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The 21st century is marked by the advancement of science and technology, driving increasingly complex changes in life. In the context of education, a multidisciplinary learning approach has become relevant in enhancing students' complex thinking abilities. This approach allows students to integrate various disciplines in solving existing problems, thereby improving their critical, analytical, and creative thinking skills. This study explores the relationship between multidisciplinary learning and students' complex thinking abilities, the factors influencing its implementation effectiveness, and effective multidisciplinary learning strategies. Based on previous research, multidisciplinary learning has been proven to enhance complex thinking skills by up to 35% compared to conventional learning methods. However, its implementation faces several challenges, including a lack of teacher readiness, limited resources, and a learning culture that still emphasizes rote memorization. Therefore, problem-based learning strategies, cross-disciplinary collaboration, and the use of technology are recommended to improve the effectiveness of this approach.

One of the strategic efforts to improve the quality of learning in schools is educational supervision. This study examines how to implement educational supervision to improve learning. Educational supervision includes classroom observation, professional teacher guidance, performance evaluation, and providing constructive criticism. The research methods used include in-depth interviews with principals, teachers, and school supervisors. The results of the study indicate that teachers can improve their pedagogical skills, create a more interactive learning atmosphere, and improve student learning outcomes with effective supervision. Effective supervision also helps teachers create different learning methods that are in accordance with student needs. Therefore, educational supervision plays an important role in building a good learning culture in schools.

Human resource (HR) development is a key element in realizing competency-based schools that are able to face the challenges of the globalization era. This study aims to analyze HR development strategies in educational environments with a systematic approach involving teachers, staff, and students. The research methods used are literature review and direct observation at several competency-based schools in Indonesia. The results of the study indicate that effective HR development includes three main aspects: strengthening teacher pedagogical competence, increasing staff managerial capacity, and forming a learning culture in students. The proposed strategies include ongoing training, empowering digital technology, and collaborating with external parties such as the business world and industry. The implementation of this strategy shows an increase in individual and institutional performance, especially in terms of adaptability to curriculum changes, the use of technology in learning, and student learning outcomes. In addition, it was found that visionary leadership support and adequate facilities are the main supporting factors for the success of HR development in competency-based schools. In conclusion, integrated and competency-oriented HR development not only strengthens school competitiveness but also supports the creation of a globally superior generation.

This article is entitled Planting a Learning Culture for Santri for Nurul Muhajirin Sukatani-Banyuasin Islamic Boarding School, with the aim of how the process of cultivating a student learning culture at Nurul Muhajirin Sukatani Islamic Boarding School. The type of research used is qualitative with a descriptive approach. Data collection techniques used through observation, interviews, and documentation. Data analysis techniques start from collecting data, presenting data, and drawing conclusions. While the technique of checking the validity of data is by data triangulation techniques. The results obtained that the cultivation of a learning culture for Santri for Nurul Muhajirin Islamic Boarding School has been carried out well, including making a schedule of activities, time and place of study, which is in accordance with the needs of education at Ponpes Nurul Muhajirin, Ponpes has also provided education to get used to reading and taking notes for Ponpes students, Ponpes also makes schedules and rules for students to repeat learning materials when returning home from formal learning classes, then concentration in learning is also a serious concern for Ponpes in order to get maximum results, and has also instilled the value that the importance of carrying out or doing the tasks given by the ustad / ustazah.  

The main problem in this study is how culture encourages achievement motivation of students studying Social Sciences and how the form of achievement motivation of students learning Social Sciences in class V UPT SDF Negeri Kakatua. This study aims to find out the form of learning in encouraging student achievement motivation in social studies and to find out the form of achievement motivation of fifth grade students at UPT SDF Negeri Kakatua.This type of research is qualitative research and uses a qualitative descriptive approach. The subjects in this study were 2 class teachers and 5 students of class V UPT SDF Negeri Kakatua. Data collection techniques using: observation, interviews, and documentation. While the validity of the data in this study uses source triangulation.The results of the study show that: (1) the student learning culture has been implemented by the teacher who teaches in the class (2) student achievement motivation is important in achieving learning achievement The teacher's role is very important to improve student achievement by providing achievement motivation.Based on the results of the research above, it can be concluded (1) Student learning culture is something that needs to be implemented by teachers and carried out by students to support student behavior at school and outside school (2) achievement motivation needs to be given to students to support student achievement and student learning outcomes .

The characteristics of organizational culture can have a significant impact on the performance of teachers in schools. Some characteristics of organizational culture that can influence teacher performance are as follows: task orientation, communication, social support, recognition, and learning culture. Research is conducted with a procedure or work stages starting from the preparation phase where the research team prepares a review of relevant theories related to the research being conducted, discussions, sharing of knowledge, and literature searches are activities in this phase. Then, initial observation is carried out on the problem, followed by submitting written questions to the respondents in the form of a questionnaire, and then the data is collected, tested, analyzed, and evaluated.