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This research is motivated by the lack of interesting learning media that can motivate and facilitate students in understanding fashion design material. The purpose of this research is to develop Pop-Up Book Fashion media as an innovative and interactive learning tool and to determine the feasibility of Pop-Up Book Fashion media on the material of custom skirts. The research method used is development research with a 4D model with stages consisting of 4 main stages, namely: (1) Define (Definition) (2) Design (Planning); (3) Develop (Development); (4) Disseminate (Dissemination). Assessment of product feasibility results is carried out by validation to 1 validator, namely a media expert. There is 1 more validator, namely the validator of the student response questionnaire instrument. Based on the value of the validator regarding the results of the product feasibility, the average score from the media expert is 91% (very feasible). Trials on 18 class X students of SMK Negeri 6 Surabaya showed an interest level of 91.11% (very interesting). So it can be concluded that the Pop up book Fashion media is proven to be effective and interesting to use as a learning medium. This media is recommended as an innovative alternative to improve student learning outcomes, particularly in fashion design. In addition to enhancing students' understanding of fashion design materials, the use of Pop-Up Book Fashion media also provides a stronger visual and kinesthetic learning experience. Through direct interaction with media that can be touched and moved, students can imagine the final form of clothing more realistically, especially for the custom skirt material that requires visualization of models and construction. This media not only helps with cognitive aspects but also facilitates students' emotional engagement in the learning process. This is in line with the thematic learning approach that emphasizes the importance of multisensory engagement in increasing retention and learning interest.

This study aims to determine the effect of the Course Review Horay learning model on students' comprehension ability in response text material at SMP Negeri 4 Gunungsitoli Idanoi. This learning model is an active and fun strategy that combines game elements with learning activities, so it is expected to increase student engagement and understanding of the material. The study used a quasi-experimental approach with a Non-Equivalent Control Group Design. The research procedure included three stages, namely (1) implementing a pre-test to measure students' initial abilities, (2) providing treatment by applying the Course Review Horay model in the experimental class and conventional learning in the control class, and (3) implementing a post-test to determine the increase in students' comprehension abilities. The study population was all seventh grade students consisting of two classes, namely VII-A and VII-B, each consisting of 20 students, so that the total number of participants was 40 people. Sampling used a saturated sampling technique because the entire population was sampled. The independent variable in the study was the application of the Course Review Horay learning model, while the dependent variable was student learning outcomes in the response text material. The results of data analysis showed a significant difference between student learning outcomes in the experimental class and the control class. Based on the hypothesis test, the t-value was 12.006, with a significance (2-tailed) <0.001, which is smaller than 0.05. 

This study aims to evaluate the effectiveness of the Nutritious Meal Program as a public service policy in enhancing the academic achievement of elementary school students in Wonopringgo District. The research adopts a descriptive qualitative approach, with data collected through in-depth interviews, participant observation, and documentation across 19 educational institutions participating in the program. Findings reveal that the program has a significant positive impact on students’ nutritional status, learning motivation, and overall academic performance. Improvements were observed in student concentration, attendance, and classroom participation, indicating a direct link between adequate nutrition and cognitive development. Despite these positive outcomes, several challenges were identified. Issues such as delayed meal distribution, inconsistency in the quality and variety of menus, and limited coordination among stakeholders hinder the program’s optimal implementation. Furthermore, the engagement of parents and community members, while beneficial, was found to be uneven across schools, highlighting the need for stronger collaboration mechanisms. The study identifies three key factors that determine the success of the program: the quality of services provided, the managerial capacity of schools to coordinate and monitor implementation, and active participation from both parents and school committees. To address existing barriers, the research recommends enhancing cross-sectoral collaboration among government agencies, improving managerial competence at the school level, and establishing participatory evaluation systems. These measures would ensure program sustainability, responsiveness to local needs, and greater accountability. Overall, the Nutritious Meal Program demonstrates the potential of inclusive and collaborative public service policies in fostering both student well-being and academic achievement. It reflects a practical example of how government-community partnerships can contribute to creating a healthy, equitable, and sustainable educational ecosystem.

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.

This study aims to determine the influence of the Time Token Learning Type learning model combined with science literacy on communication skills and cognitive learning outcomes of SMPN XYZ students. The background of this research is low communication skills and student learning outcomes that are still substandard, so an innovative learning approach is needed that can improve both aspects. The research method used was quasi experimental with a Pretest-Posttest Control Group Design. The research subjects involved one experimental class given Time Token Learning type learning with science literacy content and one control class that used conventional learning. The research instrument consisted of a reasoned multiple-choice test to measure cognitive learning outcomes and an observation sheet to assess communication skills. The results of the study show that the application of the Time Token Learning model with science literacy has a significant influence on improving students' cognitive learning outcomes. The average pretest score of 40 increased to 75 in the posttest with an N-Gain value of 45.5% which was in the medium category. These findings prove that the learning model is effective in improving students' understanding of concepts and cognitive thinking skills. However, the results of the analysis of communication skills did not show a significant improvement. In addition, the correlation between communication skills and learning outcomes was also insignificant with a significance value of 0.826 > 0.05. In conclusion, the Time Token Learning model with science literacy has proven to be effective in improving students' cognitive learning outcomes, but has not been able to optimally develop communication skills. Therefore, it is necessary to develop additional strategies or a combination of other learning models so that communication skills can develop in line with improving cognitive learning outcomes.

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.

This study was motivated by the low interest and skills of seventh-grade students at Darul Ulum Budi Agung Private Islamic Junior High School, which was caused by the use of uninteresting teaching methods and the lack of innovative learning media during classroom activities. This study aimed to develop animated video learning media for seventh-grade students' descriptive text material. The research methodology uses research and development with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The population in this study was seventh-grade students at MTs Swasta Darul Ulum Budi Agung, with a sample size of 30 students from class VII-1 and 30 students from class VII-5. Data collection was conducted through observation, interviews, validation tests, questionnaires, and documentation, then analyzed using SPSS V.26 software with normality tests, homogeneity tests, and t-tests to obtain valid and accurate results. The research results indicate that the developed animated video was deemed highly suitable by media experts (90%), language experts (84%), and subject matter experts (86%). The practicality of the animated video also received highly practical results, with 94% of teachers, 58% of control class students, and 92% of experimental class students responding positively. Additionally, the effectiveness of the animated video showed an improvement in students' writing skills, with an average of 67.66 for the control class and 84.83 for the experimental class in the effective category. This study demonstrates that animated videos can serve as an alternative teaching material that supports the learning process and leads to significant improvements in learning outcomes.

The research that has been conducted is entitled "The Effect of Role Playing Method on Speaking Skills in Drama Texts in Grade VII Students of SMP Negeri 20 Medan" which is motivated by the low learning outcomes in the Indonesian Language subject, especially in language skills. Students show a lack of self-confidence and doubt in conveying ideas or ideas that they have. The research method uses a quantitative method with a quasi-experimental approach, a non-equivalent control group design using a nonprobability sampling technique (purposive sampling) and in the form of a pre-test and post-test with a sample size of 32 students VII-1 and 32 students VII-3. Data collection techniques with observation, multiple choice tests, questionnaires, and documentation. Based on the results of the pre-test that has been carried out, it is known that the average pre-test results of the control class and the experimental class are not much different, namely the average pre-test score of the control class is 56.41 while the experimental class is 57.34. After both classes carried out the learning process with different processes, there was a significant difference in the post-test given, namely the control class obtained a score of 84.22 while the experimental class obtained a score of 89.69. Based on the dialtals, it was proven that there was an increase in learning outcomes after the learning process was carried out.

This study develops Prezi-based audio-visual learning media aimed at improving motivation and economics learning outcomes for Grade X students at SMA X. The primary issue addressed is the low motivation and achievement among students due to the use of monotonous teaching methods and unengaging media. This research distinguishes itself by integrating Prezi’s Zooming User Interface (ZUI) with economics content, aligning with the independent curriculum and the Pancasila student profile. The study follows the Four-D Research and Development (R&D) model, consisting of Define, Design, Develop, and Disseminate phases. Data were collected through needs analysis, expert validation, and a quasi-experimental pretest-posttest control group design. Two classes, each consisting of 36 students, participated in the study. The learning media developed integrates various components such as text, images, charts, animations, and audio explanations, creating a comprehensive and interactive learning experience. The media was validated and found to be suitable, practical, and flexible for classroom use. The experimental group using the Prezi-based learning media saw a significant improvement in their learning outcomes. The average score of this group increased from 43.472 to 86, showing a substantial gain. In contrast, the control group, which used traditional methods, showed a smaller increase in average score, from 43.056 to 66.389. These results indicate that Prezi-based media is an effective tool for enhancing students' motivation and learning outcomes. It provides an innovative and engaging alternative for teachers, making economics content more dynamic and accessible. The study suggests that integrating such audio-visual tools can play a crucial role in improving the quality of learning, fostering both student engagement and academic achievement.

This study investigates KIDI IoT, an educational service by PT Telkom Indonesia designed to bridge the skills gap between Vocational High School (SMK) graduates and the demands of the Industry 4.0 workforce. The primary objective was to assess the extent to which the KIDI IoT service fulfilled the requirements of educators and learners to substantiate its value proposition. A qualitative, exploratory methodology was employed utilizing in-depth interviews and the Value Proposition Canvas (VPC) framework for analysis. The outcomes demonstrate how effectively the program's project-based, experiential approach increases user motivation and offers a practical, industry-relevant learning environment. The service successfully generates the desired customer benefits. A major customer pain point that the current model ignores is that participants often expressed that the two-day offline training period was insufficient to help them master the material or build their confidence for working independently. This led to a significant misalignment. The KIDI IoT value proposition is fundamentally strong and well-regarded; however, the study concludes that its implementation necessitates improvement, particularly through the provision of more specialized teacher training and an extended training duration, to ensure sustained impact and skill acquisition.

The early outcomes of teaching fundamental passing techniques in volleyball games to the students of class IV-A at SDN Jeruk 1/469 Surabaya were unsatisfactory, with a significant number of pupils failing to fulfil the expected performance standards (KKTP). This is demonstrated by the fact that only 50% of students in this class have successfully finished or satisfied the KKTP. Researchers were motivated to carry out Classroom Action Research (PTK) in this class utilising the grab the ball game method. The objective is to enhance academic achievements in class IV-A at SDN Jeruk 1/469 Surabaya. Substantial outcomes were achieved after implementing this methodology. The methodology is executed in two rounds. During cycle I, there was a 20% increase, going from 50% to 70%. Additionally, during cycle II, there was a notable improvement in student learning outcomes. In cycle I, the percentage of students achieving satisfactory results was 70%, but it increased to 80% in cycle II. Based on these results, it can be inferred that implementing the grab the ball game can enhance the learning outcomes of basic volleyball underpassing movement material for class IV-A students at SDN Jeruk 1/469 Surabaya.    

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

The purpose of this study was to understand the impact of using the digital educational tool Educaplay on student learning outcomes, specifically in learning the concept of energy sources and their transformations in third-grade students at Brumbungan Lor Elementary School. The main question examined was whether the use of this interactive platform significantly impacts student learning outcomes. The method used was a quantitative approach with a pre-experimental one-group pretest-posttest design. The subjects were all 17 third-grade students at Brumbungan Lor Elementary School. The research instrument consisted of a pretest and a posttest, consisting of 15 multiple-choice questions structured according to basic competencies regarding energy sources and their transformations. Data were analyzed using a paired sample t-test. The analysis showed a two-tailed significance value of 0.000, less than 0.05. This finding indicates that the null hypothesis (H0), which states there is no difference in learning outcomes before and after the treatment, is rejected. Conversely, the alternative hypothesis (H1), which states there is a significant difference after the treatment, is accepted. Thus, the study proves that the interactive learning media Educaplay has a significant impact on improving student learning outcomes. Students experienced improved understanding and academic achievement after participating in learning using this media. This demonstrates that technology integration, specifically Educaplay, can create engaging, interactive learning experiences and motivate students to be more active in the learning process. The final results of the study confirm that Educaplay is a suitable alternative learning media for improving student academic achievement. Therefore, educators and teachers are encouraged to utilize it as part of their learning strategies to support improved student learning outcomes.  

This study examines the effectiveness of education and training programs in improving employee performance and identifies the factors influencing training outcomes at the Personnel and Human Resources Development Agency (BKPSDM) of Southwest Papua Province. A qualitative descriptive approach was employed, utilizing interviews, observations, and documentation, with key informants including the Head of BKPSDM. Data were analyzed using the interactive model of Miles et al. (2014), encompassing data condensation, data display, and conclusion drawing. Findings reveal that education and training programs at BKPSDM significantly enhanced employee performance, as evidenced by improved timeliness in task completion, increased knowledge, skills, and expertise, and notable positive changes in employee behavior and attitudes. Training outcomes were also reflected in improved workplace discipline and greater responsibility among civil servants. Evaluation of program effectiveness employed five levels: participant reaction, learning achievement, behavioral change, organizational impact, and cost-effectiveness, all of which indicated favorable results. Factors influencing training effectiveness included the relevance of training materials to employee roles, appropriate scheduling that minimized work disruption, the use of clear and supportive training methods, and the competence of instructors in delivering material effectively. These findings demonstrate that well-planned and well-delivered training programs can strengthen the capacity and professionalism of civil servants, enabling them to better fulfill governmental and developmental responsibilities while supporting overall organizational performance improvement. In addition, the study highlights the importance of continuous monitoring and feedback throughout the training process to ensure sustained improvements in employee performance. It suggests that the involvement of employees in the design and planning stages of training programs can enhance the relevance and applicability of the content, fostering greater engagement and retention of knowledge.

The objectives of this Community Service Program are: (1) To introduce the concept of ethnomathematics to students and classroom teachers at UPT SDN 1 Rantepao as a contextual learning approach rooted in local culture, particularly the traditions of the Toraja ethnic group; (2) To enhance students’ understanding and interest in mathematics through the integration of mathematical elements found in Torajan cultural motifs, artifacts, and symbols, such as symmetry, geometric shapes, patterns, and measurement; and (3) To support teachers in developing innovative and meaningful mathematics instruction by connecting mathematical content to real-life contexts that are relevant to students' daily experiences. The program was implemented in five stages: preliminary observation and survey, preparation, implementation, group discussion and reflection, and the final stage—evaluation. Based on the results of the program, the introduction of ethnomathematics based on Torajan local culture successfully contributed to improving students’ mathematical understanding and reinforcing the relevance of mathematics instruction within the local cultural context. The three-day implementation of the program was met with highly positive responses from all school stakeholders, including strong student enthusiasm, active teacher participation, and noticeable changes in instructional practices. Evaluation outcomes demonstrated a significant improvement in student understanding, as reflected by an increase in the average quiz score from 55 to 83. Moreover, the program contributed to social transformation within the school environment, including the formation of culturally based student learning groups, positive shifts in student learning behaviors, the emergence of local student leadership, and increased awareness among both students and teachers of the importance of integrating local cultural values into the learning process.

This study aims to determine the effect of using educational gim-based learning media on students' math learning outcomes on the material of Linear Equation One Variable (PLSV). The background of this research is the low student learning outcomes in conventional math learning which is considered less interesting, especially in PLSV material which is abstract. This study used a quantitative approach with a quasi-experimental design and a nonequivalent control group design. The sample consisted of two classes, namely the experimental class (using educational gim media) and the control class (using conventional methods), which were taken from VII grade students of MTs Ra’iyatul Husnan, Wringin Bondowoso. The research instrument was in the form of pretest and posttest tests that had gone through validity and reliability tests. The pretest results showed that both classes had relatively balanced initial abilities. However, in the posttest, the learning outcomes of experimental class students showed a more significant increase than the control class. The data were analyzed using normality, homogeneity, and Mann-Whitney U Test hypothesis tests because the posttest data were not normally distributed. The analysis results showed a significance value of Asymp. Sig. (2-tailed) significance value of 0.000 <0.05, which means there is a significant effect of using educational gim media on student learning outcomes. This finding shows that interesting and interactive learning media such as educational gims can improve students' motivation, understanding and learning outcomes in mathematics. Therefore, the use of educational gims is recommended as an innovative alternative in learning mathematics, especially on material that is abstract and difficult for students to understand.

Mathematics learning, particularly in geometry, is often perceived as abstract and less engaging by students, leading to reduced interest and creativity. One of the geometry topics that demands a more creative and concrete approach is the tessellation of flat shapes, which emphasizes the understanding of patterns, symmetry, and regularity of shapes. The absence of contextual learning media has contributed to students’ low enthusiasm and limited ability to apply concepts in real-life contexts. This community service activity was designed to address these challenges by enhancing students’ creativity and conceptual understanding through the use of ceramic media as an innovative and enjoyable learning tool. The program was conducted at SD Negeri 1 Rowosari, Tembalang District, Semarang City, involving mathematics teachers, elementary school students, and university students. The implementation method included training and mentoring sessions. Activities encompassed the introduction of tessellation concepts, hands-on demonstrations, and the guided creation of tessellation patterns using ceramic media. Participants consisted of teachers and students who actively engaged in both theoretical and practical sessions. Evaluation was conducted through pre-test and post-test questionnaires administered before and after the training. The results revealed a significant improvement in students’ average scores after the activity. Pre-test data showed that approximately half of the students scored above the average, with two students achieving nearly perfect scores. Post-test results indicated that most students demonstrated increased understanding and creativity in applying tessellation concepts. Nevertheless, a small number of students still required further guidance, particularly in translating abstract tessellation concepts into real-life applications. Overall, the findings suggest that integrating ceramic media into mathematics learning is effective in making abstract geometry concepts more tangible, stimulating students’ creativity, and improving learning outcomes, especially in the topic of tessellation of flat shapes.

This study is motivated by the difficulty students face in understanding the concept of food chains, which is attributed to the conventional teaching methods still in use. Therefore, the researcher believes that the application of a new teaching model is expected to enhance student engagement in the teaching and learning process, ultimately improving learning outcomes. Natural Science is often considered difficult because of its many theories and the lack of variation in teaching methods, leading to poor student performance. Given these issues, an innovative teaching model is necessary. The aim of this study is to examine the impact of the Problem-Based Learning (PBL) model on students' knowledge in the Natural Science subject. The research method used is an experimental method with a quasi-experimental design. The study population consists of 50 fifth-grade students, with 25 students in the experimental group and 25 students in the control group. The hypothesis tested is that there is an effect of the Problem-Based Learning model on Natural Science learning outcomes. The results of the study show that the Problem-Based Learning model has a significant effect on students' knowledge. This is evidenced by the t-test results, which show a t-value of 12.400, greater than the t-table value of 2.01. Therefore, it can be concluded that the Problem-Based Learning model positively affects the understanding of food chain concepts in fifth-grade students. The findings of this study are expected to be beneficial for teachers in improving the quality of their teaching, for students to better understand the material through more engaging methods, and for the school environment in developing innovative and effective teaching practices.

This study aims to assess the impact of using Talking Stick game as a learning media on students' learning outcomes and scientific communication skills in science lessons. This study was conducted using the Systematic Literature Review (SLR) method, by analyzing various relevant previous studies from elementary to secondary education levels. The research findings indicate that the Talking Stick learning technique can significantly improve student learning outcomes. This model has also been proven effective in improving science communication skills, conceptual understanding, active participation, and students' courage to express opinions during the learning process. The Talking Stick method emphasizes collaboration and involvement between students in a fun and interesting atmosphere. The use of various supporting media, such as question cards, posters, audio visuals, and student worksheets (LKS), increases the effectiveness of this method. The use of alternating sticks in question and answer sessions encourages students to be more confident and actively involved in the learning process. This also provides benefits for the development of students' critical thinking skills and emotional skills, which are very much in line with the needs of learning in the 21st century. The findings of this Talking Stick model research are recommended as an innovative strategy in science learning. Teachers are advised to combine it with interesting learning media to make the learning process more meaningful and enjoyable. tested the effectiveness of this method in various educational conditions. Furthermore, consistent application of the Talking Stick method can create an inclusive learning environment that is responsive to individual student needs. In the context of science learning, which often demands understanding of abstract concepts and problem-solving, this method can bridge the gap between theory and practice through active and reflective interaction.