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The innovation of learning-based instructional videos holds great potential to enhance interaction during the learning process. This study aims to evaluate the effectiveness of using learning-based videos compared to traditional teaching methods. Using a qualitative approach with classroom action research (CAR), data were collected from 91 students across two schools through questionnaires and direct observation. The findings reveal that video usage not only enhances students’ learning motivation but also fosters active engagement in class discussions. Visually and interactively presented videos assist students in understanding complex concepts, despite challenges such as technological limitations and insufficient teacher training. This study concludes that the innovation of video-based learning significantly contributes to improving teaching effectiveness and student motivation, emphasizing the need for improved technological infrastructure and teacher training to optimize technology-based learning.

The government has implemented various illiteracy eradication programs at both central and local levels. However, illiteracy remains high, with South Sulawesi ranking sixth nationally. This condition is influenced by the imbalance between the number of Non-Formal Education Units and target areas, limited human resources, as well as learner-related factors such as motivation, age, occupation, distance to learning sites, and monotonous teaching methods. Community learning services through literacy clinics using collaborative methods Reading, Writing Beginning, Structure, Analysis, and Synthesis, combined with project-based learning serve as alternative models to increase community participation and improve learning outcomes. The problem of this research is how the description of the implementation of basic literacy programs through the model "Community Learning Services Through Literacy Clinics"?, and how effective the model "Community Learning Services Through Literacy Clinics with the collaborative method approach?. The purpose of this study was to determine the description of the implementation model of basic literacy education programs and determine the effectiveness of learning outcomes. The results of the study illustrated that the basic literacy program was carried out in collaboration between the resources of the Non-formal Education Unit and the resources in the village/kelurahan government as the organizer and tutor Learning outcomes show that the Community Learning Service Model through the Literacy Clinic with a collaborative method approach was declared effective in improving student learning outcomes.

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.

This study aims to examine the contribution of educational psychology in the context of Christian education, particularly for educators, school principals, Christian Religious Education (CRE) teachers, Sunday school teachers, pastors, elders, and church servants. This theoretical study shows that educational psychology helps in understanding the characteristics of learners, optimizing teaching methods, building effective teacher-student relationships, and enhancing motivation and involvement in the learning and preaching process. The research method used is a descriptive qualitative approach, collecting data through a review of books, literature, journals, notes, and relevant reports. Educational psychology plays a significant role for all those involved in Christian education and ministry. CRE teachers and Sunday school teachers have a crucial role in instilling faith values in the younger generation by understanding the learning needs of children according to their cognitive and spiritual development stages. This enables them to deliver God's word in an engaging and meaningful way. Meanwhile, pastors, elders, and church servants require an understanding of educational psychology to carry out more wise pastoral ministry. Psychological understanding helps them provide spiritual guidance, counseling, and support for members who are struggling. Educational psychology also equips church servants to lead with empathy, listen with their hearts, and guide the congregation towards true spiritual restoration. The integration of educational psychology with Christian faith significantly impacts the improvement of learning and church ministry, producing individuals who are intellectually, emotionally, and spiritually balanced.

This research is motivated by the significance of inclusive education as a way to guarantee access and equity for students with special needs in Sidoarjo Regency. Even with robust national policies advocating for inclusive schools, their impact at the regional level is still not thoroughly examined. This study aims to assess the impact of inclusive school initiatives on enhancing educational access and equity of services. The aims are to (1) evaluate the access rates of students with special needs to both formal and non-formal education; (2) analyze equity of services in relation to facilities, teaching standards, and learning results; (3) pinpoint factors that facilitate and hinder implementation; and (4) develop policy suggestions for enhancing equitable services. The research utilizes a mixed-methods strategy incorporating a sequential explanatory framework that integrates quantitative survey information from 30 schools along with qualitative interviews conducted with policymakers, educators, and parents. The results show that the success of inclusive programs in Sidoarjo is intermediate, with significant differences between urban and rural schools. Leadership, teacher effectiveness, and collaboration across sectors stand out as crucial factors for success. The research indicates that maintaining inclusive education necessitates regional policy coordination, development of human resources, and data-driven monitoring to guarantee equity and equal learning chances for every student

Educational business incubation has become an important strategy for strengthening independence and innovation in elementary schools in the era of educational transformation. This approach allows schools to function not only as teaching institutions but also as centers for community-based economic and social empowerment. This study employs the Systematic Literature Review (SLR) method to analyze various scientific publications related to the implementation of educational business incubation, edupreneurship, and the strengthening of elementary school institutions. The findings indicate that educational business incubation programs can create alternative funding sources, expand opportunities for innovative learning, and reinforce a participatory culture within schools. Beyond financial aspects, business incubation also promotes cross-sector collaboration among schools, government, private sectors, and communities, thereby establishing a sustainable edupreneurship ecosystem. Through strategic and collaborative management, elementary schools can become independent, innovative institutions with high competitiveness in facing future educational challenges.

Analysis Of Student Learning Outcomes In The Implementation Of The Merdeka Currikulum In IPAS Learning For Grade IV Students At SDK Manumuti” aims to examine: (1) The Learning Planning in grade IV SDK Manumuti using teaching tools provided by the ministry of education and culture; (2) The Implementation of IPAS learning in grade IV based on the merdeka curriculum at SDK Manumuti; and (3) The Evaluation of IPAS learning in grade IV using the merdeka curriculum. This study employed field research with a qualitative approach. Data were collected through observation, interviews, and dokumentation, using both primary and secondary data sources. Data analysis techniques included data reduction, data display, and conclusion drawing. The findings show that: (1) Lesson Planning in grade IV SDK Manumuti has been carried out using the teaching materials provided by the ministry of education and culture; (2) The Implementation of IPAS learning is conducted properly in accordance with the designed teaching modules, consisting of initial activities, core activities, and closing activities; and (3) The Evaluation of learning in Grade IV SDK Manumuti refers to assessments provited by the ministry of education and culture, using formative assessments in each lesson. However, not all assessment have been implemented, particulary the diagnostic assessment which assesessment which has not yet been applied in every leasson.

This study aims to identify and analyze effective learning strategies for improving Qur’an reading and writing skills among elementary school students. The ability to read and write the Qur’an serves as an essential foundation for students’ spiritual, moral, and cognitive development, shaping their Islamic character from an early age. This research employs a descriptive approach using a literature study method that reviews various sources, including books, journals, and previous studies related to Qur’an learning at the elementary school level. The findings indicate that a combination of several innovative strategies proves to be highly effective in enhancing Qur’an literacy skills. These strategies include the use of engaging and interactive digital learning media, the application of contextual learning approaches that connect Qur’anic teachings to students’ daily lives, and the implementation of the Problem-Based Learning model to foster critical thinking and problem-solving skills. Furthermore, strengthening students’ intrinsic motivation through a supportive and religious learning environment plays a crucial role in maintaining learning interest and discipline. The integrated implementation of these strategies not only improves students’ technical ability to read and write the Qur’an but also reinforces their character, responsibility, and spiritual awareness in the context of Islamic education at the elementary level.

Narrative writing skills are crucial for the literacy development of elementary school students. However, many students face challenges in writing narrative essays due to limited vocabulary, grammar understanding, and imagination. Traditional teaching methods often fail to address these issues. This study explores the impact of AI-based Deep Learning on narrative writing skills. Using a quantitative approach with an experimental design, the research employed a pretest-posttest design with a nonrandomized control group. The study involved 65 students from SD 4 Sidomulyo, including 30 students from class IV A and 35 from class IV B. A nonprobability sampling technique with saturated sampling was used. Data was collected through tests, and content validity was applied for validation. Hypothesis testing with the Independent Samples t-test yielded a significance value of 0.001 (p < 0.05) and a calculated t-value of 3.472, which is greater than the t-table value of 2.0024. These results indicate that AI-based Deep Learning significantly affects narrative writing skills in elementary school students. Keywords: AI-Based Deep Learning, Narrative Writing Skills.

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.

This research aims to analyze the influence of Deep Learning on problem-solving skills, digital literacy, and student learning outcomes. The background of this research is based on the educational needs of the 21st century, which require students' critical thinking skills, adequate digital literacy, and optimal academic achievement. This research was conducted quantitatively using a quasi-experimental method. The study involved 121 tenth-grade students, and the total sampling method was used to select the research sample. The research instruments consist of questionnaires on the Deep Learning approach to problem-solving skills, digital literacy, and learning outcomes tests. Data analysis using the MANOVA test to determine the partial and simultaneous influence of Deep Learning on the dependent variables. The research results show that Deep Learning has a significant effect on students' problem-solving skills, digital literacy, and learning outcomes, both partially and simultaneously. The results indicate that the application of Deep Learning can improve students' higher-order thinking skills and prepare them to face the challenges of the digital era. Therefore, to achieve sustainable improvement in learning processes and outcomes, teachers and educational institutions must integrate this approach into their teaching strategies.

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.

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.

Modern students face high academic, social, and personal pressures, but Christian Religious Education has not yet maximized the potential of religious-based resilience. This study aims to: (1) analyze how the biblical values of faith, hope, and love can strengthen the components of students' psychological resilience in the cognitive, emotional, and spiritual dimensions; and (2) identify the integration mechanism between biblical teachings and psychological strategies in Christian Religious Education learning that can increase students' resilience in facing academic and personal stress. The method used is descriptive qualitative with a literature study approach to various journals, articles, and related academic sources. The results of the study show that the biblical values of faith, hope, and love are fundamental pillars that strengthen students' psychological resilience as a whole. Faith provides a foundation of self-confidence and personal competence, hope activates optimism and sustained motivation, while love builds healthy social relationships and essential emotional support. These three values work synergistically to strengthen students' emotional regulation, problem analysis, empathy, and self-efficacy. The deep integration of biblical teachings and psychology in PAK learning through biblical narratives, secure parenting relationships, supportive communities, and reflective feedback has proven effective in holistically improving student resilience. In conclusion, PAK learning that explicitly integrates biblical values with psychological resilience strategies is a transformative instrument for shaping students into individuals who not only perform well academically but are also spiritually strong, psychologically resilient, and ready to face complex life situations in accordance with the principles of 1 Corinthians 13:13 regarding faith, hope, and love

This study aims to explore the role of digital storytelling (DST) as a 21st-century learning strategy in strengthening character education. The rapid development of digital technology and the growing emphasis on student-centered learning have made DST a relevant pedagogical approach that integrates creativity, critical thinking, collaboration, and communication with values-based education. Using a simple systematic literature review (SLR) approach, this study analyzed eight peer-reviewed journal articles published between 2020 and 2024, obtained from international academic databases Scopus. Thematic content analysis was used to synthesize findings and map the contribution of DST to 21st-century learning competencies and character development. The results identified eight key themes: increased student engagement, improved collaboration and communication, enhanced critical thinking and decision-making, creativity and multimodal expression, self-reflection and identity building, empathy and social awareness, interdisciplinary and authentic learning, and the formation of moral values. These findings support constructivist and experiential learning theories and suggest that DST not only enhances cognitive skills but also facilitates affective and ethical development. The study concludes that DST can be a transformative instructional tool in modern education. Practical implications include integrating DST into curricula across disciplines and levels, and equipping educators with training in digital pedagogy and reflective teaching design. Further research is recommended to explore DST implementation in primary and secondary schools and to evaluate its impact using mixed methods.

This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.  

This study aims to examine in depth how gender equality values are integrated into Buddhist Religious Education (PAB) at the junior high school level, based on the Merdeka Curriculum. Through a content analysis approach to character representation, women's roles, language, visual illustrations, access to Dhamma education, gender equality values, role models of female characters, students' critical reflections, and narrative-visual consistency, this study identifies significant gaps in gender representation. Using a qualitative approach, data were collected through content analysis of PAB textbooks for grades VII–IX and interviews with three Dharma teachers in Jakarta. The results show that the representation of female characters in the textbooks is very limited and the learning narratives tend to be normative without addressing structural aspects of gender inequality. The findings indicate the dominance of male characters, the lack of functional narratives about nuns and women, and the use of language and illustrations that tend to reinforce traditional gender stereotypes. Although there are attempts to mention gender equality in some chapters, the integration is not comprehensive and consistent across the materials. This article recommends the development of a more inclusive curriculum and teaching materials, encouraging balanced gender representation, and integrating gender equality values holistically in Buddhist religious education to form a more equitable and comprehensive understanding for students, as well as teacher training based on critical pedagogy and revision of learning content to reflect gender equality in Buddhist teachings.

This study aims to examine the conceptual understanding of second-semester students in the Islamic Religious Education program at STAI Al-Gazali Soppeng regarding the mental health course. A descriptive qualitative approach was used, with data collected through observation, interviews, oral tests, weekly quizzes, and video-based assignments. The results indicate that the majority of students demonstrated a good to excellent understanding of basic mental health concepts, as reflected by an average oral test score of 90. Students were also able to integrate Islamic values such as patience (sabr), gratitude (shukr), and trust in God (tawakkul) in addressing contemporary mental health issues. Weekly quizzes proved effective in enhancing engagement, content retention, and students’ reflective thinking. Additionally, video-based projects encouraged creativity, critical thinking, and the ability to contextualize course content in real-life situations. These findings suggest that active and contextual learning strategies significantly improve students’ conceptual understanding. The study recommends the wider adoption of similar approaches in teaching courses that incorporate Islamic values to foster awareness of the importance of mental health in students’ spiritual and social lives.

The study aims to produce a textbook called Basic Teaching and Learning Skills in the Aspect of Teacher Personality Competence Integrated with QR-Code to improve the quality of professional teacher competence. The study applied the Research and Development (R&D) methodology based on the ADDIE model. The findings indicated that there was high level of feasibility, including material expert validation 83.3, language validation 88.3 and student responses 95.5 which is categorized as very feasible. The results show that the implementation of the QR-Code can increase the level of interactivity to watch the videos, case studies, reflective materials that reinforce the level of conceptual knowledge and internalization of the characters. The findings synthesis is in accordance with Technological Pedagogical Content Knowledge (TPACK) and experiential learning theories, and technology is the reflective medium in personality development. It concludes that the QR-Code textbook is a productive, innovative, and topical medium to form teacher personality competence, which is consistent with the curriculum and the demand of transformation education digital. The product will help improve innovation in higher education by helping close the gap between the pedagogical content and digital literacy and providing adaptive and professional teachers to meet the demands of the 21st-century education.

Education is a comprehensive process aimed at developing human quality, in which the success of learning largely depends on the implementation of appropriate instructional strategies. Learning strategies serve as a guide for educators in managing the interaction between teachers, learners, materials, and the learning environment to achieve educational goals effectively and efficiently. This study aims to describe the objectives of learning strategies in improving learning quality and to explain how relevant learning models can be applied based on students’ characteristics and learning contexts. This research employs a qualitative approach using a literature review method by analyzing various theories and previous studies related to learning strategies and educational quality improvement. The findings indicate that learning strategies play a central role in creating active, creative, and meaningful learning processes. The application of several models such as cooperative learning, inquiry learning, contextual teaching and learning, project-based learning, and discovery learning has been proven to enhance students’ motivation, engagement, and learning outcomes in cognitive, affective, and psychomotor domains. Therefore, systematically designed and adaptive learning strategies that focus on students’ potential are the key to improving learning quality and achieving comprehensive educational objectives.