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This study focuses on the development of student character, particularly in terms of discipline and responsibility, at SMPN 1 Ngunut, an outstanding school in Tulungagung Regency. Seventh-grade students are in a transitional phase from elementary to junior high school, making them vulnerable to the influences of their environment and the changing times. Based on observations, many students have not yet demonstrated disciplined behavior, such as arriving on time, completing tasks, cheating during exams, and not paying attention to teachers while learning. This study aims to identify effective Social Studies (IPS) teaching strategies for shaping students' character. The research focuses on (1) the role of teachers as demonstrators in developing disciplined and responsible character through IPS learning, (2) effective strategies employed by teachers to cultivate discipline and responsibility in students, and (3) potential solutions to improve the quality of IPS learning in instilling discipline and responsibility. The method used is descriptive qualitative research with a case study approach. The findings show that (1) IPS learning in the seventh grade at SMPN 1 Ngunut is effective in instilling discipline and responsibility, (2) Teachers use teaching activities to instill values such as punctuality and task completion, (3) Through methods like group work, individual assignments, and behavioral evaluations, students show positive changes, (4) The role of teachers as facilitators and role models is crucial, (5) Collaboration between teachers and the principal creates a school culture that supports character development, and (6) The impact of this process is reflected in increased student awareness of their responsibilities. These findings highlight that IPS not only fosters cognitive knowledge but also serves as a strategic medium for continuous moral and character development.

The low scientific literacy of elementary school students, influenced by the use of conventional learning methods and lack of interactivity, encourages the need for new innovations based on digital technology. This study aims to test the optimization of the use of digital technology as a strategy to improve scientific literacy through a quasi-experimental method with a pretest-posttest control group design. The research subjects consisted of 60 fifth-grade students from one elementary school, namely SDN Pondok Labu 03, taken from 2 classes, each consisting of 30 students (30 students in the experimental group and 30 students in the control group). The experimental group was given a digital technology-based science learning treatment, namely a virtual laboratory (Labster), and an educational application (Quizizz), for 8 weeks, while the control group used conventional methods. The research instruments included a scientific literacy test (HOTS questions) and student activity observation sheets. Data were analyzed quantitatively using t-test and ANOVA to compare the increase in scientific literacy scores between the two groups. The results showed that the experimental group experienced a significant increase in scientific literacy scores (N-Gain 0.72) compared to the control group (N-Gain 0.32). The research conclusion proves that the systematic integration of digital technology is effective in improving the scientific literacy of elementary school students at Pondok Labu 03.

Creativity is the fundamental trait a teacher has to have.  Creative teachers can be recognized by their capacity to use several approaches and modify instructional methods to fit other learning environments.  This study intends to investigate the imaginative techniques used by Islamic Religious Education (PAI) teachers to inspire students' enthusiasm in memorizing short surahs at the elementary school level, also to know the supporting factors of it.  To capture the lived experiences of participants, a qualitative research design using a phenomenological method was applied.  In-depth interviews with Islamic Religious Education teachers, three students, and two parents yielded primary data.  These interviews aimed to collect ideas on the teachers' inventiveness in creating interesting memorizing exercises, their strategies for inspiring pupils, and the obstacles they face. The results show that students' motivation is much improved by the regular application of the muraja'ah (revision) technique in weekly memorization exercises.  Encouraging students' desire to memorize brief surahs was the inventiveness of PAI teachers.  The study also emphasizes, therefore, that the effectiveness of these memorization exercises at SDN Gulun 3 is significantly influenced by parental support and good rivalry among students.  These elements working together produce a synergistic environment that motivates pupils to be more dedicated and eager in learning brief surahs. Keywords: Creativity, Islamic Religious Education (PAI), Muraja’ah Method.

The use of technology in early childhood and elementary education is becoming increasingly important in the digital era. This study aims to evaluate the effectiveness of educational games as an interactive learning medium to increase the interest and motivation of elementary school students. This activity was carried out by the KKM group 95 team from Bina Bangsa University on 43 fourth-grade students at Bayak Public Elementary School. The research method used a descriptive quantitative approach through a pre-test and post-test using a Google Form questionnaire. The educational games were developed through the Educaplay platform, which provides various features such as interactive quizzes, crosswords, and picture-matching games. Prior to the intervention, observations were conducted on student learning behavior in the classroom. The results of the initial observations indicated that most students showed little interest in conventional, monotonous learning methods. Therefore, a more engaging approach involving active student participation was needed to rekindle their enthusiasm for learning. During the activity, students were very enthusiastic in participating in the educational games presented. The classroom atmosphere became more lively, and students were seen working together and showing a high curiosity about the material presented through the games. After using the educational games for several sessions, a post-test was conducted to measure changes in students' interest and motivation to learn. Preliminary data analysis results indicate an increase in student interest and motivation scores after participating in educational game-based learning. This indicates that interactive, technology-based approaches have strong potential to improve learning effectiveness at the elementary school level. This study recommends that teachers actively integrate interactive technology into the teaching and learning process. In addition to increasing student engagement, the use of media such as Educaplay can also adapt learning to the digital-native characteristics of today's generation of students.

To improve public health, especially for elementary school-aged children, one of the most important prevention methods is Clean and Healthy Living Behavior (PHBS). The purpose of this study was to improve the understanding and utilization of PHBS among students at Bayak Public Elementary School in Siremen Village, Tanara District through counseling and live demonstrations. This activity was carried out by the KKM Group 95 team from Bina Bangsa University for 83 second- and fourth-grade students at Bayak Public Elementary School. The method used was a participatory educational approach, namely by providing counseling related to PHBS and continued with live demonstrations of handwashing, tooth brushing, and maintaining personal hygiene. The material was delivered interactively to make it easier for children to understand, including the use of visual media such as posters and pictures. The students were also given direct practice tools such as soap, toothbrushes, and toothpaste so they could directly practice proper hygiene practices. The results of the activity showed that students had a better understanding of PHBS and made positive changes in their daily lives at school. It appeared that students were better trained in maintaining personal and environmental hygiene. They also began to get used to washing their hands before eating, maintaining dental hygiene, and disposing of trash properly. Teachers and homeroom teachers also actively supported this initiative by participating in outreach activities and monitoring changes in student behavior. This initiative not only raised students' awareness of the importance of health but also encouraged active school participation in creating a healthy learning environment. It is hoped that this initiative will serve as a reference for schools in teaching students how to live a healthy and clean lifestyle in a sustainable manner.

This study aims to improve the learning outcomes of underhand passing skills through the application of play-based methods to fifth and sixth grade students at SDN 1 Bumijawa. This study used a quantitative approach with a One Group Pretest and Posttest experimental design. The sample in this study was 15 students. Data were collected through underhand passing skills tests conducted before and after treatment. The results showed a significant increase in underhand passing skills after students participated in learning using the play-based method. This method has been proven to be able to increase students' interest, active participation, and understanding of basic volleyball techniques. In addition, the application of the play-based method also creates a more enjoyable learning atmosphere and reduces student boredom. This method directly involves students in practical activities, so that students not only understand the theory but also can apply it in real games. Play activities carried out in small groups allow students to learn from each other and increase self-confidence. Improvement in underhand passing skills also shows that the play-based method is effective in developing fine motor skills needed in volleyball. Therefore, the play-based method can be used as an alternative strategy in learning Physical Education, especially volleyball material in elementary schools. This study suggests that Physical Education teachers implement play-based methods more widely to maximize student learning and learning outcomes, as well as increase their motivation and enthusiasm for sports. Furthermore, implementing play-based methods can also improve teamwork among students, a crucial aspect of volleyball. With a more fun and interactive approach, students are more motivated to practice and master the skills taught.

This study aims to understand how learning about rainbows can improve elementary school students' understanding of basic science concepts, particularly regarding the refraction of light and the color spectrum. The concept of rainbows is an important part of Natural Science (IPA) lessons because it involves optical phenomena that can be directly observed and related to students' daily experiences. In this study, the method used is a literature study, namely by collecting, reviewing, and analyzing various relevant library sources, such as scientific articles, textbooks, and educational journals that discuss the topic of science learning and the rainbow phenomenon. The results of this study indicate that learning about rainbows can be done through various interactive and fun approaches, such as through practical experiments using prisms, water droplets, or other simple media that can demonstrate the process of refraction of white light into a color spectrum. In addition, the use of visual media such as images, animated videos, and digital simulations has also proven effective in helping students understand the process of rainbow formation more concretely. Creative activities such as drawing rainbows, making color models, or role-playing as light and water droplets can also increase active student participation and make learning more enjoyable. This study also emphasizes the importance of integrating rainbow learning into the elementary school science curriculum systematically and contextually. Rainbow materials not only introduce scientific concepts in a fun way, but also develop critical thinking, observation, and experimental skills in children. With the right approach, this learning can foster students' interest in science from an early age. Therefore, the results of this study are expected to contribute positively to the development of more effective, creative, and developmentally appropriate science learning methods for elementary school students.

Hand Washing with Soap (CTPS) is a hygienic behavior that plays an important role in preventing the spread of infectious diseases, especially in children. However, in reality, this behavior is still not optimally implemented by elementary school students. One approach that can be used to increase awareness and hygienic behavior is through health promotion media that is interesting and appropriate for the child's age, such as comic media. This study aims to determine the influence of comics as a health promotion medium on improving knowledge, attitudes, and actions of CTPS in students at SD Negeri 149 Palembang. This study applied a pre-experimental design with a one group pretest-posttest design approach involving 90 students of class V. Data were collected through questionnaires to measure knowledge and attitudes and observation sheets to assess actions. Data analysis was carried out using the Paired Sample T-Test to determine the differences before and after the intervention. The results showed a significant increase in the three variables, namely the average knowledge score increased from 3.38 to 5.34, attitude from 20.37 to 30.80, and action from 37.22 to 67.21 after being given comic media. Statistical tests showed a p-value of < 0.001 on all variables, which means there was a significant effect after the intervention. Based on these results, it can be concluded that the use of comic media as a health promotion tool has proven to be effective in increasing knowledge, forming positive attitudes, and encouraging better CTPS actions in elementary school students. This study recommends the use of educational and fun visual media as part of health promotion strategies in the school environment.

In addition to the main aspects of teacher competency, the study also emphasizes the importance of leadership and institutional support in the effective implementation of policies. The school leadership plays a crucial role in creating a conducive environment for professional development, fostering a culture of collaboration among teachers, and ensuring the implementation of competency-based assessments. It was found that the active involvement of the principal in monitoring and providing feedback to teachers significantly contributes to the continuous improvement of teaching practices. The study also highlights the importance of aligning teacher competency development with the school's educational goals and objectives. While some teachers have demonstrated significant improvement in their teaching methods and student engagement, others still require more support to fully integrate the competencies into their daily practices. The continuous professional development of teachers is therefore vital to ensure that the competencies are not only understood but also consistently applied in the classroom. Moreover, the study recognizes the critical role of community and parental involvement in enhancing the quality of education. Collaboration between the school, parents, and the local community can create a more supportive learning environment, ensuring that students receive the necessary resources and encouragement both at school and at home. In conclusion, the research suggests that while the implementation of teacher competency policies at SDN 2 Lubuk Seberuk has shown positive results, the process should be supported with more training opportunities, resource allocation, and consistent monitoring to overcome existing challenges.

This community service activity aims to strengthen the character development of elementary school students through training in creating digital applications using the Thunkable platform. In the midst of the digital era and the challenges of the Industrial Revolution 4.0, character education is an essential aspect that must be instilled from an early age, alongside cognitive competence. Elementary schools, as the foundation of education, play a strategic role in shaping children’s personalities, including embedding positive character values. This activity was conducted at SD Moria in Sorong City and involved 24 students from grades 5 and 6, selected based on their interest and readiness. The training used a Project-Based Learning approach, where students were actively engaged in creating simple application projects. Throughout the process, students not only learned basic programming skills using Thunkable but also developed key values such as teamwork, responsibility, independence, creativity, and curiosity. Despite facing challenges such as limited devices and internet access, the students demonstrated remarkable enthusiasm. Thunkable proved to be an effective tool for interactive and enjoyable learning. Students were able to directly develop their creative ideas through designing user interfaces and application functions. This provided a meaningful learning experience that motivated students to continue exploring and trying new things. The activity showed that technology-based learning can serve as a strategic means to holistically shape students' character. Overall, this initiative demonstrated that digital application development training can serve as a character education model based on technology that is highly relevant for elementary education. This program is expected to serve as an educational innovation example that encourages the integration of digital literacy and character education in Indonesian elementary schools.

The 2025 Thematic Community Service Program (KKN-T) for the R3 group of Janabadra University Yogyakarta was held in Tangisan Hamlet, Banyurejo Village, Tempel Subdistrict, Sleman Regency. Tangisan Hamlet has various local potentials that can be developed, such as a productive agricultural sector, active social institutions, and a rich cultural heritage. However, this area also faces several challenges that need to be addressed, including low legal literacy among the community, a high potential for juvenile delinquency, and limited public information support facilities in the hamlet. In implementing the KKN-T program, a participatory approach was applied by involving the local community from the planning stage to the evaluation. The process began with field observations to understand the actual conditions in the community, then continued with the formulation of a work program developed in collaboration with community leaders and village officials. The programs implemented included the installation of information signs in Javanese script at strategic points as part of supporting the "Culturally Independent Village" program. In addition, socialization was conducted regarding laws related to online loans and juvenile delinquency, which aimed to increase public understanding of legal issues. At Banyurejo 4 Public Elementary School, anti-bullying education is being conducted to raise students' awareness of the importance of mutual respect. Furthermore, at the Integrated Service Post (Posyandu) for toddlers, nutritious supplementary food using local foods is provided to support children's health in the area. All implemented programs are based on the actual needs of the community, identified through discussions and deliberations with community leaders. Through this Community Service Program (KKN-T) activity, it is hoped that a strong synergy will be established between students, the community, and the village government in promoting sustainable and independent village development. This program is expected to provide direct benefits to the community and pave the way for better village development in the future.

The nutritional status of elementary school children serves as a vital indicator of their overall growth, development, and future health outcomes. Poor nutritional status, whether in the form of undernutrition or overweight, can lead to a range of health and academic performance issues. This study aimed to assess the nutritional status of Grade 4A students at SD 064981 Cempaka Raya using anthropometric measurements and to examine the association between snacking habits and nutritional categories. A descriptive quantitative research design was employed, utilizing a total sampling approach involving all 20 students in the class. Data collection consisted of direct height and weight measurements conducted according to standardized procedures. The data were then analyzed using the WHO Anthro Plus software to classify nutritional status into undernourished, normal, overweight, and obese categories. Additionally, information on students’ snacking habits during school hours was obtained through structured questionnaires. The results indicated that 25% of students were undernourished, 50% had normal nutritional status, 20% were overweight, and 5% were obese. Bivariate analysis using the Chi-Square test demonstrated a statistically significant relationship (p < 0.001) between snacking behavior and nutritional status. Specifically, all students who reported frequent consumption of snacks at school were classified as overweight or obese, whereas those who did not engage in frequent snacking predominantly fell within the undernourished or normal categories. These findings highlight the potential role of unhealthy snacking patterns in contributing to excessive weight gain among school-age children. Based on the results, it is recommended that nutrition education programs be implemented for both students and parents, coupled with stricter regulations on the availability and sale of high-calorie snack foods within the school environment. Such measures may serve as preventive strategies to promote healthy growth, maintain optimal nutritional status, and reduce the risk of non-communicable diseases later in life.

This study aims to explore the perspective of Physical Education, Sports, and Health (PJOK) teachers and classroom teachers regarding the form and effectiveness of cooperation in the implementation of the Pancasila Student Profile Strengthening Project (P5) with the topic of Sustainable Lifestyle at Pajajaran State Elementary School. The implementation of the Independent Curriculum emphasizes the importance of collaborative, comprehensive, and contextual learning, where synergy between teachers is the main foundation for the success of thematic projects. This collaboration is essential to ensure that learning not only develops cognitive aspects, but also forms character and environmental awareness in students. The research method used is a qualitative approach with data collection techniques through semi-structured interviews, direct observation during the learning process, and document analysis such as learning implementation plans and P5 project reports. The data was analyzed with the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the teacher's collaboration strategy. PJOK teachers play a role in field practice, such as teaching physical activities that prioritize the principles of sustainability and healthy living habits. Meanwhile, classroom teachers emphasized strengthening conceptual material on sustainability through discussions, literacy, and creative projects. The results of the study show that the synergy between PJOK teachers and classroom teachers creates more effective and meaningful learning. Challenges that arise include limited time for coordination, differences in teaching styles, and lack of a comprehensive understanding of sustainability concepts. However, motivation, commitment, and good communication are key factors to overcome these obstacles. This research emphasizes that teacher collaboration is crucial in supporting the successful implementation of the Independent Curriculum, while instilling the values of environmental care, independence, and social responsibility in students.

This research aims to develop a mathematics teaching module based on differentiated learning integrated with the Project-Based Learning (PjBL) method, specifically for the topic of spatial structures ("get up room") for students at Nanasi 1 Elementary School. The development process follows the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. In the Define stage, analysis revealed the absence of instructional modules that align with students' learning styles and needs. Consequently, learning objectives were formulated based on geometric elements and problem-solving criteria. During the Design stage, a prototype module and validation instruments were produced. Validation was conducted by two experts, yielding high scores for both content and visual presentation—each achieving 90% validity. Practicality assessments also showed strong results, with content rated at 90.8% and visual aspects at 90%, categorizing the module as “very valid” and “very practical.” The integration of the PjBL method was implemented to enhance active student participation, encouraging collaborative exploration and real-world application of mathematical concepts. The developed module is considered suitable for supporting differentiated mathematics instruction in elementary schools. It accommodates diverse learning styles and promotes student engagement through project-based tasks. The findings suggest that combining differentiated learning with PjBL fosters a more inclusive and effective learning environment, particularly in geometry-related topics. This module not only meets pedagogical standards but also contributes to the advancement of innovative teaching practices in primary education.

This study aims to determine the influence of students' learning habits on learning outcomes in Mathematics subjects in grade IV students of SD Negeri 200307 Padang Sidempuan. The background of this research is the importance of the role of structured and consistent learning habits in supporting the achievement of optimal learning outcomes, especially in logical and analytical subjects such as Mathematics. This study uses a quantitative approach with a descriptive survey method to obtain an objective picture of the relationship between variables. The population in this study is all grade IV students, and the sampling technique was carried out by purposive sampling, with a sample of 26 students selected based on certain criteria. Data collection was carried out through an instrument in the form of a Likert scale questionnaire as many as 60 previously validated statements, in order to measure the level of students' learning habits. Meanwhile, student learning outcome data is obtained from their academic scores in Mathematics subjects. Data analysis was carried out using a parametric statistical test in the form of a t-test to test the proposed hypothesis. The test results showed that the tcount value of 1.909 was greater than the ttable of 1.695, which means that there was a significant influence between students' learning habits on Mathematics learning outcomes. Thus, it can be concluded that good study habits make a real contribution to improving student learning outcomes. These findings are an important basis for teachers and schools to continue to encourage and foster positive learning habits among students. The implications of this study also recommend the need to strengthen independent learning strategies and effective study time management as part of the learning program in elementary schools.  

This study aims to determine the effect of the use of Word Search Puzzle media on English vocabulary mastery in grade IV students at MIS Nurul Hidayah Medan for the 2024/2025 academic year. Vocabulary mastery is an important aspect of learning English, as it is the basis for language skills such as reading, writing, speaking, and listening. In an effort to improve students' vocabulary skills, innovative, interesting, and interactive learning media is needed. One of the media used in this study is Word Search Puzzle, which is a game to find words in a letter box that can stimulate students' interest in learning and make it easier for them to recognize and remember new vocabulary. This study uses an experimental method with a One-Group Pretest-Posttest Design. The sample in this study is all fourth grade students of MIS Nurul Hidayah Medan, which totals 19 people. The research instrument was in the form of a multiple-choice test of 20 questions that measured students' English vocabulary mastery before and after treatment. The data was analyzed using the Paired Sample T-Test statistical test with the help of SPSS software. The results of the study showed a significant increase in the average score of students, from 55.26 in the pretest to 82.36 in the posttest. The hypothesis test showed a significance value of 0.000 (sig < 0.05), which means that Ho was rejected and Ha was accepted. Thus, it can be concluded that the use of Word Search Puzzle media has a significant influence on improving the English vocabulary mastery of grade IV students. These findings indicate that game-based learning media can be an effective strategy in English learning at the elementary school level.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

Character education plays a crucial role in shaping students who excel not only academically but also possess strong moral and social values. In this regard, the government, through the Ministry of Education and Culture, has launched the Strengthening Character Education (PPK) policy as a strategic step to create a generation of character. This study aims to explore how the PPK policy is implemented in elementary schools and analyze the factors that support and hinder its implementation. The method used in this study is descriptive qualitative, with data collection techniques through observation, in-depth interviews with principals and teachers, and documentation studies. The results show that the PPK policy has been implemented through the integration of character values into the learning process, extracurricular activities, and school culture. Several factors supporting the success of this implementation include the principal's visionary leadership, active teacher involvement, and support from parents and the community. However, several challenges remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in consistently integrating character values across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is still needed in terms of training, evaluation, and collaboration between all stakeholders. Supporting factors for successful implementation include the visionary leadership of the principal, active teacher involvement, and support from parents and the community. However, several obstacles remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in integrating character values consistently across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is needed in terms of training, evaluation, and synergy between stakeholders.

This study aims to describe the role of school management in developing local culture-based education. Local culture-based education is a learning approach that integrates local cultural values as a contextual, relevant, and meaningful learning resource for students. This study used a qualitative approach with a case study method in an elementary school that has successfully implemented local culture comprehensively in various aspects of learning activities. Data were collected through in-depth interviews, observations, and documentation studies. The results show that school management plays a strategic role in formulating policies, supporting culture-based learning programs, and establishing partnerships with the community for cultural preservation. The principal, teachers, and education staff actively integrate local cultural elements into the curriculum, extracurricular activities, and the learning environment. Despite facing challenges such as limited resources and lack of training for educators, this school is able to demonstrate a strong and consistent commitment to making local culture the foundation for character and identity formation for students. This study confirms that collaboration between stakeholders is key to success in realizing education rooted in local wisdom. By involving parents and the community, schools can create a more inclusive and supportive learning environment. These findings demonstrate that community involvement in the educational process not only enriches students' learning experiences but also strengthens their sense of belonging to local culture. This research significantly contributes to the development of educational models that focus not only on academic aspects but also on the development of student character and identity rooted in local cultural values. Through this approach, it is hoped that students will grow into individuals who are not only academically intelligent but also have an awareness and appreciation for their own culture.

This study aims to deeply uncover the learning management tactics implemented by teachers in an effort to improve student learning satisfaction at the elementary school level. Learning satisfaction is an important indicator of the success of the educational process because it is closely related to motivation, active involvement, and student academic outcomes. This study was conducted at SDN 3 Kaliombo, Jepara, using a descriptive qualitative approach. Data collection techniques used included observation of learning activities, interviews with teachers, and documentation in the form of learning notes and class activity plans. The results show that teachers use a variety of innovative and adaptive learning strategies, including a scientific approach, collaborative learning, the use of interactive learning media, and conducive and student-friendly classroom management. The role of teachers is not only as a deliverer of material, but also as a facilitator, motivator, and guide who creates a learning atmosphere that is fun, communicative, and meaningful for students. The tactics used by teachers also consider student characteristics, including their learning styles, levels of understanding, and emotional needs. Active student involvement in the learning process is key to improving their learning satisfaction. This study emphasizes the importance of teachers' role in designing and implementing appropriate learning strategies to support the achievement of educational goals. The implications of these findings suggest that ongoing training for teachers is essential to strengthen their professional capacity in implementing more creative, responsive, and student-oriented learning approaches.