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This study aims to discover the influence of teacher leadership and teacher communication skills on students' learning motivation in the Economics subject among tenth-grade students at SMA Negeri 1 Momunu, Buol Regency, Central Sulawesi Province. The study employed a quantitative approach using a descriptive study method. Primary data were collected by distributing questionnaires to tenth-grade students at SMA Negeri 1 Momunu, Buol Regency, Central Sulawesi Province. The total population consisted of 128 students, and a sample of 56 respondents was selected using simple random sampling. Data analysis was conducted using multiple linear regression with the assistance of SPSS 21 software. The results of the study indicate that: (1) Teacher leadership has a positive and significant influence on students' learning motivation in Economics subject; (2) Teacher communication skills also have a positive and significant influence on students' learning motivation; and (3) Teacher leadership and communication skills simultaneously have a significant influence on students learning motivation in the Economics subject. This is supported by the coefficient of determination (R Square) value of 0.458, which means that 45.8% of the variance in students' learning motivation can be explained by teacher leadership and communication skills. In other words, Improved teacher leadership and communication skills are positively associated with increased student motivation in learning the Economics subject among tenth-grade students at SMA Negeri 1 Momunu, Buol Regency, Central Sulawesi Province. Therefore, it is important for teachers to continuously develop their leadership qualities and communication abilities as integral components of an effective and motivating learning environment. The remaining 54.2% is influenced by other variables not examined in this study.

Indonesia, as a tropical country, has a high potential for the spread of infectious diseases, including conjunctivitis, or inflammation of the eye membranes. Densely populated residential environments such as Islamic boarding schools and boarding schools are vulnerable to the transmission of this disease due to intense interaction and suboptimal hygiene. Based on various studies, the prevalence of conjunctivitis is quite high among adolescents, especially in boarding-based educational environments. This condition not only disrupts comfort but also impacts the learning and worship processes of students. As a form of promotive and preventive efforts, a health education program themed "Healthy Eyes, Enthusiastic Learning: Recognize and Treat Eye Pain" was conducted at SMK IT Subulussalam Samarinda. This activity aimed to increase students' knowledge about the causes, transmission, and prevention of conjunctivitis, with the hope of encouraging behavioral changes towards a clean and healthy lifestyle. The education was conducted through interactive lectures, discussions, and question-and-answer methods. The results of the activity showed an increase in students' understanding of the importance of maintaining eye and environmental health. It is hoped that this activity can be a real contribution to the pharmacist profession in supporting the creation of a healthy and productive learning environment among adolescents.

This paper aims to examine in depth the application of the behaviorist learning theory proposed by Edward Lee Thorndike in the learning process of Catholic Religious Education. Thorndike emphasized that the learning process occurs through the relationship between stimuli and responses, which are strengthened through repeated practice and reinforcement. This reinforcement can be in the form of awards such as praise and prizes, or punishments that function to strengthen or weaken certain responses. In this study, the author also describes in detail the basic laws in Thorndike's theory which are the foundation for implementing the behaviorist approach in teaching and learning activities. Furthermore, this theory can be applied practically in Catholic Religious Education learning by providing appropriate stimulus and reinforcement to students through directed learning activities. The stimulus and reinforcement have the potential to encourage changes in attitudes and behavior in a more positive direction, in accordance with the values ​​of the Catholic faith. Therefore, teachers as learning facilitators need to develop learning strategies that are planned, structured, and able to shape students' character and faith comprehensively and continuously.

This study aims to examine the implementation of the cooperative learning model Think Pair Share (TPS) in improving students’ learning outcomes in Arabic language learning at Pesantren Paqusatta, as well as to identify the supporting and inhibiting factors in its application. This research employs a qualitative descriptive method and is categorized as field research. Data were collected through observation, interviews, and document studies using a descriptive technique. The findings reveal that the implementation of the Think Pair Share model in Arabic language learning is effective in enhancing students’ learning outcomes and engagement. Students became more active and confident through the three main stages of the Think Pair Share model: first, providing a question or problem for students to think about individually (think); second, asking them to discuss in pairs (pair) to share answers and refine their understanding; and third, selecting several pairs to present their discussion results in front of the class (share), followed by correction and feedback. The supporting factors include providing opportunities for students to think independently, encouraging peer discussion, presenting ideas in front of the class, fostering collaboration among students, accelerating comprehension of learning materials, and helping improve Arabic speaking skills. Meanwhile, the inhibiting factors consist of limited vocabulary, difficulties in constructing sentences, students’ shyness or lack of confidence and fear of making mistakes when speaking, the need for more time in discussion and presentation, and limited facilities.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

Specific research on factors influencing career maturity, including learning motivation and Buddhist Pancasila at Donorojo 1 Public High School, Jepara Regency, is still lacking. This study uses a quantitative method with a causal associative research design. The research population consists of 52 students, and the sample used is the entire student body. The data collection method is a questionnaire. The instrument used in this study is a questionnaire sheet. The data analysis technique uses inferential statistical analysis. The results of data analysis show that there is a significant positive effect between learning motivation and career maturity of 69.4%. In addition, there is a significant positive relationship between Buddhist Pañcasila and student career maturity of 64.9%. Furthermore, there is a significant positive relationship between learning motivation and Buddhist Pañcasila and student career maturity of 82.5%. It can be concluded that the higher a person's learning motivation, the stronger the student's career maturity. In addition, the better the quality of the student's Buddhist Pañcasila, the higher the student's career maturity. Thus, the higher the learning motivation and the better the Buddhist Pañcasila, the stronger the student's career maturity will be.

This study aims to examine the role of self-efficacy as a mediator in the influence of achievement and learning interest on the practical ability of engine tune-up in eleventh grade students of the Light Vehicle Engineering Expertise Program at Muhammadiyah Seputih Raman Vocational High School. This study used an ex post facto method with a population of all students totaling eighty-four students and the sampling technique was carried out saturated. The research instrument was prepared in the form of a questionnaire, then tested for validity with product moment correlation and reliability using the Cronbach's Alpha coefficient so that the instrument is suitable for use in obtaining data. The results showed that learning achievement has a positive influence on practical ability, as well as learning interest is proven to have a positive influence. Simultaneously, both variables contribute significantly to the practical ability of engine tune-up, while self-efficacy plays an important role in strengthening the relationship between learning achievement and learning interest with students' practical ability, so that the higher the self-efficacy, the more optimal the practical ability achieved..

This study aims to analyze the influence of using non-digital or “traditional” learning media on the learning concentration of Grade X students in Islamic Religious Education (PAI). The background of this research is based on the phenomenon of increasing student distractions caused by the use of gadgets and digital media, which often reduce focus during the learning process. Therefore, alternative learning strategies are needed by utilizing simple media that emphasize direct interaction between teachers and students. The research method used is quantitative with a survey approach through questionnaires distributed to Grade X students as respondents. The study population consists of all Grade X students at one senior high school, with the sample determined using Slovin’s formula to ensure representativeness. Data were analyzed using simple regression techniques to measure the extent of the influence of non-digital learning media on students’ concentration levels in PAI learning. The results of the study show a positive and significant effect, where non-digital learning media such as blackboards, flashcards, and simple teaching aids were proven to help increase focus, reduce distractions, and strengthen comprehension of religious subject matter. In addition, the use of traditional media encourages active student participation through discussions and hands-on activities, making the learning process more interactive. Thus, this study concludes that non-digital learning media remain relevant as effective alternatives, particularly in PAI learning for Grade X students, and can serve as a practical solution in addressing the challenges of the digital era, which is filled with potential distractions.

Elementary education is the fundamental stage in shaping students’ character, attitudes, and learning motivation. Learning interest plays a vital role in determining students’ success in understanding and mastering the lessons. However, differences in background, abilities, and learning styles often cause significant variations in students’ interest. Therefore, it is necessary to apply an analytical method that can group students based on their level of learning interest so that teachers can provide appropriate learning strategies. This study aims to implement the K-Means Clustering algorithm to identify the learning interest of students at Sekolah Dasar Negeri Puu Naga. The research method used is a quantitative approach with data collected through questionnaires consisting of several indicators of learning interest, such as perseverance in completing assignments, enthusiasm during lessons, attention to teacher explanations, and participation in class activities. The collected data were then analyzed using the K-Means algorithm to form several clusters of learning interest. The data processing stages included determining the number of clusters, selecting the initial centroid, calculating the distance of data to the centroid, grouping data, and iterating until a stable clustering result was achieved. The results of the study show that the K-Means algorithm successfully grouped students into three main categories, namely high, medium, and low learning interest. Students in the high-interest group consistently demonstrated active learning behavior and strong intrinsic motivation, while those in the medium group showed fluctuating interest influenced by external factors such as the learning environment and teaching methods. Meanwhile, students in the low-interest group displayed a lack of attention and motivation, thus requiring special interventions. These findings provide valuable insights for the school, especially teachers, in designing adaptive and personalized teaching strategies. In conclusion, the application of the K-Means algorithm is proven effective as an analytical tool to identify students’ learning interest.

Penelitian ini bertujuan untuk memahami strategi komunikasi orangtua dalam membatasi penggunaan ponsel anak usia 8–10 tahun di Dukuh Kayon, Desa Batursari, Kecamatan Mranggen, Kabupaten Demak. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan lima informan orangtua dari latar belakang sosial ekonomi berbeda. Hasil penelitian menunjukkan bahwa pola komunikasi orangtua bervariasi antara otoritatif, permisif terbatas, dan dialogis. Pola komunikasi dialogis dengan pendekatan active mediation lebih efektif dalam menumbuhkan literasi digital serta membentuk disiplin belajar anak. Kendala yang dihadapi orangtua meliputi keterbatasan waktu, tekanan sosial dari lingkungan teman sebaya, serta tuntutan akademik berbasis digital. Penelitian ini menyimpulkan bahwa strategi komunikasi dialogis yang konsisten, ditopang kolaborasi sekolah dan komunitas, dapat memperkuat pengasuhan digital dan meminimalkan dampak negatif penggunaan ponsel pada anak.

This study aims to examine the effect of applying Dual Coding-based audiovisual learning methods on the learning comprehension of fifth- and sixth-grade students at SDN 2 Korowelanganyar. The research background arises from the issue of low student understanding due to monotonous teaching methods and lecture dominance. Dual Coding integrates verbal (audio) and visual (images, videos) channels, making information easier to process and retain. This research employed a quantitative approach with a quasi-experimental design, namely the Nonequivalent Control Group Design. A total of 60 students were involved, divided into experimental and control groups. Data were collected through pretest and posttest, then analyzed using a t-test. Results indicated no significant difference between groups in the pretest. However, the posttest revealed a significant difference, with the experimental group achieving a higher mean score (94.67) compared to the control group (84.00). These findings demonstrate that audiovisual Dual Coding significantly improves students’ learning comprehension. Therefore, this method can serve as an effective and interactive learning strategy aligned with the cognitive development of elementary school students.

Science education at the junior high school level demands learning strategies that encourage active student engagement as well as enhance conceptual understanding. The low learning outcomes of students in the science subject of ecosystem materials emphasizes the need for learning innovations that focus on student activities. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) learning model in improving the learning outcomes of grade VIII students of SMP Negeri 1 Tumpaan. The research was conducted in the form of Classroom Action Research with two cycles, each of which included the planning, implementation, observation, and reflection stages. The subjects of the study were 30 students of grade VIII. The research instrument is in the form of learning outcome tests given at the pre-cycle stage, post-test cycle I, and post-test cycle II. Data were analyzed using descriptive statistics and repeated measurement tests to ascertain the significance of improving learning outcomes. The results showed an increase in students' average scores from 58 in the pre-cycle to 75.33 in the first cycle, and 79.5 in the second cycle. The percentage of learning completeness also increased from 20% to 66.67% in the first cycle, and reached 80% in the second cycle. Repeated measurement analysis showed significant differences between stages with strong positive correlation values. These findings confirm that PBL is effective in improving science learning outcomes, encouraging active student involvement, and improving the equitable distribution of achievement in the classroom. This research has implications for the importance of implementing PBL as an innovative learning strategy in junior high schools to support the achievement of science literacy and 21st century skill development

This study aims to highlight the effectiveness of the Directed Research Method in science classes highlighting Heat Transfer and Its Benefits in Daily Life for fifth-grade students at SD Negeri 060837 Medan. Considering the use of quantitative data, this study falls into the quantitative research category. The approach used is a quasi-experimental method, characterized by changing standard conditions to specific conditions, while monitoring and regulating external factors that may affect the research results. The study design involved two classes that received different treatments. A striking difference was seen in the science learning achievement of students taught with the Directed Research Method compared to those who did not receive the intervention. This was reflected in the average post-test results reaching 75.2 for students who learned using the Directed Research Method, while the average post-test results for students taught with the traditional method were 74.2. These findings indicate that students who participated in learning through the Directed Research Method obtained higher average scores in science lessons compared to those who did not receive the treatment. This test was applied to test the hypothesis. The t-test analysis of the learning outcomes of both classes showed a t-test value that exceeded the t-table value, namely 4.46 compared to 1.669. The acceptance of Ha shows that the Directed Research Method successfully supports the teaching of Heat Transfer and Its Benefits in Daily Life to fifth-grade students at SD Negeri 060837 Medan in the 2024/2025 academic year. Therefore, it can be concluded that the Directed Research Method has a significant influence on science lessons that discuss Heat Transfer and Its Benefits in Daily Life.

This study aims to examine the extent to which school principals’ policies influence student achievement at MTs Negeri 1 Bolaang Mongondow Timur. The role of the principal as the leader of an educational institution is not only limited to administrative functions but also extends to strategic decision-making that directly affects the learning process and students’ academic outcomes. Therefore, this research seeks to provide empirical evidence regarding the relationship between principals’ policies and student learning achievement. The research employed a quantitative method with a descriptive approach. Data were collected through questionnaires distributed to students, documentation of academic records, and direct observation within the school environment. The population of this study comprised all students at MTs Negeri 1 Bolaang Mongondow Timur. The sample was determined using a purposive sampling technique to ensure that the respondents met the research criteria. Data analysis was conducted using Pearson’s correlation to measure the strength of the relationship between variables and the coefficient of determination to determine the extent of the principal’s policy contribution to student achievement. The findings revealed a significant and positive influence of the principal’s policies on student academic performance. The Pearson correlation coefficient obtained was 0.877, indicating a very strong relationship. Furthermore, the coefficient of determination of 77% showed that the principal’s policies contributed substantially to students’ academic achievement, while the remaining 23% was influenced by other factors such as family environment, individual motivation, and supporting infrastructure. In conclusion, the study highlights that school principals’ policies play an essential role in creating a conducive learning environment and supporting the improvement of student achievement. The implications of this research emphasize the importance of principals formulating adaptive, participatory, and student-oriented policies to enhance the quality of education at MTs Negeri 1 Bolaang Mongondow Timur.

This research is driven by the low level of student motivation in completing homework at SD Negeri 104237 Dalu Sepuluh B. Motivation serves as a key factor that encourages students to be enthusiastic about learning. This study applies a descriptive qualitative method, which aims to present events or facts as they occur in the field, where the researcher acts as the main instrument in the process. Data were collected through observation, interviews, and documentation. The findings reveal that students’ motivation to do homework at SD Negeri 104237 Dalu Sepuluh B is relatively low. This is reflected in the first indicator, namely the willingness to make efforts despite repeated failures, where students appear indifferent toward homework assignments. The second indicator concerns the habit of completing homework early, which shows that students rarely work on assignments and only do so when they have spare time. The third indicator is activeness during lessons, where students are less engaged in responding to teachers, resulting in minimal interaction between students and teachers in the classroom, and their attention to lessons is limited. The fourth indicator relates to punctuality in submitting homework, as students are less disciplined in turning in assignments, often prioritizing tasks from the Islamic boarding school. The main inhibiting factor of students’ motivation in doing homework is the busy schedule of boarding school activities, which makes it difficult for students to manage their time to complete assignments.

The Children’s Reading and Learning Corner program is a community service activity implemented by Group 7 of the Community Service Program (KKN) from Universitas 17 Agustus 1945 Jakarta in Kalibaru Subdistrict, North Jakarta. This program was designed to address the challenge of low reading interest and the limited access to learning facilities among children in the local community. The main target of the activity was children aged 5–8 years, with the objective of increasing reading interest, strengthening basic cognitive skills, and fostering positive learning habits from an early age. The program was carried out through interactive learning methods with a thematic approach, combined with group discussions, question-and-answer sessions, shared reading, and simple practices that encouraged active participation. The learning materials covered Basic Mathematics, Indonesian Language, and General Knowledge, all adjusted to the children’s comprehension levels. In addition, a coloring competition was held to foster creativity, train fine motor skills, and create a fun and engaging learning atmosphere. Evaluation results indicated a significant improvement in children’s enthusiasm for learning, better understanding of the provided materials, and more active involvement during the sessions. The children also demonstrated increased self-confidence, particularly when asked to read aloud or answer questions in front of their peers. Furthermore, the provision of a bookshelf in the community hall became a strategic step to establish a sustainable reading space that could be used outside of program hours. Overall, the program successfully achieved its intended goals and is considered feasible to be expanded to other areas. Additional support in the form of a wider collection of books, more creative learning media, and consistent community involvement will be key factors in ensuring the sustainability and long-term impact of the program.

This study aims to address the low learning process and outcomes of students in mathematics in grade IV of State Elementary School 138/II Daya Murni. The type of research used is classroom action research (CAR), which is carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects in this study were 13 students, and the implementation was carried out in the second semester of the 2025 academic year. Data were collected through observation, field notes, documentation, and learning outcome tests. Based on the results of the study, the Take and Give Type Cooperative model was proven to be able to improve the learning process and outcomes of students. In the first cycle, the involvement of educators in teaching was recorded at 66.66%, while in the second cycle it increased to 73.33%. Likewise, student involvement in the learning process increased from 46.61% in the first cycle to 69.23% in the second cycle. A significant increase was also seen in the completeness of student learning outcomes. In cycle I, the learning achievement rate reached 76.92%, and in cycle II, it increased to 84.61%. The implementation of the Take and Give Cooperative Model has proven effective in improving the quality of learning, both in terms of process and outcomes. Therefore, this model can be a useful alternative for educators in increasing student engagement and learning outcomes in grade IV.  

Traditional games are an important part of cultural heritage that carry educational values and can serve as an enjoyable and effective learning medium for children. Through the Community Service Program (KKN), university students organized traditional game competitions during the Independence Day celebration with village children. The activities aimed not only to provide entertainment but also to foster children’s learning motivation, enhance social interaction, and develop their personal character. This study employed observation, interviews, and documentation to collect accurate data. A total of 30 children were recorded as participants, although the actual number of participants in the competitions was higher. Ten children were purposively selected as interview respondents to gain deeper insights into their experiences. The results revealed that most children felt happy and enthusiastic while participating in the competitions. They also acquired important educational values such as teamwork, concentration, patience, perseverance, and enthusiasm for learning. Moreover, the majority of respondents stated that participating in the traditional games motivated them to be more engaged in school learning and encouraged them to study harder after the activities. Therefore, the revitalization of traditional games during the Independence Day celebration can serve as an effective alternative medium to enhance children’s learning motivation, strengthen social interaction, and preserve local cultural heritage. This study suggests that integrating cultural activities into educational practices can positively influence children’s attitudes toward learning while maintaining the community’s cultural identity.

Traditional games are an important part of cultural heritage that carry educational values and can serve as an enjoyable and effective learning medium for children. Through the Community Service Program (KKN), university students organized traditional game competitions during the Independence Day celebration with village children. The activities aimed not only to provide entertainment but also to foster children’s learning motivation, enhance social interaction, and develop their personal character. This study employed observation, interviews, and documentation to collect accurate data. A total of 30 children were recorded as participants, although the actual number of participants in the competitions was higher. Ten children were purposively selected as interview respondents to gain deeper insights into their experiences. The results revealed that most children felt happy and enthusiastic while participating in the competitions. They also acquired important educational values such as teamwork, concentration, patience, perseverance, and enthusiasm for learning. Moreover, the majority of respondents stated that participating in the traditional games motivated them to be more engaged in school learning and encouraged them to study harder after the activities. Therefore, the revitalization of traditional games during the Independence Day celebration can serve as an effective alternative medium to enhance children’s learning motivation, strengthen social interaction, and preserve local cultural heritage. This study suggests that integrating cultural activities into educational practices can positively influence children’s attitudes toward learning while maintaining the community’s cultural identity.

The research question in this study is: Is there a difference in the impact of implementing the command teaching method and the reciprocal teaching method on the development of basic underhand passing techniques in volleyball? This study aims to compare the effectiveness of the command teaching method and the reciprocal teaching method on the learning achievement of basic underhand passing techniques in volleyball among students at SMP Negeri 3 Tondano. The research approach applied was an experiment with a ‘Randomized Two Group Pre-test and Post-test Design’. The research sample included 20 students, divided into two groups: 10 students were taught using the command method and 10 students using the reciprocal method. The instrument used was an evaluation of basic underhand passing techniques in volleyball. Data analysis used normality, homogeneity, and t-tests with a significance level of α = 0.05. The results of the study show that tcount = 2.69 > ttable = 2.101, which means there is a significant difference. This analysis shows that there is a difference in the impact of the command teaching method and the reciprocal teaching method on the development of basic underhand passing skills in volleyball among students at SMP Negeri 3 Tondano. The conclusion of this research is that the command teaching method is more effective than the reciprocal teaching method in improving basic underhand passing skills in volleyball.