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Clean water is a fundamental necessity; however, many regions still struggle to access it due to contamination by suspended particles, organic matter, and harmful microorganisms. This activity aims to strengthen the practical competence of Biology Education students at Universitas Negeri Medan through training in making simple water filters. The training was conducted through demonstrations and simulations using turbid water from the Tembung River as a sample. The filter was constructed from readily available materials such as used plastic bottles, cotton, tissue, sand, small gravel, and palm fiber arranged in layers. The results showed that the filter effectively reduced water turbidity and enhanced students’ skills in clean water treatment technology. The training also encouraged students to develop 21st-century skills such as critical thinking, problem-solving, and collaboration, while preparing them as future educators capable of raising community awareness about the importance of maintaining water quality. Therefore, this training has the potential to be developed as an applicative environmental education model that contributes positively to clean water provision.

This study aims to analyze the effectiveness of the question-and-answer method in mathematics learning. The research method employed is a literature review using a descriptive qualitative approach. Findings from several relevant studies indicate that the question-and-answer method enhances students' learning outcomes, fosters active participation, and strengthens critical thinking and communication skills. Variations in its implementation, such as multi-directional questioning, chain questioning, and experiment-based questioning, enrich classroom interaction and help students grasp abstract mathematical concepts. Furthermore, the method promotes an interactive learning environment where students are encouraged to think critically, reflect on their understanding, and actively engage with their peers. The collaborative nature of the question-and-answer technique supports the development of social skills, making it an effective tool for both cognitive and social learning. Therefore, the question-and-answer method can be considered an effective instructional strategy to improve the quality of mathematics learning, particularly in enhancing problem-solving abilities, fostering a deeper understanding of mathematical concepts, and improving student-teacher interactions.

This study aims to analyze the improvement of Higher Order Thinking Skills (HOTS) through mathematics learning on the Three-Dimensional Geometry topic in Grade XII of Yayasan Pendidikan Al-Fattah Medan. HOTS is a crucial aspect of 21st-century education because it helps students develop critical, creative, logical, and reflective thinking skills in addressing complex problems. In the context of mathematics learning, particularly in spatial geometry, mastering HOTS not only supports students in understanding abstract concepts but also in applying them to real-life situations. This study employed a descriptive qualitative method with instruments consisting of a pre-test, post-test, and an open-ended questionnaire to explore students’ understanding and learning experiences. The findings revealed a significant improvement, where the average pre-test score of 7 increased to 52.21 in the post-test. This result highlights that the implementation of HOTS-based learning strategies is effective in enhancing students’ comprehension of distance, angles, and point positions in space, while simultaneously strengthening their analytical, evaluative, and creative abilities. The study implies the importance of adopting innovative learning strategies oriented toward HOTS development to improve the quality of mathematics education and prepare students for global challenges.

This study discusses the application of a simple experimental method using eggs and salt water as a medium for teaching basic science at MI Jam'iyatul Mubtadiin. The main objective is to improve students' understanding of the concepts of mass and buoyancy through direct experience. The research method used was a descriptive qualitative approach with fourth-grade students as subjects. The learning process was carried out through simple experimental steps: preparing fresh water, adding salt, and observing changes in the position of the eggs in the solution. Data were collected through observation, interviews, and . The results showed that this experimental method was able to attract students' interest, increase active participation, and make abstract concepts easier to understand. In addition, this simple experiment-based learning also trains students' critical thinking skills and curiosity. Thus, the use of egg and salt water experiments can be an alternative to effective, inexpensive science learning media that is suitable for the characteristics of elementary school students.

This study aims to determine whether the role of Scarcity and Urgency applied by the Hanasui brand in the marketing process on the Shopee live feature can influence consumer purchasing decisions. Furthermore, the researchers refer to Scarcity and Urgency as limited product stock and limited time for a discount. The researcher used the Heuristic Systematic theory to analyze the Scarcity and Urgency process in the Hanasui brand live streaming on the Shopee application, namely the Heuristic Systematic theory, a theory that explains how a person processes information obtained either heuristically (without thinking) or systematically (regularly and comprehensively). Where the method used is a qualitative method with a constructivist paradigm and a qualitative descriptive approach. Meanwhile, the data collection techniques used were non-participant observation and in-depth interviews with predetermined subjects, namely five women, who have used or purchased Hanasui products on the Shopee live feature. Therefore, the results of this study, namely the Hanasui live feature on Shopee, show that Scarcity and Urgency play a role in consumer purchasing decisions.

This study examines the education systems of Japan and the United States with the aim of identifying their main characteristics, strengths, and weaknesses in addressing global challenges. The Japanese education system emphasizes discipline, cooperation, and character building as the foundation for academic achievement and moral development. Meanwhile, the American education system prioritizes creativity, freedom of expression, and an individual-centered approach that encourages critical thinking and innovation. The comparison reveals fundamental differences in educational philosophy and classroom practices, particularly in curriculum design, teacher-student interaction, and assessment methods. Despite these differences, both systems share a common vision of preparing competent and adaptable generations capable of contributing to the global society. The findings of this study are expected to provide valuable insights for the development of Indonesia’s education system, especially in formulating policies that combine Japan’s strong character-based education and the United States’ innovation-oriented learning. By integrating these strengths, Indonesia can create a more holistic and globally competitive education framework suitable for the 21st century.

Advancements in modern information technology continuously require companies to present complex data more effectively, especially within the scope of sales management and business decision-making. Dashboards are essential, interactive tools that enable professionals and managers to make strategic decisions quickly, confidently, and based on accurate data visualization. This study focuses on designing an intuitive and user-centered Sales Monitoring Dashboard UI/UX for One Direction at PT. XYZ by applying the five iterative stages of the Design Thinking method, namely empathize, define, ideate, prototype, and test. Key user needs identified include real-time performance summaries, streamlined navigation flow, informative visual hierarchy, and visuals that remain consistent with corporate identity and brand values. The System Usability Scale (SUS) test involving 19 respondents resulted in an excellent average score of 80.92. These findings demonstrate that the Design Thinking approach effectively produces a user-friendly, consistent, and data-driven dashboard interface that supports timely, accurate, and informed business decisions.

This study aims to analyze junior high school students’ mathematical reasoning abilities in terms of their levels of learning independence. The research employed a descriptive qualitative approach involving three ninth-grade students from UPT SMP Negeri 5 Gresik, each representing high, medium, and low levels of learning independence. Data were collected through a self-regulated learning questionnaire, a mathematical reasoning test based on the topic of Systems of Linear Equations in Two Variables (SPLDV), and semi-structured interviews. Data analysis followed Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The results revealed that students with high learning independence demonstrated strong reasoning skills across all seven indicators of mathematical reasoning (representing statements, making conjectures, performing manipulations, constructing proofs, drawing conclusions, verifying arguments, and identifying patterns). Students with medium learning independence fulfilled only some indicators, while those with low learning independence could only make simple conjectures without systematic reasoning. These findings highlight that learning independence plays a crucial role in developing mathematical reasoning, as it enables students to regulate their thinking processes, evaluate solutions, and correct errors. Teachers are encouraged to integrate learning strategies that foster self-regulation—such as the CORE and Flipped Classroom models—to enhance students’ mathematical reasoning skills.

In the digital era, YouTube has become a powerful platform for sharing knowledge, shaping perspectives, and encouraging critical engagement. This study explores how multimodal elements—verbal, visual, and audio—construct meaning in the educational video “Kalau Kamu Mau Punya Critical Thinking, Jangan Skip Obrolan Ini!” from the Suara Berkelas channel. Using a qualitative case study approach, the research interprets how these modes work together to support critical thinking. Data were collected through video observation, transcription, and documentation of multimodal features, then analyzed thematically using Kress and van Leeuwen’s multimodal framework and Facione’s critical thinking model. The findings show that the verbal mode structures logical arguments and rhetorical appeals, the visual mode emphasizes meaning through gestures, expressions, and text overlays, while the audio mode builds emotional engagement through tone, pauses, and background music. Together, these modes create a coherent and persuasive discourse that not only informs but also invites viewers to reflect critically. The study contributes theoretically to the understanding of multimodality in digital education and practically provides insights for educators and content creators to design more interactive, reflective, and engaging educational content.

Digital transformation has opened vast opportunities for the younger generation to engage in technology-based entrepreneurship. However, the low level of literacy regarding Sharia-based business among university students remains a major challenge in building a competitive halal startup ecosystem. This community engagement program aims to equip students with both conceptual understanding and practical skills in developing digital businesses aligned with Sharia principles. The program was implemented on May 10, 2025, involving 60 students from UNISKA, UMB, and Poliban. The method employed an educational-dialogical approach based on experiential learning, encompassing interactive seminars, technical workshops, and reflective evaluations. The training materials included the Sharia Business Model Canvas, halal design thinking, Islamic ethical digital marketing, as well as halal legality and certification. The program’s effectiveness was measured through pretest and posttest instruments, which showed a significant improvement in the average score from 58.3 to 82.7. These findings indicate that the program was effective in enhancing students’ understanding and readiness to become halalpreneurs. Furthermore, the experience fostered a transformation in students’ mindsets toward perceiving business as a means of worship and social contribution. The program is recommended to be replicated on a larger scale with cross-sectoral collaboration and support.

This study is a literature review aimed at examining in depth the concepts, characteristics, learning difficulties, and applications of quadratic functions in secondary mathematics education. The research employs a qualitative approach by analyzing ten articles published between 2019 and 2025 from both national and international journals. The findings indicate that the quadratic function is a fundamental topic in the mathematics curriculum, playing a crucial role in developing higher-order mathematical thinking skills such as analysis, synthesis, and problem-solving. It also serves as a foundation for understanding more advanced topics such as calculus, analytic geometry, and optimization. However, various studies have found that students continue to face significant learning difficulties, including misconceptions related to the shape of the parabola graph, understanding the discriminant value, and connecting algebraic forms to real-world contexts. To address these issues, research suggests that technology-assisted learning—particularly through interactive software such as GeoGebra—has proven effective in enhancing conceptual understanding, motivation, and student engagement. Therefore, this review highlights the importance of strengthening conceptual understanding, applying contextual learning approaches, and integrating digital technology as innovative strategies for teaching quadratic functions at the secondary education level.

This study aims to describe students’ mathematical critical thinking skills in terms of their learning styles based on the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic). The research employed a descriptive qualitative approach involving four seventh-grade students of SMP Negeri 9 Gresik, each representing one type of learning style. Data were collected through a learning style questionnaire, a mathematical critical thinking test based on Facione’s indicators, and in-depth interviews to strengthen the analysis. The results revealed that each learning style demonstrates distinct characteristics of critical thinking. Visual learners excelled in interpretation and self-regulation, auditory learners performed well in evaluation and verbal explanation, reading/writing learners showed strength in analysis and written reasoning, while kinesthetic learners were better in concrete activities but weaker in evaluation and inference. Overall, interpretation and analysis indicators were more dominant than evaluation and inference. These findings highlight the importance of implementing differentiated instruction aligned with students’ learning styles to foster optimal and comprehensive development of mathematical critical thinking skills.

The peer teaching method is a strategic learning tool for creating a conducive learning environment, allowing students to play an active role and fostering connectivity between students. This method can be used as an alternative in classroom learning activities where students with the ability can act as tutors. This activity was carried out at AL Munawar Kindergarten in Tulungagung, with stages ranging from planning, training implementation, mentoring, and evaluation. The results of the community service activities were an increase in student abilities, learning outcomes, active and critical thinking skills, and communication skills. To achieve these results, strategic efforts are needed, starting from curriculum development, improving teacher competence, and providing learning facilities. Although it still has a number of weaknesses, including the difficulty of finding the right tutor who is confident and capable of mastering the material, the peer teaching method can be used as a reference for effective learning media in nurturing and developing students.

This study aims to examine the role and strategies of educational management amidst global dynamics and the development of information technology. The method used is a qualitative approach through literature review of various relevant scientific sources, focusing on the development of educational management in the digital era. The results show that 21st-century educational management must be innovative, flexible, and technology-based. Additionally, strengthening 4C competencies (critical thinking, creativity, collaboration, and communication) is a key focus in the development of adaptive and effective learning systems. The role of technology in education is not only as a tool but also as an integral part of modern educational governance, supporting both the learning process and the overall management of education. Key challenges faced include the readiness of human resources, the equal distribution of technological infrastructure, and the digital divide between regions and social groups. Therefore, adaptive and visionary managerial strategies are essential to creating an excellent and sustainable educational system. The implementation of policies supporting the integration of technology into education and the development of competencies for educators is a crucial step to ensure the achievement of inclusive and quality education. This study is expected to serve as a reference in the development of sustainable educational management policies and practices, as well as enhance the quality of education in the digital era.

Education is a crucial foundation for shaping a generation with strong character, faith, intelligence, and responsibility as mandated by Law Number 20 of 2003. In the 21st century, one of the most essential competencies to be developed is critical thinking, which can be effectively nurtured through Project Based Learning (PjBL). This approach actively engages students in planning, inquiry, problem-solving, and reflection within project-based tasks, making learning more meaningful. This study examines the effect of PjBL on the critical thinking skills of fifth-grade students in Natural and Social Sciences (IPAS) at SD Islam Istiqomah, Ungaran Barat, Semarang Regency. Employing a quantitative method with a quasi-experimental Nonequivalent Control Group Design, the study involved 76 students divided into experimental and control groups. Data were collected using a validated and reliable essay test on critical thinking skills. Results showed that the experimental group achieved a higher mean posttest score (84.16) than the control group (74.74). The point-biserial correlation was rpb = 0.676, and the t-test result (tcount 7.891 > ttable 1.993, p < 0.05) confirmed a significant difference. These findings demonstrate that PjBL substantially improves students’ critical thinking and emphasize its continued implementation to foster contextual and meaningful IPAS learning.

This study aims to examine Nurcholish Madjid’s ideas on the reconstruction of pesantren curricula in facing the challenges of modernity. As traditional Islamic educational institutions, pesantren are often criticized for focusing heavily on fiqh and linguistic sciences, while modern society requires the integration of general knowledge, technology, and life skills. Using a qualitative method with a library research approach, data were obtained from Nurcholish Madjid’s Bilik-Bilik Pesantren and related academic literature. The findings highlight three main issues in Cak Nur’s thought: (1) critique of the unbalanced traditional curriculum, (2) the gap between pesantren and the modern world, and (3) the need for reformulating a universal, rational, and inclusive Islamic weltanschauung. These ideas emphasize that pesantren curricula must balance tradition and modernity, strengthen faith and spirituality, while also fostering critical thinking, scientific literacy, and social ethics. The implication of this study suggests that integrative curricula are essential for pesantren to remain relevant in the era of globalization.

This study is a Classroom Action Research (CAR) aimed at improving students' critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun through the implementation of the Mind Mapping Method. The study was conducted in two cycles with four stages in each cycle: planning, implementation, observation, and reflection. The subjects of this study were 24 students from class X who participated in the implementation of this method. Data were collected through observation, interviews, and documentation to assess the development of students' critical thinking abilities. The results showed an improvement in critical thinking skills in each cycle. In cycle I, students' critical thinking skills reached 87.5% with an excellent category, while in cycle II, it increased to 93.57% with an excellent category. This improvement demonstrates the effectiveness of the Mind Mapping Method in helping students organize ideas, connect concepts, and analyze learning materials more systematically. Therefore, this study proves that the Mind Mapping-based learning method can be an effective alternative in improving critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun. The implications of these findings highlight the importance of innovative teaching methods to support the optimal development of students' critical thinking abilities.

Boredom during the learning process often becomes a significant barrier to students’ motivation and engagement, especially in vocational education settings. This phenomenon was also observed at SMKS Muhammadiyah 9 Medan, where some students demonstrated a lack of interest and active participation during learning activities. This study aims to analyze how the implementation of active learning strategies can reduce boredom and improve the quality of classroom interaction. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews with teachers and students, direct classroom observations, and supporting documentation. The data were analyzed inductively using thematic analysis to identify emerging patterns, trends, and meanings from teaching practices. The findings reveal that the application of active learning strategies—such as group discussions, project-based learning, problem solving, and the use of interactive learning media—positively impacts the learning process. These strategies not only enhance participation and learning motivation but also foster collaboration among students, improve teacher–student communication, and develop critical and social thinking skills. Furthermore, the classroom atmosphere becomes more dynamic, enjoyable, and participatory, significantly reducing learning boredom. Therefore, active learning strategies are proven to be relevant and effective in creating engaging, interactive, and meaningful learning experiences for students at SMKS Muhammadiyah 9 Medan. This research provides practical implications for teachers in selecting appropriate learning approaches to achieve educational goals more effectively.

Real analysis is one of the main branches of mathematics that serves as a fundamental foundation for the development of science and technology. This study emphasizes the understanding of basic concepts such as real numbers, limits, continuity, the principle of mathematical induction, as well as deductive and axiomatic approaches as a strong framework for mathematical proofs. This research employs the Systematic Literature Review (SLR) method by examining articles and journals related to both the theoretical aspects and the implementation of real analysis in solving mathematical problems. The findings indicate that the application of Polya’s method, visualization through demonstration, and the use of modern technology such as augmented reality (AR) can enhance the effectiveness of real analysis learning. These approaches help students connect abstract concepts with real applications, thereby strengthening logical, systematic, critical, and rigorous thinking skills. However, several learning difficulties are also identified, including the complexity of the material, weak learning habits, social influences, and inappropriate teaching strategies. Therefore, more applicative, interactive, and contextual learning strategies are needed to support the achievement of learning objectives. The conclusion of this review highlights that the integration of theoretical understanding, problem-solving methods, and innovative technology is a strategic step to improve students’ thinking quality in real analysis courses. Thus, real analysis is not only positioned as a theoretical subject but also as a medium for developing problem-solving abilities and higher-order thinking skills that are relevant to both academic needs and real-world applications.

This paper seeks to analyze the impact of the Realistic Mathematics Education (RME) approach learning approach on the development of critical thinking and problem-solving skills in third-grade pupils at SDN 104202 Bandar Setia. This research employed a quantitative method with a nonrandomized pretest-posttest control group design, involving two groups: the control group (III A) without treatment and the experimental group (III B) that received the RME learning approach, with a total sample of 50 students. Both groups were administered pre-test and post-test instruments to measure problem-solving and critical thinking skills. The findings revealed that the application of the RME learning approach significantly improved both skills with p < 0.05. These results confirm that RME is effective in enhancing mathematics learning quality through real-life contexts and students’ direct experiences. The implication highlights the importance of integrating RME in elementary mathematics learning as an alternative strategy to foster critical thinking and problem-solving abilities, as well as providing a reference for future instructional innovations.