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This study was conducted to examine how well the use of augmented reality (AR) learning tools helps fifth-grade elementary school students understand mathematical concepts related to fractions.. The research was motivated by students' limited comprehension of the abstract nature of fractions and the lack of engaging educational tools capable of presenting the material in a meaningful and interactive way. Augmented reality is believed to improve student engagement and offer more appealing visual representations by integrating virtual elements into the real-world environment. A total of 30 students I participated in this study, which used a quasi-experimental design with a One Group Pretest-Posttest method. Information was collected through pre-tests, post-tests, written notes, and observations. We used SPSS software to analyze the data. The results showed that students' grades improved significantly, with the average increasing from 54.80 in the pretest to 91.83 in the posttest. The normality test indicated that while pretest scores were approximately normally distributed, the posttest scores followed a normal distribution. A one-sample t-test showed a statistically significant effect of AR media usage, with a p-value of 0.000 and t-values substantially higher than the critical value (pretest: 32.439; posttest: 112.071). These results suggest that AR-based instructional media are effective in supporting elementary students’ understanding of fraction concepts. Overall, the study confirms the positive impact of augmented reality in mathematics learning for fifth-grade students.

Although MSMEs are an essential part of the national economy, many still face challenges in utilizing digital technology to enhance their business competitiveness. As a micro-enterprise based in Medan City, KYTA MSME produces herbal beverages made from natural ingredients. They encounter difficulties in digital marketing, particularly in showcasing their products and disseminating information online. The objective of this community service activity is to enhance the capacity of KYTA MSME through training and mentoring in the creation of digital catalogs, which serve as effective and contemporary promotional tools. The results of the activity indicate that the MSME actors gained a better understanding of digital technology, basic graphic design skills, and knowledge of visual marketing strategies. The outputs of the activity include ready-to-use digital catalogs, instructional modules on using Canva and Google Drive, and documentation of the reporting process. It is expected that this program can serve as a replicable model for the digitalization of other MSMEs and encourage more flexible marketing transformation in the digital economy era.

The use of various instructional media plays a significant role in the teaching process, as it can stimulate students' interest and encourage active participation in learning activities. By utilizing a variety of educational tools, children can enhance the efficiency of their learning in relation to the material delivered by the teacher. Teachers are expected to select the most effective teaching models, instructional media, and strategies to improve students' understanding. The use of instructional aids such as fraction clocks can serve as an innovative resource for teachers in presenting learning materials. Through the implementation of such media, teachers can expand the scope of media utilization in the educational process. The use of fraction clocks aims to inspire and improve students’ learning outcomes in the field of mathematics. The study employs a quantitative approach. This quasi-experimental study applies a Pretest-Posttest Control Group design. 50 students participated in the study. The collected data are analyzed using descriptive statistical techniques to describe the students’ pretest and posttest results. Furthermore, inferential statistics, including normality tests and hypothesis testing, are used to support further interpretation. The findings revealed that for the pretest, students had an average score of 51.92, indicating a moderate level of achievement, with a percentage of 62%. And the students’ postest scores increased to 66.92, indicating a higher level of achievement, with a percentage of 69% based on a sample of 26 students. The Paired Sample T-test showed a Sig. (2-tailed) value of 0.000, which is lower than the predetermined significance level of 5% or 0.05. This indicates the rejection of null hypothesis and acceptance of alternative hypothesis. It can be concluded that the use of fraction clock as an instructional medium has positive effect on students’ learning outcomes and enhances their understanding of fraction concepts.

Arabic language instruction has traditionally centered on classical Islamic texts, emphasizing rote memorization, mastery of grammar (naḥw), and rhetorical eloquence (balāghah), which, while preserving linguistic authenticity, often fail to meet the evolving educational demands of the 21st century. In an age marked by rapid technological advancement and shifting pedagogical paradigms, there is a critical need to reform Arabic teaching by integrating traditional methods with digital tools and interdisciplinary approaches. This study adopts a qualitative, literature-based methodology to explore both the foundational principles of classical pedagogy and recent innovations, including learning management systems, gamification, and AI-enhanced learning technologies. Through comparative analysis, the research identifies key disjunctions and overlaps between heritage-based teaching and modern digital practices. From this synthesis, the study proposes a reconstructed pedagogical model built on four core elements: cognitive-linguistic scaffolding, digital integration, sociocultural contextualization, and multidisciplinary instruction. This integrative approach not only fosters greater student engagement but also promotes character development in line with the objectives of Islamic education (maqāṣid al-sharīʿah). Furthermore, it supports a more adaptive and culturally responsive learning environment, contributing to broader educational reform efforts aimed at holistic learning. The findings suggest that such a model is particularly well-suited to Islamic higher education contexts while also being adaptable to global academic systems. By bridging the gap between tradition and innovation, this framework offers both a theoretical and practical foundation for modernizing Arabic language pedagogy. It holds implications for curriculum development, instructional strategies, and educational policy, advocating for a future-oriented yet culturally rooted approach to language education that respects heritage while embracing necessary transformation.

Teacher motivation, instructional effectiveness, professional learning, and retention continue to pose significant challenges in educational systems worldwide, often exacerbated by elevated levels of burnout and turnover. This study investigates the intersection between modern strategic management and Sharia-based leadership within Islamic educational institutions. Using a qualitative library research method, the paper analyzes recent scholarly literature to examine how Islamic ethics can be integrated into institutional governance. The findings suggest that modern management tools—such as strategic planning, SWOT analysis, and performance evaluations—can be effectively aligned with Islamic values when guided by principles such as shura (consultation), amanah (trust), and ‘adl (justice). However, a significant gap remains between theoretical ideals and actual administrative practices, often driven by bureaucratic and secular benchmarks. The study further identifies a lack of a comprehensive, operational Sharia-compliant leadership model that systematically combines strategic management theory with Islamic jurisprudence. Such a framework is essential for defining ethical leadership roles, participatory governance mechanisms, and accountability systems. Integrating Islamic ethics into leadership practices fosters stakeholder trust—among teachers, parents, and students—which in turn reinforces institutional legitimacy and supports long-term sustainability. The research emphasizes the need for Islamic educational institutions to move beyond symbolic adherence to Sharia and adopt integrated, ethically coherent leadership practices that address both moral and managerial imperatives.

This study explores the challenges and expectations faced by teachers in educating deaf students at SLB Negeri Keleyan. Using a qualitative descriptive approach, data were collected through interviews and observations to understand the real experiences of teachers in the learning process. The findings reveal that one of the main challenges is teaching students with total hearing loss from birth, which demands more time, creativity, and adaptation in instructional strategies. Teachers often adjust the curriculum based on the students’ individual abilities. Despite these difficulties, students show positive development when they receive consistent encouragement, emotional support, and recognition. Teachers express hope for improved training opportunities, especially in visual and adaptive teaching techniques, as well as better support from families and the government. Additionally, they highlight the importance of assistive learning tools and inclusive job opportunities after graduation. This study affirms that with collaborative support, deaf students have the potential to grow, learn, and contribute meaningfully to society.

This article discusses the implementation of the Learning Objective Flow (Alur Tujuan Pembelajaran, ATP) and Teaching Modules (Modul Ajar) within the Independent Curriculum (Kurikulum Merdeka) at MAN 2 Padang, specifically in the subject of Mathematics. The study aims to examine the development, application, and evaluation of these instructional tools in supporting the achievement of Learning Outcomes (Capaian Pembelajaran, CP) and strengthening students' character education. Using a qualitative approach with data collection techniques including observation and in-depth interviews, the findings reveal that ATP development is conducted collaboratively among teachers through the Teacher Working Group (KKG), based on the guidelines of the Independent Curriculum. The teaching modules are designed adaptively and contextually, integrating the reinforcement of the Profil Pelajar Pancasila and utilizing digital technologies. Challenges include limited preparation time, varying levels of teacher understanding, and adaptation to new pedagogical approaches. The results of this study provide valuable insights for the development of more effective and meaningful instructional tools within the implementation of the Independent Curriculum.

The world of education has undergone a major shift as a result of advances in information and communication technology. This study compares conventional and digital learning methods for distance learning (PJJ) across the board, with the aim of finding out what is effective, what is not effective, and how the two methods affect student learning outcomes and experiences. Conventional learning, which relies on direct interaction between teachers and students, emphasizes elements such as giving feedback, easy to do, structured, and routine. It has the advantage of being able to facilitate direct interpersonal communication, provide intensive supervision and guidance, and create a competitive learning environment. However, this method has some limitations, especially in terms of time and space flexibility. It is also not able to meet the learning needs of individuals in large groups. On the other hand, digital learning offers greater flexibility, access to a wide range of educational resources, and increased interactivity through the use of online collaboration tools, e-learning platforms, and video conferencing. The use of technology allows learning content to be presented in a systematic, structured and engaging manner, increasing student motivation and participation. In addition, it allows materials to be tailored to each student's learning style and conditions, and supports collaborative and independent learning. Challenges include the possibility of misuse of technology, limited access in some areas, lack of direct social interaction, and reliance on digital infrastructure and capabilities. The research results indicate that digital learning generally enhances student learning outcomes more significantly compared to conventional learning, especially in terms of distance learning (PJJ). Digital strategies such as structured instructional design, integration of practical experiences, motivational support, and time management have been shown to improve student interaction, understanding, and independence. However, digital and conventional learning methods can complement each other to achieve optimal effectiveness. The application of these strategies not only boosts students' academic performance but also equips them with the essential skills to tackle future challenges. 

The purpose of this study is to investigate whether the use of infographic media can enhance the argumentative writing skills of eleventh-grade students at SMK Negeri Sragi, located in the Sragi District of Pekalongan Regency, Central Java. Argumentative writing is a critical academic skill that enables students to express opinions clearly, logically, and persuasively. However, many students struggle with organizing their ideas, building coherent arguments, and presenting supporting evidence effectively. To address this issue, the research employs a quantitative descriptive method with a pre-test and post-test design. A total of 30 students from grade XI were randomly selected as research participants. Infographics were introduced as an instructional medium to assist students in better understanding the structure of argumentative texts, including thesis statements, supporting arguments, counterarguments, and conclusions. The visual nature of infographics was expected to improve students’ ability to grasp and organize key components of argumentative writing. The results of data analysis indicate a significant improvement in students’ writing performance after the implementation of infographic-based instruction. Students demonstrated enhanced clarity, coherence, and persuasiveness in their arguments. Furthermore, the use of infographics increased student motivation and confidence in expressing opinions through writing. This research concludes that infographic media is an effective tool for improving argumentative writing skills among vocational high school students. It is recommended that educators incorporate visual learning tools such as infographics to support writing instruction. The findings are expected to contribute to the development of more engaging and innovative teaching strategies that promote critical thinking and communication skills in the classroom.

Speed reading is an essential skill in modern education, requiring students to quickly and effectively comprehend information. This study aims to examine innovative and effective strategies for developing students' speed reading abilities in the era of modern learning. The research method used is library research, involving an extensive review of books, scholarly journals, and previous studies relevant to speed reading instruction. The findings indicate that the most effective strategies for improving speed reading skills include a combination of skimming and scanning techniques, minimizing subvocalization, and practicing word visualization. Additionally, the integration of digital technologies, such as AI-based learning applications and interactive platforms, has been shown to enhance both reading speed and comprehension. Constructivist and cognitive learning theories also play a crucial role in developing adaptive strategies tailored to students' needs. Despite the proven effectiveness of these strategies, several challenges remain, such as low reading motivation, difficulties in maintaining focus, and limited access to technology in certain educational settings. Therefore, educators must foster a conducive learning environment and incorporate appropriate technological tools to support the development of speed reading skills. This study contributes to the development of more innovative and adaptive speed reading instructional models in the digital era. The findings are expected to serve as a reference for educators in implementing more effective strategies to enhance students' speed reading abilities.

This article aims to provide an explanation of creative methods for inclusive education, especially for students at the Sukoharjo State Special Elementary School who prioritize motor skills and the ability to interact with other people. Data was collected through interviews and observations, and qualitative methods were used to compile this article. Literature review is the basis of process analysis. The findings from this study indicate that educators have the potential to enhance the utilization of educational resources, objectives, tools, techniques, assessments, and learning atmospheres through the implementation of innovative teaching methods. Diverse instructional approaches, ranging from remedial and deductive to inductive and heuristic techniques, can be employed to accommodate elementary-level students with special needs. Collaborative learning, behavior modification, and other methods are also beneficial. Moreover, it is suggested that teachers explore alternative learning aids like puzzles to cater to the unique needs of these students.

This study is evaluation research aimed at assessing the effectiveness of the teaching process implemented by young lecturers who have attended the Basic Instructional Skills Improvement Training (Pekerti) at Universitas Negeri Manado. A sample of 20 lecturers was selected using simple random sampling techniques. The results show that (1) The preparation of the teaching plan by the lecturers at Unima was well done, with 90% of lecturers demonstrating good to excellent performance in preparing their teaching plans. In comparison, only 10% showed less satisfactory performance. (2) The implementation of the teaching process was also well conducted, with 95% of lecturers carrying out the teaching process according to good to excellent criteria and only 5% falling into the less satisfactory category. Although the overall teaching implementation was adequate, several aspects needed improvement, namely the use of media and teaching tools, providing feedback on learning outcomes, and offering follow-up activities. These three aspects should be a primary focus in future training programs like Pekerti to enhance the quality of teaching. The findings provide important recommendations for the development of training programs and the improvement of teaching quality at higher education institutions, especially in the context of developing young lecturers' competencies.

This study developed a Discovery Learning model with a Meaningful Learning approach to improve students' critical thinking skills in Economics at SMAN 2 Tulang Bawang Udik. The study used the ADDIE model and produced a conceptual model, lesson plans, student worksheets, and HOTS assessment instruments. Expert validation results showed that the products were feasible, practicality tests obtained a very practical category, and effectiveness tests with a Nonequivalent Control Group design showed that the critical thinking of students in the experimental class was higher than that of the control class. These results confirm that this learning model is feasible, practical, and effective, and can be a guide for teachers for active, contextual, and high-level thinking skills-oriented learning. Additionally, the integration of Discovery Learning and Meaningful Learning provides a structured and student-centered learning process that encourages learners to construct knowledge independently while connecting concepts to real-life contexts. The resulting learning tools also support teachers in implementing systematic instruction that fosters student engagement and deeper understanding. Overall, the developed model contributes to improving instructional quality in Economics education and offers an innovative alternative for enhancing students’ cognitive abilities, particularly in critical thinking.

This research aims to identify and analyze the essential instructional tools needed in gas turbine learning for cadets of the Naval Academy's engineering corps using a mixed-method approach with an explanatory sequential design involving 160 respondents, consisting of 120 engineering corps cadets, 15 instructors, and 25 field engineering officers. The research results identified 28 types of gas turbine instructional tools categorized into four groups, with simulators and software showing the highest level of importance (4.65/5.0), and there were significant differences in the perception of importance levels among the three groups of respondents (F(2,157) = 12.45, p < 0.001). The AHP analysis produced a priority framework in four levels, with Level 1 encompassing 5 essential instructional tools: gas turbine simulator (0.742), gas turbine cut-section model (0.698), control system trainer kit (0.681), interactive learning video (0.673), and troubleshooting simulator (0.667). Regression analysis showed that instructional tools significantly contribute to learning effectiveness (R² = 0.742), with the gas turbine simulator as the main predictor (β = 0.384), positively impacting the cognitive aspect with a 26.8% increase in concept understanding (effect size 1.24), the affective aspect with an increase in learning motivation and career interest from 67% to 84%, and the psychomotor aspect with a 33.7% increase in hands-on skills and a 28.5% reduction in troubleshooting time. The resulting priority framework provides strategic guidance for optimizing resources and gradually developing gas turbine learning capabilities in military educational institutions, despite facing major obstacles such as budget constraints, technology compatibility, lack of quality human resources, and limited laboratory infrastructure.

This study aims to analyze the influence of internal combustion engine instructional tools on the competency achievement of cadets at the Indonesian Naval Academy Technical Corps. Using a mixed-methods research approach with sequential explanatory design, this study involved 160 cadets divided into experimental group (n=80) and control group (n=80). Quantitative data were collected through knowledge competency tests, practical skills assessments, and attitude scales, while qualitative data were obtained through in-depth interviews, focus group discussions, and participatory observations. The results showed that internal combustion engine instructional tools had a positive and significant effect on cadet competency achievement in three domains: knowledge (Cohen's d = 1.56), practical skills (Cohen's d = 2.68), and learning attitudes (Cohen's d = 1.62). Multivariate analysis showed that the use of internal combustion engine instructional tools explained 68.8% of the variance in the combination of cadet competencies (Wilks' Lambda = 0.312, p<0.001). Qualitative findings identified four main themes: enhanced conceptual understanding, hands-on skills development, increased motivation and engagement, and implementation constraints. Mediation analysis showed that attitude served as a partial mediator in the relationship between instructional tools and competency achievement. The results confirm that internal combustion engine instructional tools are a crucial determinant factor in technical competency achievement, with significant implications for military technical education curriculum development and Indonesian Navy operational readiness.

The low level of PAI learning activity among students is the driving force for this study. It is believed that the use of learning techniques is inextricably linked to this low activity in PAI learning. Index Card Match is one of the instructional strategies that is thought to have an impact on students' learning activities. to determine if there is a noteworthy impact on Index Card Match use. In order to go toward active learning, the author must carry out experimental study. The Quasy Experiment Design approach was used as the research method in this quantitative study. The location of this study is SDIT Juara Padang Panjang. Class IV A, IV B, and IV C, which were selected at random from 76 students' PTS scores, made up the study's population. Class IV A served as the experimental class and Class IV B as the control class. A questionnaire was one of the research tools utilized in this study (questionnaire). The t-test and F-test were used in the analytical process. The f-test was employed in the experimental class and the t-test in the control class to analyze the data. Based on the data processing results, the study findings indicate that there is a substantial difference in the usage of the Index Card Match technique on students' active PAI learning, supporting the first hypothesis. The fact that tcount (2,560) is higher than ttable (1,677) indicates this. Furthermore, it is evident that there is a considerable impact since the second hypothesis, Fcount, is 96.057 at a significance level of 0.010 <0.05, leading to the rejection of Ho and the acceptance of Ha. Thus, it can be said that using the Index Card Match Method has a big impact on active PAI learning.

Learning media is one of the tools that is really needed by Sulaimaniyah Kutacane Foundation Education Teachers when teachers carry out their learning, both inside and outside the classroom. The use of learning media so far has only relied on manufactured learning media and not the work of teachers. These manufactured learning media are quite expensive and not affordable for the Sulaimaniyah Kutacane Foundation Education Teachers in the area. Likewise with the Sulaimaniyah Kutacane Foundation Education Teachers where community service is carried out. The method used in this community service is community education. the extension team carries out counseling, the extension team observes changes in the behavior of the Sulaimaniyah Kutacane Foundation Education Teachers, the extension team observes these changes in behavior and it is hoped that they can be applied to real actions that have a direct effect on the quality of learning, the extension team periodically observes the improvement in the quality of teachers' learning. Sulaimaniyah Kutacane Foundation Education teacher, the extension team observed the results of the extension that had been carried out, with the hope that teachers would become more skilled in creating their own learning media. The success of this community service activity, when seen from the Sulaimaniyah Kutacane Foundation Education Teachers, can reach 95%, because the Sulaimaniyah Kutacane Foundation Education Teachers who were given counseling were able to produce learning media products in accordance with what was explained by the extension team. The participation of the Sulaimaniyah Kutacane Foundation Education Teachers in this extension activity was complete and complete until the end of the activity. Extension activities for Sulaimaniyah Kutacane Foundation Education Teachers with other materials are suitable to be carried out next.

Digital technology has completely changed how students access and interact with instructional information in today's schools. Digital tools are becoming more commonplace in the learning environment, which calls for a critical analysis of how students view and use these resources. This article seeks to explore how learners view the application of digital technologies to learning. Investigate the advantages that students feel they receive from using digital devices in the classroom and Determine the issues and worries students have with the inclusion of digital tools. A mixed-methods strategy was used to complete the study's goals, using quantitative and qualitative research techniques, there are survey, interview and literature review. The following are some of the major findings: Learners appreciate the advantages of digital technologies, including improved engagement, easy access to a plethora of knowledge, and individualized learning experiences. Effective educational practices have a favourable effect on students' experiences, and educators play a crucial role in influencing students' attitudes towards technology. The significance of a balanced strategy that takes advantage of technology's benefits while tackling its downsides is emphasised by learners. This study emphasises how important it is to take learners' opinions into account when creating digital learning environments. To maintain the relevance, engagement, and inclusivity of educational experiences, learner voices should be actively considered when making decisions on technology integration. Collaboration between academics, organisations, and politicians is required to strike this balance between utilising digital technologies' advantages and solving the problems they present. In the end, the study's findings provide insightful information for those involved in education, emphasising the necessity for a learner-centric strategy for integrating digital technology.

This research investigates the role of digital tools in the teaching of science, comparing traditional instructional methods with those enhanced by technology. A series of classroom interventions were implemented in secondary schools, utilizing digital simulations and interactive platforms. The results indicate that technology-enhanced methods improved student engagement, understanding of complex scientific concepts, and academic performance. The paper highlights the potential of digital tools to transform science education and recommends strategies for their effective integration in the classroom.

Instructional media plays a crucial role in achieving educational objectives. Educators need to develop teaching strategies using various appropriate media and learning resources. Currently, GASING mathematics instructional media only consists of modules, PowerPoint, and teaching aids. This indicates the untapped potential in utilizing instructional media such as animated videos as engaging and effective learning tools. Based on this issue, the researcher employed the GASING method in the subject of mathematics, specifically focusing on multiplying 2-digit numbers by 1-digit numbers. This study aims to ascertain the development process and feasibility of animated videos using Powtoon. These animated videos were developed using the ADDIE model. Based on validation results by language experts, an average of 98.33% was obtained, while content experts yielded an average percentage of 78.18%. Furthermore, media experts achieved an average percentage of 90.67%, and individual trials (One to One) resulted in an average percentage of 85.64%. Based on the validation results by experts, it can be concluded that animated video instructional media using Powtoon in mathematics with the GASING method as the developed instructional media is highly suitable for field use, as evidenced by the average percentage of feasibility obtained being 88.21% (very feasible).