digital economy. The implementation methods include project-based learning, workshops, seminars, product simulation, mentoring, and intensive practice in using online marketing media. Students are guided to identify market opportunities, design attractive packaging, promote products through digital channels, and understand consumer protection, intellectual property, and honest transaction practices. The expected outcomes include increased digital literacy, improved packaging design skills, stronger entrepreneurial motivation, and better awareness of business ethics and legal compliance. Overall, this program provides practical learning experiences that connect school-based entrepreneurship education with the demands of the contemporary business and industrial environment. It also encourages collaboration among teachers, students, and local business partners for sustainable vocational development in line with future workforce and innovation needs.

The purpose of this study was to explore the extent to which the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model can improve students' understanding of Fiqh at MTs Negeri 2 Cilacap. The background of this study is the low level of student understanding, which is caused by a teaching approach that is still teacher-focused, resulting in less student involvement in the learning process. This study used a quantitative approach with a Quasi-Experimental Non-Equivalent Control Group Design. The research sample consisted of two classes, namely the experimental class and the control class, each containing 31 students. The research instrument was a Fiqh understanding test whose validity and reliability had been tested. The resulting data analysis test, which was carried out using a normality test, showed that all test items were declared valid (0.101 > 0.05), as well as the homogeneity test (0.773 > 0.05) and the t-test (0.025). so that Ho was rejected and Ha was accepted, meaning there was a difference between the control class and the experimental class. The results of the study show the effectiveness of the SAVI learning model on students' understanding of Islamic jurisprudence at MTs Negeri 2 Cilacap.

Education is a fundamental human need that plays a key role in shaping behavior and contributes to the development of a successful generation in Indonesia. However, during the learning process, teachers often encounter students who struggle to grasp the concepts being taught. This is due to the fact that each student brings unique characteristics and diverse backgrounds to the classroom. Teachers, therefore, must selec and develop various teaching materials that are suited to the individual needs of their students. The ability to tailor these materials effectively requires experience and knowledge in the development and selection of appropriate teaching tools for elementary schools. This study aims to assess the ability of elementary school teachers to manage differentiated learning, specifically through a literature review. The research will also identify how teachers approach the management of differentiated learning in the classroom and analyze the factors influencing their ability to implement this approach. By examining relevant literature, the study seeks to provide insight into the current capabilities of teachers and offer recommendations for improving the management of differentiated learning. The research employs a literature review method to gather data and draw conclusions about the best practices for managing differentiated learning in elementary school settings.

Education is a fundamental human need that plays a key role in shaping behavior and contributes to the development of a successful generation in Indonesia. However, during the learning process, teachers often encounter students who struggle to grasp the concepts being taught. This is due to the fact that each student brings unique characteristics and diverse backgrounds to the classroom. Teachers, therefore, must selec and develop various teaching materials that are suited to the individual needs of their students. The ability to tailor these materials effectively requires experience and knowledge in the development and selection of appropriate teaching tools for elementary schools. This study aims to assess the ability of elementary school teachers to manage differentiated learning, specifically through a literature review. The research will also identify how teachers approach the management of differentiated learning in the classroom and analyze the factors influencing their ability to implement this approach. By examining relevant literature, the study seeks to provide insight into the current capabilities of teachers and offer recommendations for improving the management of differentiated learning. The research employs a literature review method to gather data and draw conclusions about the best practices for managing differentiated learning in elementary school settings.

This research aims to create a real character education media through a reward system called Reward Activity as a facility for teachers in controlling the discipline and politeness of third-grade elementary school students. This research uses R&D procedures with the ADDIE model which includes Analyze, Design, Develop, Implement and Evaluate. The subjects of this research were third-grade elementary school students at two schools, namely SDN 2 Sumberagung for small group trials and SDN Sambangrejo for large group trials. Information was obtained through interviews, observations, expert validation questionnaires, user reaction questionnaires and pretests and posttests. The research results show that the Reward Activity media has a media validity of 86% (very valid), practicality of 97% from students and 98% from teachers. The effectiveness test obtained high results with an N-Gain value of 0.75 for discipline character and 0.77 for politeness character. Based on the above data, the Reward Activity media is declared feasible, instant and efficient in improving the discipline and politeness of third-grade elementary school students.

This study examines inclusive education for children with emotional and behavioral disorders (EBD), who often experience significant challenges in social interaction and academic adaptation. The primary objective is to evaluate existing educational approaches and strategies implemented in Indonesia, while also identifying gaps in current research and practice. This study employs a literature review method, analyzing 20 relevant scientific articles to synthesize key findings and trends. The results indicate that structured approaches such as Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL) have proven effective in improving students’ behavioral outcomes, emotional regulation, and academic performance. These approaches emphasize proactive strategies, skill development, and supportive learning environments. However, several persistent challenges hinder optimal implementation, including limited teacher knowledge and training in inclusive practices, insufficient institutional support, and a lack of access to professional psychological services. Additionally, inconsistencies in policy implementation across regions contribute to unequal educational experiences for children with EBD. Based on these findings, the study highlights the importance of strengthening teacher capacity through continuous professional development and increasing access to multidisciplinary support systems. Furthermore, effective collaboration among teachers, parents, schools, and the wider community is essential to foster inclusive, adaptive, and responsive educational environments that can meet the diverse needs of all learners.

This study was motivated by the low level of independence among Group B children at PAUD Matahari, Tohe Village, Raihat District, Belu Regency. Initial observations revealed that most children still depended on teacher assistance in completing learning activities, particularly in puzzle-solving tasks. Independence is a crucial developmental aspect in early childhood, as it relates to children’s ability to make decisions, complete tasks independently, build self-confidence, and develop a sense of responsibility. Therefore, appropriate instructional strategies are needed to stimulate the development of children’s independence through meaningful and educational play activities. The purpose of this study was to improve children’s independence through puzzle activities. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were 12 children (6 boys and 6 girls). Data were collected using observation sheets with assessment categories: Very Well Developed, Developed as Expected, Beginning to Develop, and Not Yet Developed. The data were analyzed using descriptive quantitative methods by calculating the percentage of improvement in each cycle. The results indicated a significant increase in children’s independence from Cycle I to Cycle II. Thus, puzzle activities proved effective in enhancing the independence of Group B children at PAUD Matahari.

Microteaching is an innovative educator training method aimed at developing basic teaching skills and fostering student self-efficacy through a micro-scale approach. This study describes how teaching simulations with limited duration, audience size, and material focus can facilitate the transformation of pre-service teachers' pedagogical competence. Using a qualitative approach, the research found that microteaching functions as a "safe laboratory" for students to explore teaching creativity without the risk of systemic failure. The skill development process includes mastering stimulus variation techniques through the use of visual and audiovisual media, such as PowerPoint and instructional videos, as well as strengthening instructional communication styles. Furthermore, students' self-efficacy increases significantly through a cycle of constructive feedback from peers and supervisors, enabling reflection-on-action. The results conclude that the re-plan and re-teach mechanisms are crucial in shaping professional and permanent teaching behaviors before students enter actual classroom environments. These findings highlight the importance of microteaching in developing both the technical and reflective skills necessary for effective teaching practice.

21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is the SLR with a prism procedure. The data were obtained from a search of scientific articles through Google Scholar using the keywords Problem-Based Learning, 21st-Century Skills, and history learning. From the initial 2,540 articles obtained, after screening based on relevance, quality, and year range, six key articles were obtained. The study results indicate that PBL is effective in enhancing 21st-century skills through discussions, historical source analysis, and contextual problem-solving. This approach is considered appropriate for the curriculum because it encourages student-centered learning, rather than teacher-centered learning. Although PBL still faces several challenges in its implementation, it remains a relevant and effective learning strategy for developing 21st-century skills.

This study analyzes the ethics of Christian Religious Education teachers based on James 3:1, which emphasizes the great responsibility carried by those who teach in the context of educational ministry. The research aims to examine the relevance of biblical principles regarding the role and duties of teachers with the implementation of the professional code of ethics for Christian Religious Education teachers in Indonesia. Teachers are not only responsible for delivering academic knowledge but also serve as moral and spiritual role models whose words, attitudes, and actions significantly influence students’ faith development. This study uses a descriptive qualitative method through literature analysis, including the interpretation of James 3:1, ethical guidelines, and theological-pedagogical studies. The findings show that James 3:1 provides a strong warning for teachers to be cautious, responsible, and accountable in their teaching practices, as their judgment before God is greater. In conclusion, the ethics of Christian Religious Education teachers reflect their faith commitment in carrying out their responsibilities with integrity.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.

The rapid development of digital technology and its increasing number of users have led to increased use of online games among adolescents. A frequently encountered behavioral problem is aggressive behavior resulting from online gaming. The research method used was a literature review by examining various previous research articles relevant to the research topic. The sources used were scientific journals discussing aggressive behavior due to online gaming in adolescents. The collected data were then analyzed descriptively to obtain an overview of the level of tendency for aggressive behavior to emerge, which is influenced by the intensity of online gaming. The results of the study showed a significant relationship between aggressive behavior and the intensity of online gaming. Therefore, the implication is that guidance and counseling should not only focus on behavioral management but also efforts to detect early and prevent it through assessment, early screening of risky behavior, information services, psychoeducation on digital literacy, play time management, and emotional management. Collaboration between guidance counselors, teachers, and parents is crucial in integrating students' behavioral development sustainably, so that guidance and counseling services become a system that plays a role in reducing the risk of aggressive behavior due to online gaming in adolescents.

This study aims to evaluate the Quran Tahfidz program at Bahrul Hikmah Islamic Junior High School using the Context, Input, Process, and Product (CIPP) evaluation model introduced by Stufflebeam. The findings of the research are as follows: First, the evaluation of the context aspect indicates that the program objectives have been comprehensively formulated. Data analysis confirms that the program implementation is well-aligned with the established goals, placing it in the 'good' category. Second, the evaluation of the input component reveals that the managerial competence of the administrators and the pedagogical capabilities of the educators have met the expected standards. Nevertheless, the infrastructure aspects require further optimization to foster a more conducive learning environment for students. Third, regarding the process aspect, the program implementation has generally achieved the targeted outcomes. However, observations identified obstacles predominantly stemming from students' internal factors; this implies the crucial role of teachers in integrating motivational stimuli as a preventive measure against declining learning enthusiasm. Fourth, the product evaluation shows that the daily memorization targets are generally achieved, although some students require remedial sessions. Ultimately, students are capable of completing the memorization of three juz within the three-year period.

The purpose of this research is to examine how guidance and counseling instructors may help children in junior high get over their anxiety about speaking out in class. Students' lack of confidence and engagement in class might be exacerbated by the widespread problem of their fear of asking questions. In order to delve further into the issue, this study used a descriptive technique based on qualitative research. Students and instructors of guidance and counseling participated in interviews and observations to compile the data. The results highlight the important role that counseling and guidance instructors play in assisting students in coping with anxiety. Counseling sessions with individuals, group guidance exercises, and making an attempt to establish a welcoming classroom setting all contribute to this goal. Teachers also use excellent communication tactics and motivating initiatives to help pupils feel more comfortable expressing themselves. A more favorable classroom environment may also be achieved via collaboration between topic teachers and counseling instructors. Ultimately, the research demonstrates that students' anxiety of asking questions may be successfully reduced via the use of suitable counseling and guiding interventions. Consequently, students' self-esteem, classroom engagement, and academic performance are all much improved when guidance and counseling instructors are present.

This community service program aims to develop a local wisdom-based literacy model as an effort to improve students’ reading interest at SD Negeri 025 Samarinda Utara. The low level of reading interest among elementary school students remains a challenge in the implementation of the School Literacy Movement initiated by the Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. One of the contributing factors is the lack of contextual reading materials that are relevant to students’ socio-cultural environment. Therefore, integrating local wisdom into literacy activities is considered an innovative strategy to enhance students’ engagement in reading activities.The implementation method included needs analysis, the design of a literacy model, program implementation through storytelling of East Kalimantan folktales, the development of a culturally themed reading corner, and teacher mentoring in integrating literacy into classroom learning. Evaluation was conducted through observation of student participation, reading interest questionnaires, and reflective discussions with teachers.The results indicate an increase in students’ enthusiasm for reading activities, a higher frequency of classroom reading corner utilization, and improved understanding of local cultural values. The local wisdom-based literacy model proved effective in creating a contextual, engaging, and meaningful learning atmosphere. This program is expected to serve as a sustainable model for strengthening literacy culture in elementary schools.

The increasing integration of internet technology in educational institutions requires structured network governance to ensure that digital resources support academic activities effectively. Unrestricted access to online platforms often leads to non-academic usage such as online gaming and social media engagement during instructional hours, which may reduce learning concentration and degrade network performance. This research develops and evaluates a network access control simulation using a MikroTik RouterBoard RB951Ui-2HnD device. The system applies firewall filtering mechanisms, hotspot-based authentication, and bandwidth allocation strategies through Simple Queue configuration. Network segmentation is implemented to differentiate teacher and student access privileges. The study adopts a Research and Development (R&D) approach to design, configure, test, and evaluate the proposed system. Testing results indicate that the firewall configuration successfully restricts access to selected online games (Mobile Legends, Clash of Clans, Roblox) and social media platforms (YouTube, TikTok, Shopee, Instagram, Telegram). Furthermore, bandwidth management demonstrates effective traffic prioritization, ensuring more stable allocation for teacher accounts in accordance with configured maximum limits. The findings confirm that structured firewall and bandwidth policies can improve network discipline, enhance performance stability, and support a controlled digital learning environment in schools.