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This study aims to increase student interest in Social Studies (IPS) through the use of varied learning media in third-grade students at SD Pembangunan Laboratorium UNP. The typically boring nature of Social Studies learning can be addressed by presenting engaging media tailored to student characteristics. Varied learning media, such as educational videos, images, interactive games, and props, are expected to engage students, engage them, and enhance their understanding of the material. This study used a qualitative approach through observation and interviews to determine students' responses to the use of these media. The results showed that the use of diverse learning media increased student motivation and interest in Social Studies lessons. Students appeared more enthusiastic in discussions, asking questions, and completing assigned assignments. Thus, the use of varied media not only increased student interest but also strengthened their understanding of the material presented. This study recommends that educators at SD Pembangunan Laboratorium UNP optimize the use of varied learning media to improve the quality of Social Studies learning, thereby making the teaching and learning process more enjoyable and effective.

This research is motivated by problems related to obstacles in the ability to master English vocabulary, in which children find it very difficult to memorize English words, the accuracy of pronouncing English vocabulary delivered by the teacher, especially when memorizing vocabulary with more than one syllable as well as the presence of errors or inaccuracies in pronunciation and in answering the intended meaning during English learning activities. The reality found in the field shows that the children’s English vocabulary ability has not yet demonstrated significant success. Out of a total of 12 students, only 4 children have the expected level of ability. The purpose of this study is to describe efforts to improve children’s English vocabulary using the singing method. The benefits of this research include improving students’ English vocabulary skills, encouraging teachers to become more creative and innovative, and contributing to school quality improvement. This study uses Classroom Action Research (CAR) with two cycles, and each cycle consists of two meetings. The research was conducted at PAUD An-Nur located in East Pontianak. The improvement actions implemented showed satisfactory results. In Cycle I, children’s ability to pronounce English vocabulary reached 33%, which was still below the Minimum Mastery Criterion (MMC) of 70%. Furthermore, in Cycle II, the results reached 83%, which was already above the MMC. It can be concluded that the singing method is effective in improving children’s English vocabulary.

The use of Islamic music, especially nasyid, as a creative learning strategy in Islamic Religious Education (PAI) plays an important role in increasing students' motivation, understanding, and appreciation of religious values. This study uses a qualitative descriptive method to describe in depth how nasyid can be used as an innovative and effective learning medium to enrich the IRE teaching process. The findings show that the application of nasyid in the teaching and learning process can create a more interesting, interactive, and enjoyable learning atmosphere. This condition has been proven to encourage active student participation, making learning activities more meaningful and memorable. In addition, nasyid effectively helps students improve their memory and ability to memorize religious material in an easier and more enjoyable way. The positive impact is not only seen in cognitive aspects but also in the overall formation of students' religious character. Through nasyid, moral and spiritual values can be instilled more deeply, naturally, and continuously in everyday life. However, this study also found several obstacles, such as limited supporting facilities and the need to develop teachers' competencies in optimally applying nasyid as a learning medium. Therefore, the use of nasyid in PAI learning can be seen as a strategic innovation that has the potential to improve the quality of religious education holistically and have a positive impact on the development of students in a dynamic and challenging modern era.  

The digital era brings great opportunities for improving the quality of learning, but it also presents challenges in the form of dependence on gadgets, reduced social interaction, and the risk of exposure to age-inappropriate content. This study uses a qualitative descriptive approach based on a literature review by analyzing various theoretical sources and previous research findings. The results of the study show that educators need to implement learning strategies that balance digital and non-digital activities so that all aspects of children's development cognitive, language, motor, socio-emotional, and moral can be optimally stimulated. Effective strategies include play-based learning, project-based learning, integration of educational digital media, collaboration with parents, and the creation of a learning environment rich in stimulation. By applying these strategies, children not only develop intellectually but also build character, creativity, and social skills. The key. Improving educators' digital literacy and active supervision from parents are the keys to the success of adaptive and humanistic early childhood education in the digital era.

Equality in education and employment is an important foundation for realizing social justice as mandated by Pancasila and the 1945 Constitution. Equality means that every individual has the same rights to access, treatment, and opportunities without discrimination based on gender, religion, ethnicity, social status, or physical condition. In education, equality is realized through equal access to learning facilities, an inclusive curriculum, and equal opportunities for all students to develop. Meanwhile, in the field of employment, equality includes fair opportunities in recruitment, promotion, training, and commensurate income. Education plays a strategic role in building awareness of equality by instilling the values ​​of empathy, tolerance, and social justice. A multicultural approach and inclusive education are key to shaping students who value diversity and reject discrimination. Although various policies have been implemented, such as the Smart Indonesia Card (KIP) and affirmative action programs for marginalized groups, challenges such as socio-economic inequality, discrimination, the digital divide, and weak policy implementation remain major obstacles. Therefore, comprehensive efforts are needed, encompassing policy reform, improving teacher quality, and implementing pluralism-based character education to create a just, inclusive, and equal Indonesian society.

This study aims to strengthen the role of students' contributions in improving their understanding of Social Studies (IPS) subjects at SMP Negeri 4 Takalar using the Problem-Based Learning (PBL) method. The method used in this study is Classroom Action Research (CAR) with a qualitative approach that combines observation, interviews, and initial and final exams to assess the effectiveness of teaching. The results of the study indicate that the implementation of the PBL method is successful in improving students' activeness and critical thinking skills in understanding the IPS material, despite challenges such as adaptation to the service and limitations in learning media. The evaluation of this service program emphasizes the importance of good cooperation between universities and schools as well as continuous support for students so that the service provided can provide an optimal impact on improving the quality of education and developing students' interpersonal skills. These findings contribute to the development of active learning strategies that facilitate improving the quality of education at the junior high school level.

Electronic Medical Records (EMR) are crucial for the quality of healthcare services, but compliance remains a challenge. This study analyzed factors influencing compliance among healthcare workers at a type B private hospital in North Jakarta using a quantitative cross-sectional design with 58 respondents through total sampling. Data were obtained through questionnaires related to individual factors (age, length of service, knowledge), psychological factors (attitude, motivation), and organizational factors (leadership, work design, rewards). The results showed that 72.4% of respondents were compliant. The chi-square test revealed a significant relationship between compliance and age (p=0.042), length of service (p=0.000), knowledge (p=0.001), attitude (p=0.017), motivation (p=0.002), leadership (p=0.046), and rewards (p=0.010), while work design was not significant (p>0.05). Multivariate analysis found age, length of service, knowledge, and leadership as the dominant factors. Healthcare workers with younger age, shorter tenure, good knowledge, positive attitudes, high motivation, good leadership, supportive work designs, and adequate reward systems tend to have higher compliance rates. Improving compliance in completing EMRs depends not only on individual factors but also requires organizational support through effective leadership and management systems. Recommended interventions include improving digital literacy, regular training, strengthening a work culture that emphasizes the importance of medical documentation, and implementing peer learning strategies among healthcare workers to accelerate adaptation and share best practices in completing EMRs.

The era of educational transformation demands that primary education institutions, such as madrasah ibtidaiyah, possess human resources (HR) that are adaptive, innovative, and capable of navigating the dynamics of global change. Collaborative leadership has emerged as a strategic approach to fostering an organizational culture that is open, participatory, and oriented toward improving the quality of learning. This article aims to examine the role of collaborative leadership in the development of human resources in madrasah ibtidaiyah during the era of educational transformation. The research method employed is a Systematic Literature Review (SLR), analyzing various studies and literature related to collaborative leadership, HR development, and educational transformation. The findings indicate that collaborative leadership can strengthen internal collaboration, promote learning innovation, enhance teacher competencies, and create a learning environment that is responsive to change. The implications of this study highlight the importance of strengthening a collaborative culture in madrasah governance to realize excellent human resources.

School administration is a fundamental component in ensuring effective and high-quality education in elementary schools. This study aims to describe the concept of effective school administration, the essential administrative components that must be designed and managed, and the factors influencing its success in supporting educational quality improvement. A qualitative approach was employed, focusing on naturally occurring administrative processes within elementary educational institutions. Data were obtained through literature review on the management of curriculum, students, educational staff, finance, facilities, and school–community relations. The findings indicate that effective school administration must be carried out systematically through core management functions, including planning, organizing, implementing, and monitoring. The success of school administration is strongly influenced by the leadership of the principal, the competence of teachers and staff, the utilization of information technology, accountable financial management, adequate facilities, and community participation. Therefore, strengthening school administration becomes a key strategy in creating an orderly, efficient, and student-oriented educational process to improve learning quality in elementary schools.

The improvement of Islamic elementary education quality largely depends on the competence of teachers as the primary agents of learning. In the context of Madrasah Ibtidaiyah (MI), the challenges of globalization and the implementation of the Merdeka Curriculum demand teachers to develop professionally, innovatively, and with strong Islamic values. This study aims to analyze the integration of transformational leadership and organizational culture in enhancing the quality of teachers’ human resources in MI. A qualitative approach with a case study design was employed at three Islamic elementary schools in Central Java. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model with source and method triangulation for validation. The findings reveal that transformational leadership practiced by school principals plays a crucial role in building teachers’ motivation, commitment, and change orientation through exemplary behavior, inspiration, and empowerment. Meanwhile, an organizational culture rooted in Islamic values strengthens collaboration, professionalism, and shared responsibility among teachers. The integration of these two elements creates a synergistic effect that enhances teachers’ pedagogical, professional, and spiritual competencies. It can be concluded that transformational leadership combined with a strong organizational culture serves as an effective strategy to sustainably improve teacher quality in Madrasah Ibtidaiyah..

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.

This study aims to analyze the transformation of the educational pattern at the Indonesian Naval Academy (AAL) from a four-year to a three-year system and its impact on graduate competencies and operational readiness. This educational system change responds to budget efficiency needs and accelerated officer formation filling, yet raises questions about the new system's ability to maintain the quality of officer education. The research employs a mixed methods approach with a concurrent embedded design, involving 250 respondents comprising graduates from both educational systems, AAL instructors, and unit commanders receiving graduates. Quantitative data were collected through structured questionnaires and analyzed using descriptive and inferential statistics (independent sample t-test and regression), while qualitative data were obtained through in-depth interviews, observations, and document studies analyzed using thematic analysis. Results indicate no significant difference in overall Grade Point Average (GPA) between the two groups (p=0.470), but significant differences in competency patterns emerged: four-year system graduates excelled in theoretical competencies (p=0.001), while three-year system graduates excelled in practical competencies (p=0.003). Operational readiness evaluation shows that four-year system graduates obtained higher scores (82.5) compared to three-year system graduates (78.3), with significant differences (p=0.012), particularly in strategic leadership and complex decision-making aspects. Qualitative analysis identified five major themes: high learning time pressure, orientation shift from comprehensive to pragmatic, gaps in character formation and corps values, concerns about theoretical understanding depth, and need for more intensive post-graduation mentoring programs. This study concludes that educational time compression successfully increased operational efficiency but involved trade-offs in learning depth and professional maturity. To optimize the three-year educational system, a comprehensive approach is required, including curriculum revision with integrated learning methods, utilization of modern learning technology, strengthening of leadership development programs, and development of continuous professional mentoring systems. The recommendations of this research are expected to provide input for AAL and the Indonesian Navy in refining the officer education system to produce officers who are not only technically competent but also mature in leadership and strong in character.

This study is motivated by the importance of implementing School-Based Management (SBM) as a decentralization strategy in education to enhance management effectiveness and improve the quality of learning in public elementary schools. Many schools still face challenges such as low teacher performance, limited community participation, and weak transparency and accountability in educational management. The purpose of this study is to analyze the implementation of SBM principles in improving teacher performance and the quality of learning at the elementary school level. The research method employed is qualitative with a descriptive approach, based on a literature review drawn from various scholarly journals, books, and official documents relevant to SBM, teacher performance, and learning quality. The results show that SBM plays a crucial role in strengthening school autonomy, increasing stakeholder participation, and fostering transparent and accountable management systems. Through democratic school leadership and a collaborative work culture, SBM enhances teacher professionalism and encourages innovation in the learning process. Therefore, SBM proves to be an effective approach to achieving sustainable improvement in the quality of elementary education.

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

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.

The rapid development of Artificial Intelligence (AI) has opened new opportunities for teachers in designing instructional materials. This study aims to describe the effectiveness of using Perplexity AI in designing Natural and Social Science Knowledge (IPAS) materials in elementary schools. Using a quantitative descriptive approach, data was collected through questionnaires from three elementary school teachers as a preliminary study (pilot study). The indicators measured included ease of use, time efficiency, material quality, and usefulness. The research results indicate that Perplexity AI is highly effective, with an overall average score of 4.29, falling into the "Good" category. These findings demonstrate that Perplexity AI significantly supports teachers in organizing systematic lesson plans and improving teaching material preparation. This research provides a foundation for the broader implementation of AI tools in the education sector, suggesting that AI can be an effective aid in the development of educational content, ultimately enhancing the teaching and learning experience in schools.

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 study compares the educational evaluation systems in Indonesia and Finland and their implications for learning quality. The method used is a library study, collecting data from literature related to educational evaluation policies in both countries. The educational evaluation system in Indonesia is quite complex, implementing various forms of assessment, such as homework (PR), daily tests, mid-semester assessments (PTS), final semester assessments (PAS), and school exams (US). Indonesia also implements the Minimum Completion Criteria (KKM) as a requirement for student graduation. In contrast, Finland implements a simpler evaluation system with an emphasis on formative evaluation, a reduced number of exams, and the absence of the KKM or National Exam (UN). In the Finnish system, students are not held back from a grade, and evaluation is conducted throughout the learning process, focusing on students' continuous development. The results of this study indicate that differences in evaluation systems have a significant impact on learning methods and the development of educational quality in each country. The implication is the need to adapt evaluation policies that integrate holistic and formative aspects to improve learning quality, particularly in Indonesia.

This study aims to examine the role of National Education Standards (SNP) in realizing a quality and equitable education system in Indonesia. The method used is descriptive qualitative with a literature study approach to various scientific sources discussing the implementation of SNP, including educator professionalism, education management, and quality equity between regions. The results of the study show that the SNP functions as the main instrument for quality assurance as well as a strategy for educational equity through eight standards that must be met by each educational unit. The implementation of the SNP has been proven to improve the quality of learning, the competence of educators, and the accountability of school management. In addition, the SNP plays a role in narrowing the gap in educational quality between regions by establishing uniform performance indicators at the national level. However, implementation in the field still faces obstacles in the form of limited human resources, infrastructure, and uneven policy support. Therefore, collaboration among stakeholders is needed to optimize the implementation of the SNP through continuous training, managerial supervision, and strengthening of the internal quality assurance system in schools. This study confirms that the SNP is a strategic foundation for building a quality, inclusive, and equitable national education system in the era of educational transformation.

This study aims to apply the Discovery Learning model in teaching the solar system in grade VI at SDN Patrang 02 Elementary School in Jember Regency. This model was chosen to overcome learning problems that are still teacher-centered and do not provide opportunities for students to think critically and discover concepts independently. Through this approach, it is hoped that students can be more active, creative, and understand the concept of the solar system more deeply through a direct discovery process. The research method used was descriptive qualitative with a participatory strategy. Activities were carried out through the stages of planning, implementation of learning, observation, and reflection with teachers and students. Data were collected through observation of learning activities, interviews with teachers, and documentation during the learning process. Data analysis was conducted descriptively to describe the effectiveness of the Discovery Learning application in improving the quality of learning.The results of the study indicate that the application of Discovery Learning can increase student active participation, critical thinking skills, and understanding of the solar system concept. Teachers also experienced an increase in their ability to design and implement student-centered learning. In addition, this activity encourages the formation of a collaborative learning culture and the growth of teacher leadership in learning innovation in elementary schools.