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This study aims to determine the effect of the Reciprocal Teaching learning model on the reading comprehension ability of news texts among seventh-grade students at SMP Negeri 2 Hiliduho. The research employed a quasi-experimental method with a Nonequivalent Control Group Design. The pretest results showed that the initial abilities of students in the experimental and control classes were comparable, with average scores of 64.57 and 65.87, respectively. After the treatment, the experimental class showed a significant increase, achieving a posttest average of 81.52, while the control class only reached 74.35. The Reciprocal Teaching model proved effective in creating a collaborative learning environment, encouraging students to think critically, engage in discussions, and teach one another. In contrast, the control class, which used the Problem-Based Learning (PBL) model, demonstrated lower participation and higher dependence on the teacher. The hypothesis test showed a significance value of 0.001 < 0.05, indicating that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. These results indicate a significant effect of the Reciprocal Teaching model on students’ ability to comprehend news texts. Therefore, this model is recommended as an effective teaching strategy to enhance students’ reading comprehension, particularly in news text material at the junior high school level.

This research is based on the condition of students who are less enthusiastic and tend to be passive during learning. Students consider social studies  to be boring and difficult, resulting in low student activeness. This low activeness affects students’ cognitive abilities. An effort that can be made is to create a fun learning atmosphere by using appropriate and interesting learning strategies, one of which is the Think Talk Write learning strategy. This strategy makes students active and more enthusiastic, so they achieve satisfying cognitive ability scores. The problem formulation in this research is how much influence the Think Talk Write strategy has on cognitive abilities, student activeness, and both in social studies subjects. This research uses a quantitative approach with a Quasy Experimental Design and a nonequivalent control group design. The sample consists of 29 students in the control class and 26 students in the experimental class. The sampling technique used is purposive sampling, with data collected through cognitive ability tests and student activeness sheets. Data analysis was performed using the Independent Sample T-Test and MANOVA. The results show that the Think Talk Write strategy influences students’ cognitive abilities and activeness, with a significance value of 0.000 < 0.05.

The implementation of learning at Ma Ma'arif Ambulu experienced problems in the form of low student interest in learning. This incident was shown from the results of student learning in the previous semester with only 50% of students getting a KKM score of 70. The cause of the lack of delivery of learning in class was due to the lack of learning media, when delivering learning in class. This resulted in students being less interested and less active in seeking more information related to the material being studied. The study was conducted using classroom action research with a data analysis method in the form of a questionnaire to measure student interest in learning. Based on the analysis of data from cycle I, it was found that student interest in learning was in the low category of 56.75% and cycle II, it was found that student interest in learning was 83.71% which was included in the high ability category. The conclusion obtained is that learning using the Paludarium learning media can increase the interest in learning of class X IPA I MA Ma'arif Ambulu students in the 2022/2023 academic year totaling 28 students in the Ecosystem material.

Mathematics learning in Elementary School is very important to form logical, systematic, and critical thinking skills. Mathematics learning is closely related to numeracy literacy. At the elementary school level, especially grade 1, literacy and numeracy problems are increasingly visible when students are faced with mathematical story problems. In grade 1 of SDN 1 Pedawang, the results of daily tests and end-of-semester tests show that students' ability to solve story problems is still low. This study aims to analyze the difficulties of grade 1 students at SDN 1 Pedawang in understanding mathematical story problems due to low literacy and numeracy skills. This study uses a qualitative descriptive research type. The population of grade 1 students at SDN 1 Pedawang is 14 students, consisting of 9 female students and 5 male students. The subjects used were 2 students to be analyzed using purposive sampling techniques because they showed striking difficulties in understanding story problems based on observation results and low test scores. Data collection techniques through observation, interviews, and documentation. Data analysis techniques using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in understanding mathematical story problems on five indicators according to Newman's theory, namely reading, understanding, transformation, process skills, and writing answers. The conclusion of this study shows that low literacy and numeracy of students are the main factors in the difficulty of understanding mathematical story problems.

The use of computers in the teaching and learning process aims to improve the quality of teaching and learning. One of the competencies of teachers is applying information and communication technology in learning. Some problems that exist in society, especially in some schools, are the lack of multimedia-based learning materials in the classroom; learning using conventional methods; and the lack of use of information technology among teachers. Therefore, a workshop on how to create multimedia-based materials was proposed. The purpose of this workshop is to train teachers to build from scratch to multimedia-based teaching materials and train them to use information technology tools optimally. Some of the benefits requested are that teachers can learn new knowledge especially about multimedia; applications made by teachers can be used as initial applications to be used as one of the tools to transfer topics or subjects to their students. This workshop was held for one day from May 15, 2025 joining 20 educators from SMP Advent Kabanjahe. The result of this Socialization is the application of learning media teaching materials based on macromedia flash and can be used as one of the tools in the classroom to transfer knowledge to the class.

The problem of waste is a global issue that continues to increase and has a significant impact on the environment and public health. In Indonesia, awareness of good waste management still needs to be improved, especially among young people. This study aims to describe the effectiveness of the waste education program and waste management learning implemented by KKM Unsera at SDN 1 Dalung, Serang City. This program is based on a participatory and interactive approach, involving students directly in activities to introduce types of waste, sort waste, and simple recycling efforts. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation. The results of the program show an increase in understanding and awareness of SDN 1 Dalung students regarding the importance of proper waste management. Students appear more enthusiastic in disposing of waste in its place according to its type and show interest in participating in waste reduction activities in the school environment. The success of this program indicates that early education is crucial in forming environmentally conscious behavior. Collaboration between universities and basic education institutions has great potential to create a generation that is more responsible for the environment.

This study applies a qualitative descriptive method with the aim of describing and analyzing the issues found. This qualitative approach is based on the collection of primary and secondary data. Primary data in this study were obtained through observation, interviews, and documentation, while secondary data were obtained through books, previous research, and articles relevant to this study. The data source in this study is interview transcripts obtained from a number of respondents called research informants. These informants were selected based on a certain method because their abilities or positions were considered able to describe the problems that would be the object of research. The informants of this study numbered four people consisting of one big order admin employee, two community event SPVs and one community event employee. The main objective of this study is to understand the application of digital literacy at PT XYZ, including the challenges faced in implementing digital literacy in daily work. Awareness of the importance of digital literacy has grown among employees, but its implementation is not evenly distributed. Recommended strategies to improve digital literacy include regular training, use of digital learning media, formation of internal learning communities, and improvement of technological facilities. Implementation of this strategy is important to support effective and efficient digital transformation in the PT XYZ administrative work environment.    

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students’ learning outcomes by reviewing 15 national journal articles published between 2018 and 2024. The results show that PBL significantly enhances students’ abilities in cognitive, affective, and psychomotor domains, with improvements ranging from 7.1% to 83.3%. PBL encourages students to think critically, participate more actively in learning, and develop problem-solving skills through real and relevant situations. However, its implementation still faces several challenges, such as limited teacher training, inadequate facilities, and difficulties in shifting from conventional methods to this new approach. Based on the analysis, three main factors determine the success of PBL: appropriate learning design, the teacher’s ability to guide the PBL process, and the availability of supporting learning resources. The most significant positive impacts are seen among fifth-grade students and in schools located in the Java region. In conclusion, PBL is highly effective when supported by proper teacher training and adaptation to field conditions. Therefore, further teacher development programs and additional research on the long-term effects of implementing this model are strongly recommended.

Biology education requires a learning strategy that can improve conceptual understanding while developing students' critical thinking skills. This study aims to analyze the influence of the Project-Based Learning (PjBL) learning model on the learning outcomes of class X students on biodiversity materials at SMA Negeri 1 Melonguane. The research uses a quasi-experimental method with a Pretest-Posttest Control Group Design, involving two classes, namely the X-A experimental class taught using the PjBL model with a mini ecosystem project, and the X-D control class. The control class is taught conventionally. The analysis results showed a significant increase in the posttest score of the experimental class with an average of 79.33 compared to the control class with an average of 73.39. These findings indicate that applying the PjBL model effectively creates active learning, increases student engagement, and develops problem-solving skills and creativity. The lower variability of scores in the experimental class showed that PjBL could accommodate differences in students' abilities. Project-based learning also arouses students' motivation and confidence, making Biology learning more contextual and meaningful. The implications of this study show that applying the PjBL model can be an alternative to Biology learning strategies to improve learning outcomes while supporting the development of 21st century skills. This research enriches the literature on Biology learning innovations. It opens opportunities for further studies related to the application of PjBL to other materials or long-term impact analysis on students' academic achievements.

Picky eating is a prevalent issue among preschool children, often leading to nutritional deficiencies, disrupted growth, and increased parental stress. This systematic literature review aims to explore the management of picky eating through complementary and alternative therapies (CAT) and compares these findings with contemporary interventions. Picky eating behaviors can significantly affect children’s eating patterns, leading to challenges in maintaining a balanced diet. Although traditional medical interventions focus on behavioral modification and nutritional counseling, many parents are seeking alternative approaches to manage these behaviors in a more holistic and natural manner. This review encompasses studies published between 2015 and 2025, sourced from PubMed, Scopus, and Google Scholar, using keywords such as "Alternative Therapy," "Picky Eating," and "Preschool Children." The review population consists of 20 articles, and the sample includes 5 selected studies that meet the criteria for evaluating the effectiveness of complementary and alternative therapies in managing picky eating behaviors. Data analysis utilized thematic analysis, with the findings analyzed thematically to draw conclusions regarding the efficacy of CAT. The results indicated that mindfulness practices, dietary practices, Tuina massage as a traditional therapy, taste exposure, sensory learning, and nutrition education were all effective in reducing picky eating behavior among children aged 1 to 5 years. These approaches not only helped to improve children’s acceptance of a wider variety of foods but also contributed to the reduction of stress for both children and parents. The findings suggest that integrating these alternative therapies into conventional practices can provide a comprehensive and effective strategy to address picky eating in preschool children. Future research is needed to further explore the long-term impacts of these therapies and to identify the most suitable combinations for different individual needs.

The development of critical thinking skills is essential for preparing future generations to effectively navigate the challenges posed by rapid technological and scientific advancements. This study examines the effectiveness of STEM-based learning (Science, Technology, Engineering, and Mathematics) in enhancing critical thinking skills among elementary school students in Indonesia. Using a quasi-experimental method with a pre-test and post-test control group design, this research involved 120 students from three elementary schools in East Java. The experimental group was taught using an integrated STEM approach, while the control group continued with a traditional curriculum. The primary objective was to assess how STEM-based learning impacts students' critical thinking, particularly in areas such as problem-solving, reasoning, and analysis. The results revealed a significant improvement in the critical thinking abilities of students in the STEM group compared to the control group. Students in the experimental group demonstrated enhanced skills in problem-solving and reasoning, with notable improvements in their ability to analyze and evaluate information. Additionally, the STEM group exhibited higher levels of engagement, curiosity, and motivation in their learning, along with a greater ability to apply interdisciplinary knowledge to real-life contexts. These findings suggest that STEM-based learning can play a crucial role in developing critical thinking and other essential skills required in the 21st century. This research underscores the potential benefits of incorporating STEM education into elementary school curricula to foster critical thinking and prepare students for future challenges. The study recommends that policymakers and educators focus on providing the necessary training, resources, and support to effectively implement STEM-based learning in primary education. By doing so, we can ensure that students develop the skills needed to succeed in a rapidly evolving world.  

The development of critical thinking skills is essential for preparing future generations to effectively navigate the challenges posed by rapid technological and scientific advancements. This study examines the effectiveness of STEM-based learning (Science, Technology, Engineering, and Mathematics) in enhancing critical thinking skills among elementary school students in Indonesia. Using a quasi-experimental method with a pre-test and post-test control group design, this research involved 120 students from three elementary schools in East Java. The experimental group was taught using an integrated STEM approach, while the control group continued with a traditional curriculum. The primary objective was to assess how STEM-based learning impacts students' critical thinking, particularly in areas such as problem-solving, reasoning, and analysis. The results revealed a significant improvement in the critical thinking abilities of students in the STEM group compared to the control group. Students in the experimental group demonstrated enhanced skills in problem-solving and reasoning, with notable improvements in their ability to analyze and evaluate information. Additionally, the STEM group exhibited higher levels of engagement, curiosity, and motivation in their learning, along with a greater ability to apply interdisciplinary knowledge to real-life contexts. These findings suggest that STEM-based learning can play a crucial role in developing critical thinking and other essential skills required in the 21st century. This research underscores the potential benefits of incorporating STEM education into elementary school curricula to foster critical thinking and prepare students for future challenges. The study recommends that policymakers and educators focus on providing the necessary training, resources, and support to effectively implement STEM-based learning in primary education. By doing so, we can ensure that students develop the skills needed to succeed in a rapidly evolving world.  

This article aims to critically examine how ecotheology can be integrated into Christian Religious Education (CRE) learning in order to foster ecological awareness of the younger generation. The main problems raised are the low integration of ecological values in Christian education and the weak response of faith to the environmental crisis. This study uses a qualitative approach with library research methods, through analysis of relevant theological and pedagogical literature. The novelty of this study lies in the development of ecotheology as a pedagogical framework based on faith reflection, contextual experience, and real action in the classroom. The results of the study show that an active and transformative ecotheological learning model is able to shape the ecological character of students and strengthen spirituality that is responsible for creation. CRE teachers, schools, and churches have a strategic role in shaping a culture of faith that cares about the environment as part of a relevant and contextual Christian testimony.

Picky eating is a prevalent issue among preschool children, often leading to nutritional deficiencies, disrupted growth, and increased parental stress. This systematic literature review aims to explore the management of picky eating through complementary and alternative therapies (CAT) and compares these findings with contemporary interventions. Picky eating behaviors can significantly affect children’s eating patterns, leading to challenges in maintaining a balanced diet. Although traditional medical interventions focus on behavioral modification and nutritional counseling, many parents are seeking alternative approaches to manage these behaviors in a more holistic and natural manner. This review encompasses studies published between 2015 and 2025, sourced from PubMed, Scopus, and Google Scholar, using keywords such as "Alternative Therapy," "Picky Eating," and "Preschool Children." The review population consists of 20 articles, and the sample includes 5 selected studies that meet the criteria for evaluating the effectiveness of complementary and alternative therapies in managing picky eating behaviors. Data analysis utilized thematic analysis, with the findings analyzed thematically to draw conclusions regarding the efficacy of CAT. The results indicated that mindfulness practices, dietary practices, Tuina massage as a traditional therapy, taste exposure, sensory learning, and nutrition education were all effective in reducing picky eating behavior among children aged 1 to 5 years. These approaches not only helped to improve children’s acceptance of a wider variety of foods but also contributed to the reduction of stress for both children and parents. The findings suggest that integrating these alternative therapies into conventional practices can provide a comprehensive and effective strategy to address picky eating in preschool children. Future research is needed to further explore the long-term impacts of these therapies and to identify the most suitable combinations for different individual needs.

This study aims to determine the use of YouTube learning media in improving students' critical thinking skills in history subjects of class XI at SMAN 1 Karangrejo. The background of this study is based on the low interest in learning and students' critical thinking skills in understanding abstract and narrative historical materials. YouTube media is considered as one of the interactive and interesting learning alternatives, which can visualize historical events in a concrete and easy-to-understand manner. The formulation of the problem obtained by the author is how the use of YouTube media among class XI students at SMAN 1 Karangrejo, in supporting the teaching and learning process. How effective is the use of YouTube-based learning media on the critical thinking skills of class XI students, in history subjects at SMAN 1 Karangrejo. From the formulation of the problem, the purpose of writing is to find out the use of YouTube media among class XI students at SMAN 1 Karangrejo, in supporting the teaching and learning process. To find out the effectiveness of the use of YouTube-based learning media on the critical thinking skills of class XI students, in history subjects at SMAN 1 Karangrejo. This study uses a qualitative approach with a case study type. Data collection techniques are carried out through observation, in-depth interviews with history teachers and students, and documentation. The main focus of this study is on the learning process, student responses to the use of YouTube media, and how the media facilitates the development of students' critical thinking skills. The results of the study showed that the use of YouTube media had a positive impact on improving students' critical thinking skills. The historical videos shown were able to stimulate curiosity, encourage discussion, and help students analyze and evaluate historical events in more depth. In addition, students became more active, enthusiastic, and involved in the learning process.

This community service activity aimed to introduce and strengthen the understanding of sociopreneurship among students of SMA Islam Andalusia Kebasen through an experiential learning approach. The initiative responded to the need for youth empowerment programs that combine entrepreneurial skills with social responsibility, particularly those grounded in Islamic values. The one-day training was designed to be interactive and engaging, incorporating inspirational dialogues with practitioners, interactive simulations, role-plays, and value reflections. These methods were intended to create an immersive learning experience, enabling students to connect theory with real-world application. A total of 50 students participated in the program. The training focused on three main objectives: (1) developing the ability to identify and analyze social issues in their community, (2) designing solutions through the creation of social enterprises, and (3) integrating Islamic values into business practices to ensure ethical and sustainable entrepreneurship. Evaluation was conducted using pre- and post-training assessments, observation, and participant feedback. The results indicated that 70% of participants demonstrated a strong understanding of the concept of sociopreneurship after the training. Additionally, 76% successfully integrated Islamic values into their proposed business ideas, while over 60% were able to design simple but feasible social enterprise concepts addressing real social problems. Participants also reported increased awareness, empathy, creativity, and leadership skills as outcomes of the activity. The findings highlight that experiential learning-based sociopreneurship training is an effective method for cultivating youth’s capacity to initiate social change through entrepreneurial action. This program not only enhanced students’ knowledge and skills but also inspired them to become agents of positive transformation in their communities. It is recommended that schools establish follow-up initiatives, such as sociopreneur clubs, mentoring schemes, and project incubation programs, to ensure the sustainability and further development of students’ social enterprise ideas.

The phenomenon of gang fights between groups has become a serious problem for all parties. Gang fights reflect the fragility of social control and the weak internalization of values of discipline and tolerance among teenagers. In addition, the cause of gang fights carried out by a number of students is based on pride and environmental influences that encourage them to engage in deviant behavior or even criminal acts. This study aims to describe the definition and characteristics of gang fights, examine gang fights as a form of social deviance, and identify the social deviance impacts caused by gang fights. This study uses a qualitative approach. Data collection was conducted through in-depth interviews and literature review. The study concluded that forms of social deviance such as gang fights are learned through intensive social interaction within peer groups, as explained by Differential Association Theory. Thus, gang fights as deviant behavior do not simply arise spontaneously, but are the result of a continuous social learning process in a supportive environment, where values of violence and group solidarity are formed and passed down from one individual to another. 

This study aims to systematically examine the use  of interactive physics e-modules based in Problem-Based Learning (PBL) in improving students’ critical and creative thinking skills. The research method employed a Systematic Literature Review (SLR) following the PRISMA protocol. Literature search was conducted through online databases such as Google Scholar, Garuda, OneSearch, and Publish or Perish using keywords: “interactive e-module”, “problem-based learning”, “students’ critical thinking”, “students’ creative thingking”, and “physics learning media”. After applying inclusion-exclusion criteria, 30  relevant articles were selected for analysis. The findings indicate that PBL-based e-modules are effective in enhancing higher-order thinking skills, particularly in analyzing problems, providing logical arguments, and generating innovative solutions. Moreover, interavtive e-modules contribute significantly to increasing student motivation and active participation during the learning process. Therefore, the use of PBL-based interactive physics e-modules can serve as a strategic alternative for educational innovation in the digital era, especially in fortering students’ critical and creative thinking abilities.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.

This study describes the role of leadership in improving the quality of education through School Based Management which is applied at S MI Roudlotul Jannah Prambon with the formulation of the research problem: What is the role of leadership in improving the quality of education, What are the supporting and inhibiting factors in improving the quality of education through School Based Management . The method used is a qualitative approach with a case study approach. Data collection techniques are used by observation, interviews and documentation studies. Data analysis techniques are made by data reduction, data display and conclusion (verification) and data validity. The results of this study indicate that school principals have implemented SBM to improve the quality of education with the following activities: First, madrasah heads have planned and evaluated school programs, curriculum management and teaching and learning processes, student services, human resource management, financial management, facility management and Infrastructure and School-Community Relations. Second; the head of the madrasa plays a role as; Supervisors, Managerial and Educators thus the leadership role of the head of the madrasa at MI Roudlotul Jannah in order to improve the quality of education, has been quite well demonstrated by the graduation standards which increase every year. Third; supporting and inhibiting factors include: Supporting: Visionary Leadership, Qualified Teachers, Relevant Curriculum, Parental and Community Participation and Adequate Facilities; Barriers: Technology and Globalization Challenges, Lack of Funding Sources, Inadequate Evaluation and Monitoring, Lack of Access to Technology and Infrastructure.