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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.

This study aims to determine whether there is an influence of teacher competence on students’ learning outcomes in Integrated Social Studies at SMP Negeri 9 Limboto, Gorontalo Regency. Teacher competence is a crucial factor in achieving successful learning, as competent teachers are able to manage the learning process effectively, attractively, and meaningfully for students. This research employed a quantitative approach with a total sample of 55 students selected proportionally. The instruments used were questionnaires designed to measure both teacher competence and students’ learning outcomes. Data were analyzed using a simple linear regression technique to examine the extent of the relationship between the two variables. The results of the analysis showed that teacher competence has a significant influence on students’ learning outcomes. The magnitude of the influence of teacher competence on learning outcomes was found to be 70.6%, while the remaining 29.4% was affected by other variables not examined in this study. These findings indicate that the higher the level of teacher competence, the better the students’ learning outcomes in Integrated Social Studies at SMP Negeri 9 Limboto. Therefore, improving teacher competence is essential in enhancing the quality of student learning outcomes.

This study aims to comprehensively describe the implementation of differentiated learning in classroom management and analyze its impact on students’ learning outcomes, particularly in mathematics subjects. The research method employed is a literature review by examining various scholarly sources such as national and international journals, educational textbooks, and relevant research articles. The findings indicate that differentiated learning is a pedagogical approach that places students at the center of the learning process by accommodating individual differences in terms of readiness, interests, and learning styles. This approach has proven effective in enhancing students’ motivation, active engagement, and conceptual understanding of mathematical content. Although its implementation presents several challenges, including classroom management complexity, time constraints, and limited learning resources, numerous studies report significant improvements in post-test scores, learning activities, and overall learning achievement following the application of differentiated learning strategies. Therefore, differentiated learning can serve as a strategic solution to create an inclusive, adaptive, and learner-centered educational environment, ultimately improving the quality of teaching and learning, especially in mathematics education.

This study aims to describe the application of biology learning control based on the value of love at SMK Kesehatan Athallah Putra Palembang. The concept of control applied not only focuses on formal supervision but also emphasizes a humanistic guidance approach, which includes attention, emotional support, and motivation for students. This research uses a descriptive qualitative method with data collection techniques such as observation, interviews, and documentation. The results show that the implementation of love-based control creates a harmonious, interactive, and comfortable learning environment. Teachers act not only as supervisors but also as mentors who play a role in fostering positive character and enhancing student learning motivation. With this approach, better relationships between teachers and students are formed, encouraging students to be more active in the learning process. Love-based control is proven to be effective in improving the quality of biology learning at SMK Kesehatan Athallah Putra, while also instilling positive humanitarian values in the school environment. This study shows that the application of control focused on love can have a positive impact on the quality of education.

This study aims to develop, validate, and test the effectiveness of a scaffolding-based e-module integrated with educational games on the topic of market equilibrium to improve students’ problem-solving skills in economics learning. The research utilized the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 72 students from SMA Negeri 1 Kelapa participated in the study, divided into experimental and control groups. Data were collected through validation questionnaires, pre-tests, and post-tests. The results showed that the e-module obtained a very high level of feasibility, with average validation scores of 3.86 from material experts, 3.88 from media experts, 3.95 from teachers, and 3.49 from students, indicating that the product met the quality criteria for instructional media. Furthermore, effectiveness testing revealed that students in the experimental class achieved an N-Gain score of 0.56, categorized as moderate, which was significantly higher than the control class score of 0.30. These results suggest that the scaffolding-based e-module integrated with educational games is both feasible and effective in enhancing students’ problem-solving skills and learning engagement in economics education.

SMAK Untung Suropati Krian is one of the institutions that wants to produce the students with computer skills, especially in the field of UI / UX. Students with basic UI / UX skills can be used as a provision for future work. The Training Activity on How to Easily Create UI / UX Designs for Beginners for SMAK Untung Suropati Krian Students has aim of providing basic UI / UX concepts to students, introducing the stages of creating UI / UX designs based on general methodologies, starting from making UI sketches to simple prototypes, increasing insight into the use of the Figma to design simple prototypes. In order to improve quality of students, 13 selected students were sent to take part in UI / UX training by learning about Crazy-8 Practice. All application design sketch ideas can be poured out at this stage within 5-8 minutes to produce 8 sketch forms. The Crazy-8 method is also considered the easiest method to start the UI / UX design process. The results of participant feedback showed that 95% of students gained new insights from this training and ease in learning the material provided, namely making Crazy-8 instantly.

Early childhood education (ECE) demands imaginative and inventive approaches to guarantee that children are actively involved and undergo significant learning in line with their developmental phases. The swift advancement of technology has made interactive video a valuable tool for enhancing ECE learning, especially when integrated with local cultural material. This research examines the use of the interactive video Wajanus (Warung Jajanan Nusantara) in Class B of Mutiara Hati Kindergarten Ponorogo, aimed at familiarizing children with Indonesian traditional snacks while also enhancing their cognitive, social, linguistic, and cultural values. A qualitative descriptive method was utilized, involving participatory observation, semi-structured interviews with parents and teachers, along with documentation via photos, videos, and field notes. Data analysis adhered to the model proposed by Miles and Huberman, encompassing data reduction, data presentation, and thematic conclusion formulation. The results indicate that utilizing Wajanus improved children's involvement in cognitive, emotional, and motor skills while promoting greater learning motivation. Children recognized numbers, shapes, and new vocabulary more efficiently, and they exhibited a positive attitude toward the local cultural heritage presented in the video. However, challenges were noted, including differing degrees of child involvement, the demand for extensive teacher assistance, and inadequate educational resources. In summary, interactive videos grounded in local culture like Wajanus are successful in enhancing early childhood education quality while also reinforcing children’s character education and cultural identity, and they possess significant potential for duplication in other ECE institutions throughout Indonesia

This Community Service (PKM) activity aims to improve the English language skills of Micro, Small, and Medium Enterprises (MSMEs) operating in the tourism sector in the Whale Shark area of ​​Sumbawa. This training program is designed with a focus on mastering vocabulary and practical expressions commonly used in the context of tourism services, especially for interacting with foreign tourists. The material provided includes English for Tourism with a participatory, contextual, and applicable approach. The training method includes role-play activities, conversation simulations, and various practical exercises adapted to real-life situations in tourism activities in the Whale Shark area. During the implementation, participants were actively involved in the learning process through direct practice and group discussions. Based on the results of the evaluation, this activity showed a significant increase in the participants' self-confidence and English communication skills. Thus, this training has proven effective in helping MSMEs in tourism to be better prepared to face the global market and provide higher-quality services to foreign tourists, while also supporting the development of local tourism destinations based on foreign language competency.

The World Health Organization (WHO) reported in 2019 that 40 million people worldwide require palliative care, including those with cardiovascular disease (38%), cancer (34%), chronic lung disease (10.3%), AIDS (5.7%), and diabetes (4.6%). Palliative care aims to improve the quality of life of patients and families facing life-threatening illnesses by managing pain and physical, psychological, social, and spiritual problems. The main goal of this care is to reduce suffering and help patients cope with the limitations imposed by illness. The principles are to respect life, consider death a normal process, neither hasten nor delay death, and provide support until the end of life. This study aims to determine whether knowledge can influence the level of self-efficacy of nursing students at Awal Bros University. Using a correlational quantitative method, data were collected through the Palliative Care Quiz for Nursing and Self-efficacy Palliative Care Scale questionnaires. The results of the study show a significant relationship between knowledge and self-efficacy among students with p<0.005. These findings can be used as a basis for learning to improve the understanding of nursing students, especially in the context of palliative care, which is important for the quality of health services in the future.

This study aims to analyze the strategy of using Spinning wheel media in introducing hijaiyah letters to early childhood at TK Negeri Harmonis. The research employed a qualitative approach with a descriptive method. The subjects of this study were group B teachers and students, with data collected through observation, interviews, documentation, and triangulation to ensure data validity. The findings indicate that the Spinning wheel media effectively increases children’s enthusiasm, motivation, and concentration in recognizing hijaiyah letters. The learning process becomes more interactive since children are directly involved in the game, which is presented in an enjoyable way. Furthermore, this media helps teachers deliver materials in a more varied and engaging manner, avoiding monotonous approaches and better aligning with the developmental characteristics of early childhood. Thus, the Spinning wheel has proven to be an effective innovative learning strategy that enables children to recognize, memorize, and understand hijaiyah letters more quickly. This study emphasizes the importance of utilizing creative media to enhance the quality of early childhood education, particularly in the aspect of religious literacy.

This study employs the 4-D development model (Define, Design, Develop, and Disseminate) adapted from Thiagarajan et al. (1974) to develop a Digital Storytelling medium using Canva for the topic “Family” in Senior High School (SMA/MA). A needs analysis was conducted in the Define phase, revealing that students experienced difficulties in listening and speaking. In the Design phase, a context-based story medium with illustrations, texts, and German audio narration was created. During the Develop phase, the product was validated by two experts. A German language instructor reviewed the material and deemed it suitable for use without revisions. The material validation results showed that the medium is usable without revision, as the material was rated clear, systematic, complete, engaging, and easy to understand. The material expert’s evaluation covered five categories, resulting in a total material score of 95. A media expert evaluated the medium along with audio and video content. The media expert’s assessment included ten categories, resulting in a total media score of 95. Meanwhile, data validation indicated that the medium can be further used with minor revisions, such as enhancing visual elements to make it more dynamic and adjusting audio quality to improve listening comfort. The results of this study show that the development process of the Digital Storytelling medium using Canva for the “Family” topic in Senior High School successfully produced an engaging and communicative product that matches the characteristics of beginner German language learners. This medium contains a story on the theme “Family,” complemented by illustrations, texts, and audio content. The developed video has been uploaded to the YouTube platform to facilitate access for teachers and students.

This study aims to explore collaborative management between local governments, educational institutions, and communities in improving the quality of basic education in Sidoarjo Regency. The background of this research stems from the increasing need for an adaptive, participatory, and sustainable education system in the era of decentralization, where intersectoral collaboration is key to realizing quality and equitable education. Sidoarjo Regency, as a region with rapid economic and social growth, faces obstacles in the distribution of quality basic education, particularly related to community participation, policy collaboration, and human resource capacity building at the school level. This study applies a qualitative approach through a case study method, involving resource persons from the Sidoarjo Regency Education Office, principals, teachers, school committees, and the education community. Data collection was conducted through in-depth interviews, participant observation, and analysis of regional education policy documents. Research findings indicate that collaboration between various actors has successfully improved education quality through community-based learning mentoring programs, teacher training, and innovative policies in school management. However, the implementation of collaboration continues to face obstacles such as lack of coordination between agencies, budget constraints, and ineffective joint program evaluation. The study concludes that successful collaborative management requires shared commitment, transparent communication, and ongoing policy support. Research recommendations emphasize the importance of enhancing intersectoral collaboration capacity, local education dialogue forums, and performance-based evaluation systems to maintain the sustainability of basic education quality in Sidoarjo Regency.

This study aims to analyze the improvement of Higher Order Thinking Skills (HOTS) through mathematics learning on the Three-Dimensional Geometry topic in Grade XII of Yayasan Pendidikan Al-Fattah Medan. HOTS is a crucial aspect of 21st-century education because it helps students develop critical, creative, logical, and reflective thinking skills in addressing complex problems. In the context of mathematics learning, particularly in spatial geometry, mastering HOTS not only supports students in understanding abstract concepts but also in applying them to real-life situations. This study employed a descriptive qualitative method with instruments consisting of a pre-test, post-test, and an open-ended questionnaire to explore students’ understanding and learning experiences. The findings revealed a significant improvement, where the average pre-test score of 7 increased to 52.21 in the post-test. This result highlights that the implementation of HOTS-based learning strategies is effective in enhancing students’ comprehension of distance, angles, and point positions in space, while simultaneously strengthening their analytical, evaluative, and creative abilities. The study implies the importance of adopting innovative learning strategies oriented toward HOTS development to improve the quality of mathematics education and prepare students for global challenges.

This study aims to analyze the effectiveness of the question-and-answer method in mathematics learning. The research method employed is a literature review using a descriptive qualitative approach. Findings from several relevant studies indicate that the question-and-answer method enhances students' learning outcomes, fosters active participation, and strengthens critical thinking and communication skills. Variations in its implementation, such as multi-directional questioning, chain questioning, and experiment-based questioning, enrich classroom interaction and help students grasp abstract mathematical concepts. Furthermore, the method promotes an interactive learning environment where students are encouraged to think critically, reflect on their understanding, and actively engage with their peers. The collaborative nature of the question-and-answer technique supports the development of social skills, making it an effective tool for both cognitive and social learning. Therefore, the question-and-answer method can be considered an effective instructional strategy to improve the quality of mathematics learning, particularly in enhancing problem-solving abilities, fostering a deeper understanding of mathematical concepts, and improving student-teacher interactions.

Making lesson plans (RPPs) is an essential part of implementing the 2013 curriculum because it gives instructors a practical guidance for carrying out the learning process, which is focused on developing students' character and taking a scientific approach.  The purpose of this study is to evaluate the appropriateness and quality of the RPP that instructors created in relation to the 2013 Curriculum.  The RPP was created by teachers in several elementary and high schools using a document study approach and a descriptive qualitative research methodology. According to Permendikbud Number 14 of 2019, the majority of RPPs have incorporated the required elements, including subject identity, core and basic competencies, learning objectives, learning materials, methods, media, learning resources, learning steps, and assessment.  Authentic evaluation, literacy integration, and the application of a thorough scientific approach were nevertheless determined to have shortcomings and were not yet at their best.  These results show that in order to increase the quality of learning planning in accordance with the 2013 Curriculum's tenets, teachers' capability must be strengthened through ongoing training and professional development.

This community service project addresses the issue of teaching Information and Communication Technology (ICT) in Semarang Regency, which is still dominated by linear methods and lacks visualization, hindering students' comprehension of complex ICT concepts. The goal is to enhance educators' ability to design visual-based teaching modules supported by Dual Coding Theory and Constructivism. The solution provided was an intensive workshop and collaborative mentoring on both manual and digital mind mapping techniques. The results showed a significant increase in educators' cognitive competency, indicated by the average score rising from 55.4% on the pre-test to 88.2% on the post-test. Participants successfully designed digital mind map-based ICT modules with an average product quality score of 88.9%. This success proves the effectiveness of mind mapping as a pedagogical tool for transforming ICT learning into a more active, visual, and structured experience.

This study aims to identify the implementation of soft skills and hard skills, explore strategies for developing hard skills, and analyze entrepreneurial independence among vocational students. Using a qualitative approach, data were collected through interviews and observations, then analyzed descriptively through data reduction, presentation, and verification. The results show that soft skills are internalized through workplace culture programs emphasizing ethics, communication, and adaptability, supported by mentoring and reflection activities. Hard skills are applied in alignment with industry needs through curriculum synchronization, hands-on practice, and skill-based projects, ensuring professional competence. Development of hard skills is strengthened through internships, external training, and peer teaching, with success assessed from product quality, innovation, and relevance to market demand. Entrepreneurial independence is fostered through motivation, alumni inspiration, and the Teaching Factory program that integrates learning with real business experiences. Internships also help students interact directly with customers and handle business challenges, while sustainability is maintained through product management and freelance opportunities. Overall, the implementation of internship-based learning effectively enhances vocational students’ technical and non-technical competencies, enabling them to adapt, innovate, and compete in the dynamic job market.

This study aims to identify the inhibiting and supporting factors in the implementation of academic supervision by school principals using a SWOT analysis approach based on a literature review. Through a systematic literature review of various research sources related to academic supervision and communication in educational management, it was found that strengths such as principal competence, structured supervision with effective communication between principals and teachers, and facility support are the main assets for successful supervision. Meanwhile, weaknesses such as time constraints, limited resources, and a lack of innovation in supervision and communication approaches remain challenges. Opportunities arise from supportive education policies, technological advances that can strengthen internal communication, and the role of active learning communities in sharing information and collaboration. However, threats such as dynamic policy changes and resistance to change require adaptive supervision strategies, open communication, and collaboration in order to optimize academic supervision. The results of this study provide an overview of strategies for school principals and policy makers to optimize academic supervision through effective communication approaches in order to improve teacher professionalism and the quality of learning in schools.

Kreo Village, located in Larangan District, Tangerang Regency, still relies heavily on very traditional communication methods in daily life. While this approach reflects local wisdom and strong cultural values, the changing times demand a digital transformation, especially in the field of communication. With the rapid advancement of digital technology and the growing quality of human resources in the village, the need for a more modern communication system is becoming increasingly important. One potential solution is the use of artificial intelligence technology such as ChatGPT. ChatGPT (Generative Pre-trained Transformer) is a language model based on AI developed by OpenAI. This technology can understand and generate natural language interactively, similar to human conversation. By integrating ChatGPT into community communication activities, Kreo Village can speed up access to information, facilitate the exchange of ideas and opinions, and bridge the existing digital gap. In addition, ChatGPT can also be used as an educational tool to help residents understand digital technology, support learning activities, and strengthen community participation in village development. Through this initiative, Kreo Village can move toward becoming a more inclusive, adaptive, and competitive digital village in the modern era.

Technological advances provide educators with the freedom to create quality learning that meets the needs and learning environment of students. A crucial aspect for teachers to consider in realizing effective learning is the use of interactive learning media tailored to the characteristics and needs of students. The use of digital technology to develop interactive learning media is a necessity in today's learning process. Training and mentoring for teachers in Malaka to develop interactive and innovative digital media is based on the need to improve their competency and skills in utilizing technology to develop learning media. This activity aims to improve teachers' competency and skills in utilizing technology to design engaging and interactive digital-based learning using Book Creator and QuizWhizzer. Monotonous learning activities, often based on lectures and group discussions, with the use of conventional learning media, tend to make students passive and easily bored, resulting in a lack of student interest in learning and a decline in the quality and outcomes of learning. Furthermore, technological developments demand increased competency, including in preparing engaging learning media. Therefore, through this training activity, teachers are provided with guidance and training in developing interactive learning media so that the resulting products can be directly used in the learning process. The developed media is designed to be interactive and engaging, thereby increasing student motivation. Furthermore, this activity also encourages teachers to be more creative and innovative in creating learning media that can attract student interest. The training activities ran smoothly and effectively, as evidenced by the high enthusiasm of teachers and the increase in knowledge and skills related to the training material. The mentoring results also showed an improvement in the quality of learning through active student interaction in learning with the help of digital learning media, which resulted in improved interest and learning outcomes.