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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.

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 use of Search-Based Software Engineering (SBSE) for optimizing software architecture has evolved from fully automated to interactive approaches, integrating human expertise. However, current interactive tools face limitations: they typically support only single decision-makers, confine architects to passive roles, and induce significant cognitive fatigue from repetitive evaluations. These issues disconnect them from modern, team-based software development, where collaboration and consensus are crucial. To address these shortcomings, we propose "ArchEvolve," a novel framework designed to facilitate collaborative, multi-architect decision-making. ArchEvolve employs a cooperative coevolutionary model that concurrently evolves a population of candidate architectures and distinct populations representing each architect's unique preferences. This structure guides the search towards high-quality consensus solutions that accommodate diverse, often conflicting, stakeholder viewpoints. An integrated Artificial Neural Network (ANN) serves as a preference learning module, trained on explicit team feedback to act as a surrogate evaluator. This active learning cycle substantially reduces the number of required human interactions and alleviates user fatigue. Empirical evaluation on two industrial case studies (E-Commerce System and Healthcare Management System) compared ArchEvolve to a state-of-the-art interactive baseline. Results indicate that ArchEvolve achieves statistically significant improvements in both solution quality and consensus-building. The preference learning module demonstrated over 90% accuracy in predicting team ratings and reduced human evaluations by up to 46% without compromising final solution quality. ArchEvolve provides a practical, scalable framework supporting collaborative, consensus-driven architectural design, making interactive optimization a more viable and efficient tool for real-world software engineering teams by intelligently integrating cooperative coevolutionary search with a preference learning surrogate.

The lack of access to learning in schools leads to a decline in children's interest in studying. This has become a problem experienced by the children of Dusun Bulaya, Ilan Batu Uru Village, West Walendrang District, Luwu Regency, South Sulawesi Province. As a result, many children drop out of school. The lack of guidance and counseling at home and in school causes a decrease in children's motivation to continue learning. This issue underlies the activities that will be carried out by the community service program; these activities are conducted to educate and shape children's character so that they become more independent and optimal during their early educational years. Early childhood education plays an important role in forming the foundation of children's character and academic abilities. This study aims to explore the effectiveness of tutoring and counseling programs in improving the quality of education and the character of children at TK KRISTEN SETIA Bulaya. The method used is a descriptive qualitative approach, with the technique Observation, interviews, and documentation are used as data collection instruments. The research results indicate that tutoring programs can enhance students' basic academic understanding, while counseling services help develop positive attitudes, empathy, and discipline from an early age. Collaboration between teachers and parents is key to the success of this program. In conclusion, the integrated combination of tutoring and counseling significantly contributes to improving the quality of education and the character development of kindergarten children.         

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

School-Owned Enterprises (BUMES) and the public relations division of the madrasah play a strategic role in supporting institutional development through systematic and sustainable program planning and implementation. BUMES functions not only as the school’s entrepreneurship unit but also as a bridge for collaboration with external institutions, including universities, government agencies, and international partners. During specific periods, particularly toward the end of the academic year, the intensity of cooperation increases, marked by the execution of several strategic programs. In addition to routine activities such as internships at BBDB, BUMES and the public relations division also initiate innovative programs, including a student exchange program to Thailand. This initiative aims to expand global networking, strengthen student competitiveness, and provide cross-cultural learning experiences. All programs are designed through organized planning processes from the beginning of the semester, taking into account relevance, sustainability, and implementation efficiency. This ensures that each activity aligns with the vision and needs of the madrasah while maximizing benefits for students and the institution. The implementation of these programs demonstrates that the synergy between BUMES and the public relations division significantly enhances educational service quality, strengthens institutional image, and supports comprehensive improvement in school performance.

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.

The management of educational institutions has a strategic role in determining the direction of growth and sustainability of the institution. The success of this management is highly dependent on the administrator's ability to analyze the external environment, understand the position of competitors, optimize internal potential, and formulate superior strategies that are able to maintain competitiveness without ignoring the fundamental values ​​of education. In this context, the application of marketing management becomes an important need. This study aims to analyze marketing management in increasing public trust in the Darul Hikmah Islamic Boarding School in Tulungagung. This study uses a qualitative phenomenological approach with data collection techniques through interviews, observations, and documentation. Data analysis is carried out through data condensation, data presentation, and drawing conclusion/verification. The results of the study indicate that the marketing strategy of the Darul Hikmah Islamic Boarding School in Tulungagung in building public trust is implemented through four main elements: (1) Product – offering quality educational services with character strengthening, implementing the curriculum of the Ministry of National Education, Ministry of Religious Affairs, local content, and superior extracurricular programs; (2) Price – affordable registration and administration fees and adjusted to the economic conditions of the community; (3) Place – the location of the Islamic boarding school is strategic, easy to reach, and has a conducive learning environment; and (4) Promotion – conducted through visits to elementary schools, installation of promotional media (billboards, banners, brochures), publication of extracurricular achievements, and utilization of social media such as Facebook, Instagram, YouTube, and the Islamic boarding school's official website.

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.

The rapid growth of open-source software (OSS) in machine learning (ML) has intensified the need for reliable, automated methods to assess project quality, particularly as OSS increasingly underpins critical applications in science, industry, and public infrastructure. This study evaluates the effectiveness of a diverse set of machine learning and deep learning (ML/DL) algorithms for classifying GitHub OSS ML projects as engineered or non-engineered using a SMOTE-enhanced and explainable modeling pipeline. The dataset used in this research includes both numerical and categorical attributes representing documentation, testing, architecture, community engagement, popularity, and repository activity. After handling missing values, standardizing numerical features, encoding categorical variables, and addressing the inherent class imbalance using the Synthetic Minority Oversampling Technique (SMOTE), seven different classifiers—K-Nearest Neighbors (KNN), Decision Tree (DT), Random Forest (RF), XGBoost (XGB), Logistic Regression (LR), Support Vector Machine (SVM), and a Deep Neural Network (DNN)—were trained and evaluated. Results show that LR (84%) and DNN (85%) outperform all other models, indicating that both linear and moderately deep non-linear architectures can effectively capture key quality indicators in OSS ML projects. Additional explainability analysis using SHAP reveals consistent feature importance across models, with documentation quality, unit testing practices, architectural clarity, and repository dynamics emerging as the strongest predictors. These findings demonstrate that automated, explainable ML/DL-based quality assessment is both feasible and effective, offering a practical pathway for improving OSS sustainability, guiding contributor decisions, and enhancing trust in ML-based systems that depend on open-source components.

Low science learning outcomes at the junior high school level are a major problem caused by the dominance of conventional, teacher-centered teaching methods. The purpose of this study is to examine various innovative learning strategies, how effective they are, and their impact on student learning outcomes. The literature review method was used to review national and international articles published between 2020 and 2025 that discuss the application of innovation-based learning strategies in science. The strategy patterns, implementation effectiveness, and their impact on student learning outcomes were analysed using content analysis techniques. The research findings indicate that strategies such as problem-based learning (PBL), project-based learning (PjBL), discovery learning, environmental-based learning, and cooperative learning using the Think-Pair-Share (TPS) method are effective in increasing students' motivation and activity, as well as their learning outcomes in the cognitive, affective, and psychomotor domains. Generally speaking, the strategies are all student-centered. This is demonstrated by the constructivist approach, which emphasises contextual and collaborative learning. The results of this study indicate that implementing a creative learning approach can be an effective way to improve the quality of science learning and student learning outcomes in junior high school.

Islamic boarding schools and madrassas play an important role in the formation of religious character and education in Indonesia. The transformation of the regulations of these two institutions is crucial to adjust educational practices to the principles of the state of law of Pancasila. This study aims to analyze the dynamics of the regulation of Islamic boarding schools and madrasah diniyyah and its impact on the internalization of Pancasila values. The method used is qualitative descriptive through the study of documents, including laws and regulations and related literature. The results of the study show that there are significant changes, such as formal recognition of institutional status, curriculum standards, and accreditation mechanisms, which strengthen operational legality and the application of Pancasila values. In addition, the latest regulations also encourage the improvement of the quality of governance, transparency of institutional management, and strengthening the role of the community in the education process. The implementation of these regulations also provides space for learning innovation, integration of religious moderation, and adaptation to social development. In conclusion, the harmonization of these regulations allows for religious education that is relevant to the national context while maintaining religious identity. This research provides the basis for the development of a balanced Islamic education policy between state authorities, the needs of students, and the autonomy of educational institutions in the face of modern challenges and increasingly complex social changes.

Educational quality assurance is a systematic, integrated, and continuous process to ensure that each educational unit meets or exceeds the National Education Standards (SNP). The background of this research problem is the efforts of SD Negeri 173133 Lumban Baringin to maintain its status as a superior school amidst the challenges of managing educational quality, limited resources, and the need for continuous development. External quality assurance institutions such as the National Accreditation Board for Schools/Madrasahs (BAN-S/M) play an important role in assessing, fostering, and encouraging improvements in educational quality. This study aims to determine the role of external quality assurance in supporting superior schools at SD Negeri 173133 Lumban Baringin. A qualitative approach with descriptive methods was used, and data were collected through observation, interviews (principals, teachers), and documentation. The results of the study indicate that BAN-S/M plays a strategic role through accreditation, monitoring, and post-accreditation guidance. Teachers stated that recommendations and guidance from BAN-S/M encourage improvements in management systems, learning, and quality culture. Synergy between internal and external quality assurance is key to sustainable educational quality.

Education in remote areas continues to face various problems that affect the quality and equity of learning outcomes. The lack of adequate facilities and infrastructure, the shortage of competent teachers, and limited access to learning resources are the main obstacles to implementing effective education in these regions. In addition, the national curriculum, which is uniform in nature, is often less relevant to the needs, potential, and local context of the community. This study aims to analyze educational problems in remote areas and their relevance to adaptive and contextual curriculum design. Using a literature review approach, the study shows that a curriculum aligned with local conditions can improve students’ learning motivation, develop regional potential, and strengthen life skills. Therefore, collaborative efforts among the government, educators, and the community are needed to design a curriculum that can effectively address educational challenges in remote areas in a sustainable manner.

The rapid advancement of digital technology, the increasing demand for educational quality, and the adoption of sustainability principles have significantly reshaped institutional management in modern education systems. Within this context, benchmarking and digital innovation emerge as crucial strategies to enhance governance effectiveness, strengthen institutional competitiveness, and foster sustainable educational transformation. This study systematically reviews recent research published between 2023 and 2025 to identify emerging trends in educational innovation, institutional governance, and sustainability strategies. Using a systematic literature review approach, relevant articles were retrieved from Google Scholar and Publish or Perish with keywords such Educational Benchmarking, Quality Management, Institutional Innovation, Adaptive Learning, Digital Transformation. Out of 35 articles identified, seven were selected for in-depth analysis based on thematic relevance and validity. The findings highlight five dominant themes: fundamental concepts of benchmarking in education, benchmarking as a strategy for quality improvement, benchmarking and institutional competitiveness, implementation challenges, and practical implications with future research directions. The synthesis suggests that the effectiveness of benchmarking depends on the synergy between leadership transformation, knowledge management, and digital benchmarking systems. This study concludes by recommending further exploration of benchmarking integration with green education and data-driven governance as a strategic pathway to advance sustainable education in the future.

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

The purpose of this study was to determine the effect of character education and learning motivation on student learning discipline in Integrated Social Studies subjects for class VIII at SMP Negeri 3 Limboto, Gorontalo Regency. This study used a quantitative approach with a quantitative descriptive research method. The data used were primary data obtained through distributing questionnaires to 50 class VIII students as respondents, and supported by research documentation. Data analysis was carried out using multiple linear regression to test the relationship between the variables of character education, learning motivation, and student learning discipline. The results showed that character education had a positive and significant influence on student learning discipline, as evidenced by the calculated t value of 2.698 which was greater than the t table of 1.677 and a significance value of 0.010 which was less than 0.05. In addition, learning motivation also showed a positive and significant influence on learning discipline with a calculated t value of 3.386 which was greater than the t table of 1.677 and a significance value of 0.001 which was less than 0.05. Simultaneously, character education and learning motivation have a significant effect on student learning discipline, which can be seen from the calculated F value of 92.162 which is greater than the F table of 3.19 and the significant probability value of 0.000 which is less than 0.05. The coefficient of determination (R²) of 0.797 indicates that 79.7% of the variation in student learning discipline can be explained by these two variables, while the remaining 20.3% is influenced by other factors outside this study. Thus, increasing character education and learning motivation in schools is expected to improve student discipline which has implications for better academic quality and character formation.