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Reading ability is a basic skill that plays a crucial role in the success of students' learning process. However, various studies indicate that the reading ability of junior high school students remains low. This study aims to analyze the reading ability of students at the UPT SMP Negeri 2 Mappakasunggu using Alfred Schutz's social phenomenology perspective. The research approach used was qualitative with descriptive methods. Data collection techniques included in-depth interviews, observation, and documentation of students and teachers. The results indicate that students' low reading ability is not solely caused by cognitive factors but is also influenced by subjective meanings formed through students' social experiences. The lack of a literacy culture in the family and school environment results in reading not being perceived as an important or enjoyable activity. Furthermore, the dominant use of gadgets for entertainment creates habits that reduce students' interest and concentration in reading texts. From Alfred Schutz's social phenomenology perspective, these conditions are related to students' lifeworlds and stock of knowledge, which shape their perspectives and actions toward reading. This study concludes that improving students' reading ability requires a comprehensive approach, taking into account experiences, social interactions, and the formation of meaning in reading in students' daily lives.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This study aims to examine the use of artificial intelligence (AI) in transforming Buddhist Sunday School education at the Shimakalingga Temple in Jepara in the digital era. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation studies. The results show that AI technology is beginning to be utilized in the learning process, such as the use of interactive visual media, Dharma quiz applications, and digital platforms for distance learning. The use of AI has been proven to increase student interest and understanding of Buddhist teachings, as well as support more inclusive and adaptive learning. However, challenges remain, including limited resources, lack of teacher training, and the need for ethical guidelines for the use of AI in the context of religious education. This study concludes that AI plays a significant role in supporting the transformation of Buddhist education, but its use must remain balanced with spiritual values and the role of teachers as moral guides. Therefore, collaboration between the temple, educators, and technology is needed to create a sustainable learning system based on Dharma values.

Digital literacy is important in education in the era of Society 5.0, because teachers are required to be facilitators in supporting students to become digital learners. To support the success of students in becoming digital learners, the role of teachers in the use of technology during learning activities also contributes. The existence of these demands makes the use of virtual reality media in the learning environment an alternative that can be done to create learning activities that meet the demands in the Society 5.0 era. The purpose of this service activity is to improve the digital literacy of IGI Pekanbaru. as well as introduce virtual reality-based learning media as a renewable learning media innovation to support student learning activities in the digital era. In this service, the methods include presentation, demonstration, and practice. The results showed that teacher training in making VR learning media can improve their digital literacy. This training can also help teachers create interactive and interesting technology-based collaborative learning media for modern learning.

There is a mismatch between the policy of Contextual teaching and learning (CT&L) and learning in reading skills and the practice in the Indonesian higher education context. This is a case study that examines the beliefs of Indonesian higher education English lecturers about CT&L in English reading lessons. Context plays a pivotal role in English teaching, especially in reading, since it can connect teaching materials with students’ real-life context. The interviews revealed that teachers believe teaching English reading skills should be contextualized. However, these practices were not always easy because there were constraints in the form of decontextualized textbooks and uncontextualized teaching. The findings of this research would offer a recommendation for policy makers, English teachers in higher education context and future researchers interested in how to make English language learning in reading more contextual

This study aims to identify various problems faced by students class VII at junior high school Satu Atap Sukun in learning to speak English, as well as the role of teacher in overcoming these challenges, specifically with seventh-grade students. The researcher is interested in exploring the issues faced at junior high school Satu Atap Sukun and the strategies implemented by teacher to help students overcome these difficulties. The research method used is qualitative, with data collection techniques through interviews and observations. The results found in this study indicate that the researcher identified problems in learning English speaking skills among students class VII at Junior High School Satu Atap Sukun, as well as the teacher strategies to solve these problems. The problems experienced by the students class VII at Junior High School Satu Atap Sukun are as follows: no experience in English learning from the basics, lack of motivation to English learning, lack of self-confidence, limited English vocabulary, very limited time for English learning, lack of learning facilities and teaching media, no English speaking practice outside of school, and the influence of an environment that uses the mother tongue. Meanwhile, the teacher strategies to overcome the English speaking problems among students class VII at Junior High School Satu Atap Sukun include group discussion strategy, role-play strategy, and whisper relay strategy.

This study aims to identify and describe the teaching process of Social Studies (IPS) in third-grade elementary school through direct observation. The method used involved an observation sheet designed in accordance with the research objectives to collect information on teacher and student activities, the teaching approach applied, and the use of teaching materials. The research findings revealed that although students were less actively involved, the lecture technique was still the main method in teaching Social Studies in third-grade elementary school. However, the practice of interactive instructional strategies, such as group discussions, the effective use of suitable instructional media is believed to enhance learners’ participation and foster greater motivation in the learning process. Furthermore, a harmonious interaction between educators and students also plays a role in establishing a supportive and comfortable learning atmosphere. The main obstacles include limited teaching materials and limited learning time. This study concludes that teaching Social Studies at the elementary school level needs to utilize a variety of interesting techniques and teaching materials to increase learning efficiency and foster student interest. These results provide useful empirical data as a basis for evaluating and improving Social Studies teaching in third-grade elementary school, so that it is more appropriate to the characteristics and needs of students.

This study aims to understand and explain in depth the role of teachers in the care of children aged 3–5 years at the Siti Hajar Kindergarten and its influence on child development. This study used a qualitative approach with the aim of obtaining a comprehensive picture of the interactions between teachers and children in daily care activities. Data were obtained through observation, interviews, and documentation that describe care practices in the TPA environment. The results show that teachers have a very important role, including as guides in learning activities, mediators in children's social and emotional development, motivators to foster interest in learning, role models of positive behavior, and communication bridges between children and parents. These roles contribute significantly to character formation, social skills development, increased learning motivation, and children's emotional well-being. Despite facing various obstacles, such as limited facilities and challenges in maintaining children's concentration, teachers continue to strive to provide optimal care through enjoyable learning strategies and active communication with parents. This study recommends increasing teacher capacity and strengthening collaboration between educational institutions and families to support the sustainable growth and development of early childhood.  

The spiritual crisis among students in the digital age is increasingly evident through a decline in interest in worship, low moral awareness, and an increase in individualistic lifestyles that affect the formation of faith and moral competence. This condition requires the development of Islamic Religious Education (IRE) learning that is not only oriented towards cognitive understanding, but also fosters a deep spiritual awareness among students. This study aims to analyze the role of reflective-based PAI learning as a solution in strengthening students' faith and moral competence amid digital challenges. The method used is library research by examining books, curriculum policies, and relevant national and international journal articles over the last ten years. The results of the study show that the reflective approach, through activities such as muhasabah, personal journals, value dialogues, and tadabbur experiences, is able to increase self-awareness, faith appreciation, and strengthen social morals more effectively than conventional learning, which is one-way and teacher-centered. In addition, the integration of reflective values has been proven to support the achievement of basic PAI competencies as mandated in KMA No. 183/2019, especially in the spiritual and affective domains. These findings imply that PAI learning in the digital age needs to adopt a more participatory, contemplative, and experience-based design in order to foster character building.

This Community Service (PKM) activity aims to assist students of Madrasah Tsanawiyah Shirojut Thalibin in understanding the adolescent development period through the perspectives of Aristotle, Comenius, and Charlotte Bühler. The mentoring was motivated by the complexity of physical, emotional, social, and spiritual changes during adolescence and the low interest of students in studying the stages of human development. The activity was carried out for one week through educational, interactive, and collaborative strategies, using participatory discussion methods, theoretical explanations contextualized with the realities of adolescent life, varied learning media, role simulations, and joint evaluation and reflection. The subjects of the activity were students of MTs Sirajut Thalibin Racek Village, Tiris District, Probolinggo. The results of the mentoring showed an increase in students' understanding of the stages of adolescent development, a higher awareness of maintaining physical and mental health, and a better ability to link personal changes with developmental tasks and life goals. Teachers and the madrasah also experienced positive impacts in the form of strengthened understanding of adolescent characteristics and adjustments to a more holistic learning approach. This activity produces scientific articles, activity documentation, and student work products, while also recommending the integration of human development material in learning and guidance programs to support the moral, intellectual, social, and spiritual development of adolescents.

The creative Sunday School teaching program at GKSI Imanuel Teretek was implemented as a community service initiative focused on increasing children’s enthusiasm for participating in spiritual activities. The program was motivated by initial findings showing that many children exhibited declining interest due to monotonous learning methods that lacked creative engagement. Therefore, the service team designed a series of activities based on creative approaches, including the use of visual media, educational games, art activities, and interactive storytelling to align learning with the developmental needs of children. The implementation process was carried out through several stages, including observation, material planning, activity execution, and evaluation. The results showed a significant increase in attendance, active participation, and positive responses from the children. They appeared more engaged, more willing to ask questions, and better able to remember biblical messages through enjoyable and easy-to-understand activities. Additionally, Sunday School teachers gained new insights regarding creative teaching strategies that can be applied sustainably. These findings affirm that innovation in teaching methods has a real impact on children’s learning motivation and strengthens the church’s role in nurturing faith from an early age.

The use of Islamic music, especially nasyid, as a creative learning strategy in Islamic Religious Education (PAI) plays an important role in increasing students' motivation, understanding, and appreciation of religious values. This study uses a qualitative descriptive method to describe in depth how nasyid can be used as an innovative and effective learning medium to enrich the IRE teaching process. The findings show that the application of nasyid in the teaching and learning process can create a more interesting, interactive, and enjoyable learning atmosphere. This condition has been proven to encourage active student participation, making learning activities more meaningful and memorable. In addition, nasyid effectively helps students improve their memory and ability to memorize religious material in an easier and more enjoyable way. The positive impact is not only seen in cognitive aspects but also in the overall formation of students' religious character. Through nasyid, moral and spiritual values can be instilled more deeply, naturally, and continuously in everyday life. However, this study also found several obstacles, such as limited supporting facilities and the need to develop teachers' competencies in optimally applying nasyid as a learning medium. Therefore, the use of nasyid in PAI learning can be seen as a strategic innovation that has the potential to improve the quality of religious education holistically and have a positive impact on the development of students in a dynamic and challenging modern era.  

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.         

The Merdeka Curriculum policy, initiated by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), marks a significant paradigm shift in the Indonesian educational landscape. This curriculum emphasizes student-centered learning, flexibility, and the development of competencies according to students' interests and talents. This study aims to critically analyze the relevance of the philosophy of progressivism, pioneered by John Dewey, as a conceptual foundation for the implementation of the Merdeka Curriculum. Using a systematic literature review method on 15 Sinta indexed scientific journals (minimum Sinta 4) published between 2018-2024, this study examines the alignment between the core principles of progressivism such as experience as the basis of learning (learning by doing), the teacher's role as a facilitator, problem-solving, and democratic education and the essence of the Merdeka Curriculum policy. The analysis reveals a strong alignment between the two concepts. Project-based learning, content differentiation, and formative assessment within the Merdeka Curriculum are concrete manifestations of progressive ideas. However, this study also identifies implementation challenges, such as teacher readiness, school culture transformation, and resource availability, which can hinder the internalization of this philosophy at the practical level. It is concluded that a deep understanding of the philosophy of progressivism by stakeholders, especially educational managers and teachers, is crucial to ensure that the Merdeka Curriculum becomes not just an administrative change, but also a substantive and sustainable pedagogical transformation.

This study aims to determine the effect of digital media use on children's academic achievement. Rapid technological developments have made digital media a crucial part of the modern educational process. Using a qualitative descriptive approach, this study provides an in-depth description of how digital media is used in learning activities and its impact on student learning outcomes. Data were collected through observations, interviews, and documentation of students, teachers, and parents involved in the technology-based learning process. The results indicate that digital media plays a significant role in increasing children's interest and motivation in learning, enriching their knowledge base, and helping them understand the material more effectively. However, the study also found that excessive, unsupervised use of digital media can lead to decreased concentration, the development of procrastination, and decreased social interaction among students. Therefore, the use of digital media needs to be balanced with guidance and supervision from teachers and parents to ensure its use remains aligned with educational goals. In conclusion, digital media has significant potential to improve children's academic achievement when used wisely, purposefully, and in accordance with each student's individual learning needs.

Islamic Religious Education (PAI) plays a strategic role in shaping students’ character and developing their religious potential. However, religious learning often becomes less engaging if not presented creatively. The PAI Festival (Pentas PAI) in Karangharja Village, Pagelaran District, Cianjur Regency, was implemented to explore and foster students’ religious talents and interests through Islamic-themed competitions. This program applied the Asset-Based Community Development (ABCD) approach, focusing on mobilizing community religious assets such as Islamic teachers, preachers, and local religious institutions. The implementation consisted of five stages: discover, dream, design, define, and destiny. The results indicate that Pentas PAI effectively served as a medium for students to express their religious abilities, enhance enthusiasm for learning religion, and cultivate Islamic character values such as responsibility, sportsmanship, and confidence. Furthermore, the activity strengthened collaboration among schools, communities, and families in supporting religious education. By optimizing local assets and community participation, Pentas PAI successfully created an engaging and sustainable model of religious education at the village level.

This study aims to determine the role of Community Service Program (KKN) students in increasing interest in learning Islamic Religious Education (PAI) at the Al-Muttaqin Foundation MDTA. The background of this study stems from the low enthusiasm and motivation of students in participating in religious lessons, so that learning innovations are needed that can rekindle their enthusiasm for religious values. KKN students, as part of the implementation of the Tri Dharma of Higher Education, have a social responsibility to contribute directly to society, one of which is through educational activities. In its implementation, students apply various creative, interactive, and fun learning methods, such as educational games, group discussions, and role-model-based approaches that make students more active and motivated. This study uses a descriptive qualitative method with observation, interview, and documentation techniques during the two-month activity. The results show that the presence of KKN students has a positive influence on increasing student interest in learning, seen from increased discipline, active participation, and curiosity about PAI materials. In addition to being teachers, students also play a role as moral guides who instill religious values ​​through positive behavior and habits.   

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study explores the function of the scientific approach and learning assessment as elements that strengthen the quality of education through a structured literature review. The review of various sources shows that the continuous application of the scientific method has a positive effect on improving students’ critical thinking, creativity, learning independence, and character development. Findings from several studies over the past decade support the effectiveness of implementing the scientific method at various educational levels, despite challenges such as limited time and learning resources. In addition, comprehensive learning evaluation not only measures final outcomes but also considers context, input, and process (CIPP model), thereby enhancing the relevance of learning objectives and student motivation. The literature review also highlights the importance of guidance and counseling (GC) as an integrative component that supports students’ academic, social, personal, and character development at both primary and secondary education levels. However, some studies identify challenges in implementation, such as students’ low reading interest and the dominant role of teachers, which can be addressed through STEM-based and blended learning models. Overall, the integration of GC with learning evaluation has the potential to realize holistic education that balances intellectual, emotional, social, moral, and spiritual intelligence, while preparing students to contribute effectively to society and the future workforce. These findings encourage the development of educational policies and learning practices that are more process-oriented, context-based, and focused on the holistic development of student competencies.

Learning Islamic Religious Education (PAI) for some students is so unpleasant that it affects their interest in learning. One of the factors is that PAI learning strategies are still traditional, PAI teachers' teaching abilities/competence are still lacking, and PAI learning management strategies are not optimal. Efforts to increase PAI learning activities, PAI learning achievement, and make PAI a subject that students are interested in, the alternative is to change PAI learning strategies from traditional to progressive PAI learning strategies.