Publication Search

This research is designed to portray the use of YouTube as an instructional medium, measure student learning outcomes before and after its implementation, and examine how YouTube media impacts the academic performance of fourth-grade students at SDN Socah 1. The study employed a pre-experimental design with a one-group pretest-posttest pattern. A total of 22 fourth-grade students at SDN Socah 1 were designated as research participants through purposive sampling. A written multiple-choice test consisting of 10 items was used as the data collection instrument. Data were analyzed using the normalized N-Gain formula and the Paired Sample T-Test at a significance threshold of α = 0.05. Findings showed a rise in the students' mean score from 40.9 on the pretest to 78.6 on the posttest, producing an average N-Gain of 0.67, which is classified as moderate. The Paired Sample T-Test produced a t-count of 8.751 with a significance value of 0.000 < 0.05, resulting in the rejection of H₀ and confirming that YouTube media exerted a meaningful and constructive effect on students' learning achievement. Therefore, YouTube media is worthy of consideration as an innovative and effective digital technology-based instructional alternative for fostering comprehension and academic performance among elementary school students.

The curriculum is one of the important elements in education which functions as a guide for carrying out learning activities at school. The success of education really depends on the teacher's ability to understand and describe the existing curriculum system. This research aims to reveal the importance of teacher accuracy in describing the curriculum system during the learning process at SDN Sumbertlaseh 2 Sumbertlaseh Village. The method applied in this research is a qualitative descriptive approach with data collection techniques through observation, interviews and documentation. The results of the research show that teachers' accuracy in understanding and explaining the curriculum system can help the learning process take place more efficiently, increase students' understanding of the material being taught, and support the achievement of educational goals more optimally. Therefore, teachers need to improve their understanding of the structure and implementation of the curriculum so that the learning process becomes better.

This study aims to analyze the actualization of administrative service quality in managing school administration at MTs Darussalam Parigi Baru, Pondok Aren District, South Tangerang City, including service implementation, challenges encountered, and improvement efforts. This research employed a qualitative approach using a case study method through observation, interviews, and documentation involving the head of administration, administrative staff, teachers, and students. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that administrative services have been implemented reasonably well through the application of excellent service principles, including reliability, responsiveness, responsibility, and effective communication in correspondence and student administration services. However, several challenges remain, such as limited human resources, partially manual filing systems, inadequate administrative facilities, and the absence of well-established standard operating procedures (SOPs). Improvement efforts have been carried out through strengthening work coordination, enhancing staff discipline, and developing a more structured administrative system. This study concludes that the quality of administrative services plays a strategic role in supporting administrative effectiveness and improving the quality of educational services in madrasahs.

Problem-solving ability is an essential skill that students need to meet the demands of both academic learning and the workforce in the 21st century. This study aims to analyze the influence of self-efficacy and interpersonal communication on the problem-solving ability of eleventh-grade students at SMKN 31 Jakarta, both partially and simultaneously. A quantitative approach was employed, with data collected through a Likert scale questionnaire. Samples were drawn using a probability sampling technique with a proportional random sampling approach. Data analysis was conducted using Structural Equation Modeling (SEM) based on Partial Least Squares (SmartPLS 4.0). The results indicate that self-efficacy has a positive and significant effect on problem-solving, with a path coefficient of 0.455, a t-statistic of 7.843, and a p-value of 0.000. Similarly, interpersonal communication has a positive and significant effect on problem-solving, with a path coefficient of 0.447, a t-statistic of 7.501, and a p-value of 0.000. Taken together, self-efficacy and interpersonal communication account for the variance in problem-solving with an R-square value of 0.416, indicating that both independent variables explain 41.6% of the variation in problem-solving ability. These findings suggest that self-efficacy and interpersonal communication play a significant role in enhancing students' problem-solving ability.

This study aims to determine the effect of digital literacy and peer conformity on the critical thinking of grade X students at SMKN 31 Jakarta. The study used a quantitative method with a survey approach. The study population was 217 students, while the research sample was 141 respondents obtained using the Slovin formula. The data collection technique was carried out by distributing questionnaires using a Likert scale. Data were analyzed using the Structural Equation Modeling-Partial Least Square (SEM-PLS) method with the help of the SmartPLS application. The results showed that digital literacy had a positive and significant effect on students' critical thinking. This was evidenced by the path coefficient value of 0.436, the T-statistic value of 6.988, and the P-value of 0.000. Peer conformity also had a positive and significant effect on students' critical thinking with a path coefficient value of 0.447, the T-statistic value of 7.290, and the P-value of 0.000. Furthermore, the R-square test results obtained a value of 0.445, indicating that digital literacy and peer conformity variables were able to explain 44.5% of the critical thinking variable, while the remaining 55.5% was influenced by other factors outside the study. Based on these results, it can be concluded that digital literacy and peer conformity have a positive and significant influence on the critical thinking of 10th-grade students at SMKN 31 Jakarta.

This study discusses inclusive education in Early Childhood Education from the perspective of Mel Ainscow. Inclusive education is an educational approach that provides equal learning opportunities for all children without discrimination, including those with diverse learning needs. The purpose of this study is to describe the concept of inclusive education according to Mel Ainscow and to analyze its implementation in the development of early childhood education. This research employs a qualitative approach using library research methods. The data were collected from various written sources, including books, scientific journals, research articles, and documents related to inclusive education and early childhood education. Documentation techniques were used for data collection, while the data were analyzed through content analysis. The findings reveal that according to Mel Ainscow, inclusive education is a continuous process aimed at increasing the participation of all learners and reducing barriers to learning within educational environments. In the context of early childhood education, inclusive education can be implemented through flexible learning methods, child-friendly learning environments, and active collaboration between teachers and parents in supporting children’s development. The implementation of inclusive education also contributes positively to children’s social and emotional development, as they learn to respect diversity from an early age. However, several challenges remain, including limited facilities, insufficient teacher competence, and a lack of public understanding regarding inclusive education. Therefore, collaboration among schools, families, and the government is necessary to create an inclusive, equitable, and diversity-respecting early childhood education system.

Communication is an important aspect in the development of children aged 5–6 years, especially in supporting their language and social-emotional abilities. This study aims to analyze the influence of effective communication through a play approach in early childhood based on the results of previous research. The method used in this study is a quantitative method by conducting observations, research, and observations on effective communication and a play approach in early childhood education. Data collection techniques were carried out through documentation and literature searches from journals, articles, and relevant scientific references. Data analysis techniques used quantitative descriptive analysis by comparing and summarizing the results of previous research. The results show that the play approach has a significant influence on improving children's effective communication skills, such as the courage to speak, the ability to express opinions, social interaction, cooperation, and self-confidence. In addition, play activities have been proven to be able to create a fun learning atmosphere so that children are more active in interacting with peers and teachers. Thus, the play approach can be an effective strategy in developing the communication skills of children aged 5–6 years.

Population growth is an important indicator in regional development planning because it influences the provision of public services, infrastructure development, and policy formulation. Accurate population estimation is therefore essential to support data-driven decision-making by local governments. This study aims to estimate the population growth rate of Serdang Bedagai Regency by applying data mining techniques using the Multiple Linear Regression method. The data used were obtained from the Central Statistics Agency (BPS) of Serdang Bedagai Regency for the period 2019–2023 and include the number of male and female residents. The research process involved several stages, including data collection, data preprocessing, model development, and statistical analysis. Based on the analysis, a regression model was obtained with the equation Y = 0 + 1.5558X1 + 0.4367X2, where Y represents the total population, X1 represents the number of male residents, and X2 represents the number of female residents. The results indicate an estimated population of 683,056 people in 2024, showing an increase compared to the previous year. These findings suggest that the Multiple Linear Regression method can provide reliable population estimates and serve as a useful reference for supporting evidence-based regional development planning and population management strategies in Serdang Bedagai Regency.

In the Education 4.0 era, schools face unprecedented challenges in managing teacher performance effectively. Traditional top-down performance management systems have proven inadequate for fostering continuous professional growth, intrinsic motivation, and adaptive teaching competencies required in increasingly technology-driven learning environments. This study aims to develop, validate, and assess the effectiveness of a School-Based Performance Management (SBPM) model designed to enhance teacher effectiveness across cognitive, affective, and pedagogical dimensions. Using a Research and Development (R&D) design following the ADDIE framework, the study was conducted in three phases: needs analysis, model development, and model validation. Participants included 12 school principals, 186 teachers, and 8 education experts from 24 public secondary schools in [Province, Country]. Validation by experts yielded a content validity index (CVI) of 0.91. Implementation resulted in statistically significant improvements in teacher effectiveness scores (t = 8.74, p < 0.001, Cohen's d = 1.23), digital pedagogy competency (mean increase = 22.4%), and student learning outcomes (mean improvement = 17.8%). The SBPM model provides a contextually responsive, evidence-based framework that empowers schools to manage teacher performance collaboratively, fostering professional accountability and sustainable instructional quality in Education 4.0.

Education is the main driver of a nation's progress, which is not only related to intellectual intelligence, but also the formation of student character. Unfortunately, currently the world of education is facing serious problems, such as declining interest in learning and increasingly complex external factors in the digital era. This study aims to explore in depth the impact of learning motivation on student academic achievement, identifying obstacles that hinder this achievement. The method used in the current study is a literature study with a qualitative approach. Data were collected through theoretical studies and analysis of various relevant scientific sources, including research journals and textbooks, which were then combined to develop a comprehensive argument. The findings of this study indicate that learning motivation is the main factor that encourages student persistence and consistency in achieving the best learning. Academic success is defined as the result of a complex interaction between internal and external factors, where the existence of a supporting ecosystem such as good learning facilities, a supportive environment, and effective communication between lecturers and students plays a very important role. On the other hand, phenomena such as digital fatigue, low independence, and excessive workload are identified as significant barriers that can reduce academic performance. This analysis concludes that there is synergy in strengthening psychological aspects and creating an adaptable learning environment to maintain the stability of academic achievement amidst global demands.

This study explores Indonesian EFL student teachers’ experiences of learning to write news articles through blogging in a Journalism course. The study was motivated by the need to provide meaningful and genre-based writing practice for EFL student teachers, who often face difficulties in generating ideas, organizing information, meeting genre expectations, and writing for authentic aences. Employing a qualitative case study design, the study involved twenty undergraduate student teachers from a private Islamic university in Tangerang, Indonesia; all participants completed an online quetaire, and five volunteers joined follow-up semi-structured interviews. The questionnaire data were alysed descriptively, while the interview data were examined thematically. The findings indicate that blogging supported regular writing practice, helped students understand news text structure, enouraged clearer organization of headlines, leads, and supporting details, and increased engagement by allowing students to publish and share their work. Blogging also promoted peer interaction and selfevaluation because students could read, compare, and comment on one another’s posts. However, some paticpants eprienced challenges related to technical blogging skills, uncertainty about writing standards, limited peer feedback, and discomfort with public online publication. The study concludes that blogging can serve as a useful platform for EFL news writing when it is supported by explicit istrucion, relevant tasks, clear assessment criteria, structured feedback, and ethical awareness in using digital and AI-driven tools.

This study aims to determine the effect of Field Work Practice (PKL) and Career Planning on the Job Readiness of grade XII students at SMKN 31 Jakarta. The research employed a quantitative method with a survey approach. The population consisted of all grade XII students of SMKN 31 Jakarta, and a saturated sampling technique was applied so that the entire population became the research sample. Data were collected through questionnaires using a Likert scale and analyzed using validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination with the assistance of IBM SPSS. The results indicate that Field Work Practice has a positive and significant effect on Job Readiness, with a t-value of 9.967 and a significance value of 0.000 (<0.05). Career Planning also has a positive and significant effect on Job Readiness, with a t-value of 8.318 and a significance value of 0.000 (<0.05). Simultaneously, Field Work Practice and Career Planning significantly influence Job Readiness, as indicated by an F-value of 88.543 and a significance value of 0.000 (<0.05). The regression equation obtained was Y = -1.782 + 0.638X₁ + 0.450X₂. The coefficient of determination (R²) of 0.571 shows that both variables contribute 57.1% to Job Readiness, while 42.9% is influenced by other factors. The findings suggest that better implementation of PKL and more mature Career Planning are associated with higher levels of student Job Readiness.  

The role of citizenship education is fundamental in internalizing the values of nationalism and ethics within a society. This research is motivated by the increasing challenges of globalization and moral degradation that threaten the national identity of the younger generation. The primary objective of this study is to analyze the strategic role of citizenship education in shaping and strengthening national character within the Indonesian context. The research employs a qualitative descriptive method, utilizing literature reviews and thematic analysis of educational policies and social phenomena. The findings indicate that citizenship education serves as a vital instrument not only for transferring political knowledge but also for fostering civic disposition, including integrity, tolerance, and social responsibility. Furthermore, the integration of local wisdom within the curriculum significantly enhances the effectiveness of character building. The implications of this study suggest that a revitalized citizenship education curriculum, which adapts to digital era challenges, is essential for maintaining social cohesion. Stakeholders in the education sector must prioritize interactive and participatory pedagogical approaches to ensure that national character values are not merely memorized but practiced in daily life, thereby ensuring the long-term sustainability of the nation's democratic values.

Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

This study aimed to examine: (1) the effect of Scout coaching on students’ character development; (2) the effect of SISPALA coaching on students’ character development; and (3) the simultaneous effect of Scout and SISPALA coaching on students’ character development at Darussalam Pannyangkalang Islamic Senior High School, Gowa Regency. This research employed a descriptive correlational quantitative approach with a cross-sectional design. The population consisted of all students actively participating in Scout and SISPALA activities. Using total sampling, 24 students were selected as respondents. Data were collected through questionnaires and documentation and analyzed using simple and multiple linear regression with SPSS. The findings revealed that Scout coaching had a positive and significant effect on students’ character development (t = 4.083, p = 0.000 < 0.05). SISPALA coaching also had a positive and significant effect (t = 2.888, p = 0.009 < 0.05). Simultaneously, Scout and SISPALA coaching significantly affected students’ character development (F = 11.911, p = 0.000 < 0.05). The coefficient of determination (R² = 0.531) indicated that 53.1% of the variance in character development was explained by Scout and SISPALA coaching.

The era of globalization presents challenges of moral degradation among students, including intolerance, individualism, and declining nationalism. These issues make character strengthening through Civic Education (PKn) a national priority. This study aims to analyze the effectiveness of PKn in shaping students’ character, particularly the values of religiosity, nationalism, independence, mutual cooperation, and integrity. The research employed a qualitative Library research design using secondary data from 18 scientific journals and 2 books published between 2021 and 2026. Data were collected through literature review and analyzed using content and thematic analysis to identify patterns of PKn implementation and its impact. The findings indicate that PKn effectively develops Good citizenship through character education based on Pancasila. Effective strategies include teacher role modeling, Problem-Based Learning (PBL), and digital media such as infographics and gamification. These approaches were reported to improve empathy, national loyalty, and integrity among students. The Merdeka Curriculum further supports character development by emphasizing affective learning through authentic projects. Challenges arising from foreign cultural influences can be addressed through collaboration among schools, families, and communities. The study concludes that PKn plays a significant role in strengthening students’ character and supporting the realization of Golden Indonesia 2045 through sustainable character education.

This study was motivated by the lack of standardized and objective assessment instruments for the teaching of the Syofyani Minang Payung Dance at the junior high school level, resulting in an assessment process that remains largely subjective and fails to measure psychomotor, affective, and cultural aspects in a balanced manner. This study aims to design and test the validity and reliability of a performance assessment rubric for the Syofyani Minang Payung Dance in cultural arts education at SMP Negeri 1 Bukittinggi. The research method used is a mixed-methods approach with a sequential explanatory design. The research subjects consisted of three dance instructors serving as expert judges, one cultural arts teacher, and 33 junior high school students. The research instrument was a performance-based assessment rubric covering five competency indicators: basic movement techniques; alignment with musical rhythm and dynamics; expression and character interpretation; mastery of payung props and movement safety; and accuracy of floor patterns and group synchronization. Quantitative data analysis was conducted using IBM SPSS Statistics through the Corrected Item-Total Correlation validity test and Cronbach’s Alpha reliability test, while qualitative data was analyzed using descriptive-interpretive methods. The research results show that all indicators have validity scores above 0.30 and are therefore considered valid, and the Cronbach’s Alpha reliability score is above 0.70, indicating good internal consistency of the instrument. Furthermore, the interview results indicate that the rubric is considered relevant, clear, and aligned with the learning characteristics of Syofyani’s Minang Payung Dance at the junior high school level. Consequently, the developed assessment rubric is deemed suitable for use as an objective, standardized, and contextually appropriate assessment instrument for dance education rooted in local culture.

This study aims to examine in depth the professional competence of mathematics teachers through a literature review approach. The method used in this research is a literature review by analyzing ten relevant scientific articles obtained from various credible national and international sources. The study was conducted to identify the factors influencing the professional competence of mathematics teachers and its implications for the quality of learning and students’ learning outcomes. The findings reveal that mathematics teachers’ professional competence plays a significant role in improving the effectiveness of the learning process, students’ critical thinking skills, and mathematics learning achievement. Factors influencing professional competence include continuous training, academic supervision, teacher certification, teaching experience, intrinsic motivation, and the integration of digital technology in learning activities. In addition, professional competence is closely related to pedagogical competence in supporting students’ mathematical skills. The findings of this study emphasize that the development of mathematics teachers’ professionalism should be carried out systematically, continuously, and adaptively to technological advancements in order to improve the quality of mathematics education in the digital era.

The Merdeka Curriculum, as a new educational policy in Indonesia, emphasizes the cultivation of the Pancasila Student Profile, which is rich in citizenship values. This study aims to analyze the application of citizenship values in Pancasila and Civic Education (PPKn) learning within the framework of the Merdeka Curriculum at the high school level. This research employs a qualitative descriptive method, collecting data through classroom observations, semi-structured interviews with PPKn teachers, and analysis of teaching modules and project-based learning documents (P5). The findings indicate that the application of citizenship values is primarily integrated through Project-Based Learning to Strengthen the Pancasila Student Profile (P5). Values such as mutual cooperation (gotong royong), critical reasoning (bernalar kritis), and global diversity (berkebinekaan global) are the most frequently emphasized. However, teachers face challenges, including the need to adapt pedagogical approaches, difficulties in assessing value-based outcomes authentically, and a lack of specific reference materials aligned with the new curriculum. The implication of this research is the urgent need for structured professional development for teachers and the development of comprehensive teaching guides to ensure the effective and standardized implementation of citizenship values in PPKn learning across all educational units.

This study examines the application of the Problem Based Learning model combined with the interactive learning media Articulate Storyline in the learning of Science on the subject of Harmony in Ecosystems in class V of SDN Tamansari 1. The background of this study is based on the low student learning outcomes caused by the dominance of the lecture method and the minimal use of interesting media, so that students are less actively involved in learning. The purpose of this study is to describe the application of the media and improve student learning outcomes. The study used the Classroom Action Research method which was carried out in two cycles, including the planning, implementation, observation, and reflection stages, with 17 students as subjects. The results showed a significant increase in student learning outcomes in each cycle, where the average class score increased from 50 in the pre-cycle to 71.17 in Cycle I, and reached 91.76 in Cycle II. The percentage of learning completion also increased from 17.65% to 76.47%, until finally reaching 100% in Cycle II. These findings indicate that the use of the Problem Based Learning model combined with Articulate Storyline can encourage student engagement and deepen conceptual understanding. Therefore, it can be concluded that the implementation of these learning models and media is effective in improving science students' learning outcomes.