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The development of information and communication technology has significantly transformed the field of education. Teachers no longer depend only on lectures to deliver learning materials but also use various learning media to improve the effectiveness of the teaching and learning process. One of the most widely used innovations is interactive learning media, which combines text, images, audio, video, and other interactive features to support student learning. Interactive learning media can create a more engaging and enjoyable learning environment. Through this media, students actively participate in learning activities rather than simply receiving information passively. As a result, their attention, motivation, and understanding of the learning materials can improve. However, low student learning outcomes remain a challenge in education. Limited student involvement in the learning process often affects their ability to understand lessons and achieve learning objectives. Previous studies have indicated that interactive learning media can enhance both the quality of learning and student achievement. Therefore, examining the influence of interactive learning media on student learning outcomes is important to support the development of more effective, innovative, and technology-based learning processes in the digital era.

This study aims to examine relevant and effective Christian Religious Education (CRE) learning methods in the digital era. The rapid development of information and communication technology has brought significant changes in education, including CRE instruction. The research method employed is a literature study with a descriptive-analytical approach to various academic sources and technology-based CRE learning practices. The results indicate that integrating digital media such as online learning platforms, Bible-based interactive applications, and social media creatively can enhance students' engagement and understanding of Christian faith values. Furthermore, the use of digital technology opens wider opportunities for contextual and meaningful faith formation across diverse learning environments. The study also identifies key challenges faced by CRE teachers, namely digital readiness, infrastructure limitations, and maintaining relational and spiritual dimensions in virtual learning environments. Teachers must therefore be equipped not only technologically but also theologically to navigate these complexities. The research concludes that the transformation of CRE methods in the digital era is not merely a technology adoption but a holistic theological integration of faith, technology, and pedagogy.

Reading and writing literacy is a fundamental competency that supports elementary school students’ learning success. However, the development of digital technology has changed students’ learning habits, with some students preferring gadgets over reading books. This study aims to analyze the reading and writing literacy skills of fourth-grade students at SD 3 Wergu Wetan in the digital era, identify factors influencing literacy skills, examine the impact of digital media use on literacy habits, and describe school efforts to strengthen literacy culture. This research employed a qualitative approach with a case study design involving fourth-grade teachers and students. Data were collected through observation, interviews, documentation, and questionnaires, then analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The results indicate that students’ literacy skills are categorized as fairly good, with a positive response percentage of 70.4%. Nevertheless, some students still require support in understanding reading materials and developing writing skills. Digital media influences literacy habits as both a challenge and an opportunity when used appropriately. School initiatives through the Wednesday Morning Literacy Program, visual-based learning media, and regular reading and writing activities contribute to strengthening literacy culture. Collaboration among schools, teachers, and parents is needed to optimize digital technology use while improving students’ literacy skills.

The Merdeka Curriculum introduces a paradigm shift in Indonesia's educational assessment system, moving from an outcome-oriented approach toward one that positions evaluation as an integral part of the learning process itself. This article examines how learning evaluation is implemented as an instrument to improve the quality of student learning within the Merdeka Curriculum framework. This study employs a library research method, analyzing relevant policy documents, regulations, and academic literature. The findings indicate that the Merdeka Curriculum shifts the focus of evaluation from mere measurement (assessment of learning) toward assessment as learning and assessment for learning, realized through three main forms of assessment: diagnostic, formative, and summative. Proper implementation of these three forms enables teachers to map students' individual learning needs, provide continuous feedback, and design differentiated instruction that is more relevant to learners' characteristics. However, field implementation still faces several challenges, including uneven teacher understanding, time constraints, and limited technical training in designing authentic assessment instruments. This article recommends strengthening teacher competence, providing practical technical guidance, and offering continuous mentoring as strategic steps to ensure that learning evaluation truly functions as an instrument for improving learning quality, rather than merely an administrative formality.

Data analysis is a fundamental stage in educational research because it determines the validity, credibility, and quality of research findings. The different philosophical paradigms underlying qualitative and quantitative approaches require distinct concepts, procedures, and analytical techniques. This study aims to examine the concepts, procedures, and implementation of data analysis in educational research using both qualitative and quantitative approaches. A literature review method was employed by analyzing books, scientific journal articles, and other relevant academic references related to educational research methodology. The findings indicate that qualitative data analysis emphasizes an interactive and iterative process involving data reduction, data display, conclusion drawing, and verification to produce credible and meaningful interpretations. In contrast, quantitative data analysis relies on systematic statistical procedures, including descriptive and inferential analyses, to test hypotheses, identify relationships among variables, and support objective decision-making. Although both approaches differ in their analytical orientation and techniques, they share the need for systematic, objective, valid, and rigorous procedures to ensure the accuracy and trustworthiness of research findings. Understanding these differences enables researchers to select analytical methods that are appropriate to their research objectives, designs, and data characteristics. This study contributes to a broader understanding of educational research methodology and provides practical guidance for researchers, educators, and university students in implementing effective and appropriate data analysis techniques.

Education plays a fundamental role in shaping the quality of human resources and determining national progress. However, many young people still lack awareness and motivation regarding the importance of education due to limited access to information, socioeconomic challenges, and insufficient understanding of its long-term benefits. This Community Service Program aims to increase young people’s awareness of the importance of education through collaboration among multiple universities. The program involved lecturers and students from various higher education institutions who conducted educational outreach activities, motivational seminars, interactive discussions, and mentoring sessions. Methods used included educational counseling, inspirational presentations, question-and-answer sessions, and participant evaluations. The results show an improvement in participants’ understanding, motivation, and awareness of education as an investment in the future. In addition, inter-university collaboration expanded the program’s reach, enriched perspectives shared with participants, and strengthened higher education institutions’ commitment to community engagement. This initiative demonstrates that cross-university synergy can serve as an effective and sustainable model for fostering educational awareness and supporting the development of future generations in diverse communities.

Child marriage remains a significant issue negatively impacting the health and quality of the younger generation, particularly through the increased risk of stunting in children. This article discusses the results of an educational outreach titled “Marriage Is Not Just About Legality: Legal Education on Marriage Dispensation and Its Implications for Stunting Prevention Among Students,” conducted at SMA Negeri 3 Parepare. The outreach aimed to raise students’ awareness about the relationship between minimum marriage age, marriage dispensation, and the health impacts on children, especially the risk of stunting. The methods employed included deconstruction, brainstorming, material delivery, reconstruction, and evaluation through pre-test and post-test assessments. Results demonstrated a significant improvement in students’ understanding from both medical and legal perspectives. The discussion focused on analyzing the contradictory legal norms regarding minimum marriage age and marriage dispensation, which frequently lead to implementation challenges. This outreach underscores the importance of integrating legal education and reproductive health as a preventive strategy to reduce child marriage and prevent stunting. Consequently, the program contributes to shaping a healthy, legally aware younger generation capable of making mature and responsible marriage decisions.

Sharia financial literacy is an important aspect in supporting inclusive and sustainable economic development. However, the level of sharia financial literacy among Indonesian society is still relatively low. This condition creates opportunities for Islamic boarding schools (pesantren) to play a strategic role in improving young generations’ understanding of financial management based on sharia principles. Therefore, this community service activity aimed to enhance the sharia financial literacy and inclusion of students through the SAKINAH (Santri Cakap Literasi Keuangan Syariah) Program at Nurul Abshor Islamic Boarding School, Katingan Regency. The program was implemented using a participatory educational approach through socialization, interactive discussions, simple simulations, and participant evaluations. The activity was carried out through collaboration among the Financial Services Authority (OJK) of Central Kalimantan Province, the Islamic Economic Society of Katingan Regency, PT Bank Syariah Indonesia Palangka Raya, Nurul Abshor Islamic Boarding School, the Regional Financial Access Acceleration Team of Katingan Regency, and students of Palangka Raya University. The results showed an improvement in students’ understanding of the importance of saving, the ability to distinguish between needs and wants, sharia financial management, and knowledge of legal and trustworthy sharia financial products and services. The SAKINAH Program was also considered effective in encouraging students to become agents of sharia financial literacy within the pesantren environment and the wider community.

This study aims to describe the level of understanding of grade IV students of SD HKBP Perdamean regarding environmental pollution. The research method used is descriptive with a focus on depicting student understanding based on the indicators that have been set. The research data shows that students' understanding is in the category quite well, although it is not even in every indicator. Students better understand aspects of direct action such as keeping the environment clean, planting trees, and saving on the use of plastic. However, understanding of the causes and impacts of environmental pollution, such as littering, river pollution, waste incineration, and air pollution, is still relatively low. In general, the results of the study show that students' understanding is still dominant in simple practical knowledge, so it does not fully cover the concept of environmental pollution and causes. These findings underscore the need for more contextual, student-centered, and hands-on learning that integrates real-world experiences with scientific concepts. Thus, a more interactive and environment-based learning strategy is expected to improve students' overall understanding of environmental pollution and its impact on life.

Collaboration between classroom teachers and Islamic Religious Education (PAI) teachers constitutes an essential strategy for instilling religious moderation values in elementary schools. This study aims to: (1) describe the forms of collaboration developed between classroom teachers and PAI teachers; (2) assess the effectiveness of such collaboration in inculcating religious moderation values; (3) identify changes in students' attitudes as tangible outcomes of collaboration; and (4) analyze supporting and inhibiting factors of collaboration at SDN 3 Wanamekar. A descriptive qualitative approach was applied using field study methods. Data were gathered through in-depth interviews, participatory observation, and document review. Data analysis followed the interactive model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation and technique triangulation. Findings indicate that collaboration occurs in two primary forms: reactive collaboration as a spontaneous response to students' intolerant behavior, and planned collaboration involving curriculum coordination, partial co-teaching, and joint evaluation. Collaboration was assessed as sufficiently effective yet suboptimal due to time constraints and excessive administrative burdens. Positive changes in students' tolerance and inclusive attitudes were identified as concrete outcomes. Supporting factors include favorable interpersonal communication, principal support, and moderation value integration in the Merdeka Curriculum. Main inhibiting factors are time limitations, administrative burdens, shallow conceptual understanding of religious moderation, and the absence of a standardized collaboration model. The study recommends establishing structured collaboration schedules and religious moderation training programs for all teachers.

The use of digital learning media and discussion methods is increasingly important to support junior high school students' learning outcomes. Digital media, such as videos, animations, and interactive platforms, facilitate understanding of material and increase learning motivation, while discussion methods encourage active participation, critical thinking, and student reflection. This study examines the influence of the use of digital learning media and discussion methods on junior high school students to obtain a comprehensive picture of the effectiveness of both variables in improving student learning outcomes. A qualitative method with a literature review approach was used as the research method. Sources were obtained from relevant journals, articles, and books, and analyzed descriptively and qualitatively. The results found that the use of digital media and discussion methods had a positive effect on student learning outcomes. Implications emphasize the importance of adequate technological facilities and teacher training to utilize digital media and discussion methods to create enjoyable and interactive learning.

Sexuality education is crucial for equipping adolescents and fostering healthy, responsible behavior. Lack of knowledge and understanding regarding sexuality education can increase the risk of sexual behavior, which can impact physical and mental health, and reduce concentration during learning. This activity aims to increase the knowledge of students at SMK Bhakti Indonesia Medika in Pangkalanbun Regency regarding education on preventing sexual harassment in the school environment. The outreach activity was conducted in May 2026 with 43 students aged 15-16 years, using a pretest-posttest method, leaflets, and PowerPoint presentations. The results showed an increase in the average student knowledge score from 50 to 95 after the education. The majority of students were 16 years old, and some had boyfriends. These findings indicate that the education provided in schools is very effective and useful as a warning to take the first step in preventing sexual harassment in the school environment for adolescents. This education can be recommended for regular replication to strengthen a safe and responsive school culture to child protection issues.

A safe and inclusive learning environment is an important factor in supporting the educational process. However, various forms of bullying behavior, such as teasing, giving negative nicknames, and social exclusion, are still found in schools and may hinder the creation of a comfortable and child-friendly learning environment. This community service activity aimed to improve students’ understanding of bullying and its impacts, as well as to instill the values of mutual respect as an effort to create a safe and inclusive learning environment. The activity was conducted at SD Negeri 2 Muara Batu, Aceh Utara Regency, through the XXXVIII Community Service and Empowerment Program (KKN-PPM) of Malikussaleh University in 2026. The methods used were educational and participatory approaches implemented through preparation, implementation, and evaluation stages. The activities were carried out through socialization sessions, discussions, question-and-answer sessions, simulations, and educational games. The results showed an improvement in students’ understanding of the forms, causes, and impacts of bullying, including verbal, physical, and social bullying. In addition, students demonstrated more positive attitudes, such as increased awareness of respecting differences, treating peers with respect, reducing teasing behavior, and developing empathy and concern for others. The activity also received positive responses from the school, as it was considered supportive of character education and the creation of a more conducive learning atmosphere. Therefore, anti-bullying education through educational and participatory approaches can serve as an effective strategy for creating a safe, comfortable, and inclusive learning environment for elementary school students.

Christian religious education teachers act as agents of social, spiritual, and cultural transformation by integrating Christian values ​​into the lives of communities that are still strongly bound to ancestral customs and beliefs. The transformation of customs through contextual evangelism is both a challenge and an opportunity for Christian religious education (PAK) teachers in carrying out their roles as educators and servants of God in a pluralistic society. This study aims to analyze the strategic steps of PAK teachers in integrating Gospel values ​​with local culture without eliminating the identity of the Christian faith or damaging the noble values ​​of customs. The research method used is a qualitative approach and literature study. The results of the study indicate that PAK teachers need to have three main strategic steps, namely contextual understanding by studying in depth the values, symbols, and practices of local customs, a transformational approach, namely presenting Gospel values ​​through education that respects culture but leads to renewal of life and pedagogical implementation through creative and reflective learning methods that foster students' awareness of faith and social responsibility. With this strategy, Christian Religious Education teachers can become agents of transformation, bridging the gap between Christian faith and local culture, ensuring that evangelism is not confrontational but contextual, dialogical, and builds lives rooted in the love of Christ.

This study aims to analyze the internalization of Islamic developmental psychology values through the Qur'an memorization (Tahfidz Al-Qur'an) program in shaping the character of middle adolescents aged 13–17 years in the digital era at Al Hayya Orphanage Foundation, Depok. Adolescence is a transitional stage characterized by significant physical, emotional, social, and spiritual changes. In the digital era, adolescents face various challenges, such as social media addiction, cyberbullying, declining social interaction, and moral degradation, all of which may affect character development. Therefore, strengthening character education based on Islamic values has become increasingly important. This research employed a qualitative approach using a case study method to gain an in-depth understanding of the phenomenon under investigation. Data were collected through observation, in-depth interviews, and documentation involving orphanage caregivers, Tahfidz instructors, and students at Al Hayya Orphanage Foundation, Depok. The findings indicate that the Tahfidz program plays a positive role in character formation through habituation, role modeling, spiritual guidance, and a supportive religious environment. From the cognitive perspective, students demonstrated improvements in discipline, concentration, responsibility, and self-regulation. Emotionally, they became more patient, better able to control their emotions, and experienced inner peace through intensive engagement with the Qur'an. Socially, the program fostered attitudes of mutual assistance, respect, empathy, and stronger social relationships among students.This study reveals that the Tahfidz program serves not only as a means of memorizing the Qur'an but also as an effective medium for internalizing the values of Islamic developmental psychology and fostering Qur'anic character among adolescents in facing the challenges of the digital era.  

The keywords are required for computerization. Research and abstract title search made easy with these keywords. This study aims to determine the application of the entrepreneurship-based Project-Based Learning (PjBL) model to improve students' critical thinking and collaboration skills in Biology lessons at MAN 2 Tanjung Jabung Timur. This study used the Classroom Action Research (CAR) method, implemented in two cycles: Cycle I and Cycle II. Each cycle consisted of planning, implementation, observation, and reflection. Data collection techniques included observation, assessment, evaluation, reflection, and observation sheets for students' critical thinking and collaboration skills. The results showed that the implementation of the entrepreneurship-based PjBL model improved student learning outcomes, critical thinking skills, and collaboration. Assessment scores increased from 62 in Cycle I to 83 in Cycle II, representing a 33.87% increase. Evaluation scores increased from 73 to 93, representing a 27.40% increase, while reflection scores increased from 76 to 91, representing a 19.74% increase. Students' critical thinking skills also improved in the focus, reason, inference, situation, clarity, and overview indicators, which were dominated by categories 3 and 4 in Cycle II. Furthermore, students' collaborative skills improved across indicators of shared understanding, taking appropriate action, and team regulation. Based on the research results, it can be concluded that the implementation of the entrepreneurship-based Project-Based Learning (PjBL) model is effective in improving students' critical thinking and collaboration skills in Biology.

Misconceptions on the topic of waves are a systemic problem in high school physics learning that requires a comprehensive diagnostic instrument. Conventional diagnostic instruments up to the four-tier generation have limitations in revealing the conceptual structure behind students' thinking errors. This study aims to develop a five-tier multi-representation diagnostic instrument on the topic of waves using the 4D model (Define, Design, Develop, Disseminate). The main innovation of this instrument lies in the integration of multi-representations (verbal, pictures, graphics, mathematical) in Tier 1 and the addition of a paraphrase tier (Tier 5) that asks students to rewrite their understanding in their own words. The development process includes needs analysis, designing a grid of 16 questions, validation by two experts, and a limited trial on 34 grade XI students of SMAN 13 Kota Jambi. The results of expert validation showed an average percentage of 91.25% (Very Good) from both validators. Content validity was met with a percentage of False Positive (FP) of 6.80% and False Negative (FN) of 4.41%, both below the 10% threshold. Construct validity was confirmed through a significant Product Moment correlation (r = 0.342–0.348; sig. < 0.05) and factor analysis with six significant factors (eigenvalue > 1). The instrument's reliability was high, with a Cronbach's Alpha of 0.726. This instrument is expected to help physics teachers diagnose students' misconceptions more precisely and thoroughly on the topic of waves.

This study aims to obtain a comprehensive understanding of the Juz ‘Amma memorization strategy implemented at Madrasah Diniyah Takmiliyah Baitul Azhar, evaluate its effectiveness, and examine the assessment mechanisms applied in Qur’anic learning. The research employed a qualitative field-study approach, focusing on learning activities as the primary object of investigation. Data were collected through direct observation of the learning process, in-depth interviews with the madrasah principal and teachers (ustadz/ustadzah), and documentation analysis related to the memorization program. The data were analyzed through data reduction, data presentation, and conclusion drawing to generate accurate and in-depth findings. The results indicate that the memorization program utilizes a combination of talaqqi, takrir (repetition), sima’i, and small halaqah methods. These strategies have proven effective in improving students’ memorization abilities, as reflected in increased reading fluency, better tajwid accuracy, and the achievement of memorization targets. In addition, the madrasah implements a structured and continuous evaluation system consisting of daily assessments, weekly reviews, and final examinations for each juz. The evaluation focuses on memorization fluency, recitation accuracy, and overall memorization quality. The study concludes that integrating diverse memorization methods with systematic evaluation significantly enhances the effectiveness of Qur’an memorization learning in Islamic educational institutions.  

This study aims to analyze in-depth cognitive learning theory and its implications for improving the effectiveness of Islamic Religious Education (PAI) teaching at the elementary school level. The adopted methodological approach is qualitative through library research, with the application of content analysis and theoretical synthesis techniques. Primary data sources were obtained from academic literature including textbooks, scientific journals, and the latest empirical research relevant within the last decade. The results of the analysis indicate that cognitive learning theory positions cognitive processes as the core of learning activities, allowing students to function as active agents in constructing knowledge through understanding, analysis, memory representation, and integration with pre-existing cognitive schemas. In the context of PAI, this approach enables meaningful learning through interactive pedagogical strategies such as collaborative discussions, problem-solving, case studies, and metacognitive reflection, which are empirically adapted to the stages of students' cognitive development. The implementation of cognitive theory significantly contributes to strengthening conceptual understanding, increasing learning engagement, developing critical thinking skills, transferring knowledge, and internalizing Islamic values. Thus, cognitive learning theory makes a substantial contribution to optimizing the effectiveness of PAI teaching in elementary schools through an interactive, systematic, and understanding-oriented approach.

This study aims to analyze the effectiveness of the experimental method in teaching Natural Science at the elementary school level. A quantitative approach with a quasi-experimental design using a pretest-posttest control group was applied. The sample consisted of an experimental group taught using the experimental method and a control group taught using conventional methods. Data were collected through tests, observations, and documentation, and analyzed using t-tests and N-Gain calculations. The results show that the experimental method is more effective in improving students’ activeness, conceptual understanding, and learning outcomes compared to conventional methods. Students actively participated in experiments, discussions, and observations, making learning more meaningful. However, variations in improvement were influenced by students’ initial ability, interest, and participation, as well as supporting factors such as teacher readiness and facility availability. In conclusion, the experimental method is effective for science learning in elementary schools when supported by proper planning and adequate resources.