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This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

The aim of this research is to determine the assistance of parents using child therapy in regulating emotions when accompanying children to study at home. This research was conducted at the homes of 3 families who had children aged 4-7 years and the parents could not control their emotions when accompanying their children to study at home. The object of this research is parental assistance in the child's learning process at home. The data collection techniques used were observation, interviews and image documentation. The research method using data analysis is an interactive model. The research results showed that by being given Filial Therapy treatment, namely regulatory skills, setting boundaries, attentive listening, and focused play with children for 1 month, the informants were able to carry out Filial Therapy in a flexible and integrated manner. By applying Filial Therapy skills, parents become better able to regulate emotions, namely by reassessing cognitive and expression abilities. The assistance provided by parents is through filial therapy, parents accompany children to play and are directly involved in the game, there must be communication with parents, children are given the freedom to play, so that it will regulate parents' emotions in accompanying children to study at home.

This article discusses the importance of implementing Higher Order Thinking Skills (HOTS)-based learning evaluation in Islamic Religious Education (PAI) subjects. This topic is very crucial considering that PAI in the modern era is not sufficiently delivered through conventional methods such as memorization and lectures, but must encourage students to think critically, creatively, and reflectively towards religious teachings. The method used in this writing is a library research with a qualitative descriptive approach, reviewing relevant literature related to HOTS and its implementation in PAI learning evaluation. The results of the study indicate that HOTS-based evaluation is able to develop students' abilities in analyzing, evaluating, and creating solutions to contextual problems, thus supporting the formation of adaptive and highly reasoned religious characters. The implication is that the application of HOTS-based evaluation in PAI learning contributes significantly to students' cognitive development and is very relevant in the study of developmental psychology, especially in forming balanced intellectual and emotional intelligence.

This study aims to determine the effect of Problem Based Learning (PBL) and Inquiry learning models on students’critical thinking skills and cognitive learning outcomes on the topic of the human respiratory system. This research used a quasi-experimental design with a Non-Equivalent Pretest-Posttest Control Group Design. The research subjects were three eighth-grade classes at SMP Negeri 13 Lebong, consisting of two experimental classes taught using the PBL and Inquiry models and one control class using conventional methods. The research instruments included essay tests to measure critical thinking and multiple-choice tests to assess cognitive learning outcomes. Data were analyzed using ANOVA and LSD tests. The results showed significant differences among the three groups. The PBL model produced the highest improvement in both variables, followed by Inquiry, and lastly the control group. Therefore, PBL is proven to be the most Effective model inimproving students' critical thinking and cognitive learning outcomes in science education.

The purpose of this study was to explore differences in students creative thinking abilities based on gender and domicile. The research method used was descriptive quantitative. Sampling used proportional random sampling technique at Public Junior High Schools in South Konawe Regency. The research instrument used a creative thinking test as primary data. The data analysis technique used the winsteps program with scalogram analysis. The results showed that female students tended to be superior in fluency, originality, and elaboration, both at very high and low levels of creative thinking ability, while male students showed superiority in flexibility. This difference can be influenced by biological, psychological, and social factors that play a role in cognitive development and creativity. In addition, differences in creative thinking abilities were also found based on domicile. Urban students are superior in several indicators at very high levels of creative thinking ability, but are more susceptible to decreased creativity at very low levels compared to rural students. Environmental factors such as access to educational resources, intellectual stimulation, and higher social support in urban areas play a role in this difference. Overall, these findings confirm that gender and domicile significantly influence students creative thinking abilities.

This study was motivated by the high number of stunted children found in stunting locations, namely in Kelurahan Kahean and Sigulang-gulang, Kecamatan Siantar Utara, Kota Pematangsiantar. This study also found indications of inadequate parenting patterns in terms of nutrition and child health care. This condition is a serious concern because stunting not only affects children's physical growth but also influences their cognitive development and future quality of life. To understand this phenomenon in depth, this study used a qualitative method with a descriptive approach. Data were collected through in-depth interviews, observations, literature studies, and documentation, involving six main informants. The results of the study revealed that 4 of the 6 parents with stunted children practiced inadequate parenting, particularly neglectful parenting, which was the most dominant parenting style. This neglectful parenting style was characterized by a lack of adequate supervision and attention to providing nutritious food and health care for children. Parents who apply this parenting style tend to consistently ignore their children's nutritional and health needs, thereby increasing the risk of stunting. In addition, some parents also apply a permissive parenting style, which is characterized by allowing children to freely choose food without clear boundaries or rules. As a result, children often consume unhealthy foods and have irregular eating schedules. In addition to parenting factors, limited socioeconomic conditions also exacerbate the risk of stunting. Parents' low level of knowledge about balanced nutrition and child health care further increases the likelihood of children experiencing stunting. This shows that economic and educational factors are major obstacles in efforts to prevent stunting in the Kecamatan Siantar Utara.

The study used a pseudo-experimental design with a posttest-only control group design pattern. The population included the entire class VII, and the sample was randomly selected of two equivalent parallel classes, totaling 22 students each. The experimental class received the discovery learning treatment, while the control class used conventional methods. The research instrument is in the form of learning outcome tests in the form of objectives and essays that have been tested for validity and reliability. Data were analyzed through normality test, homogeneity test, and t-test of two independent samples at a significance level of 0.05. The results showed significant differences between the two groups. The average posttest score of the experimental class was 80.68 higher than the control class of 72.72. The analysis of the t-test yielded a t_hitung value of 2.74 greater than t_tabel 2.01, which means that the null hypothesis was rejected. The frequency distribution in the experimental class also showed a concentration of scores in the high category, while the control class was more dominant in the medium category. These findings confirm that discovery learning not only improves cognitive learning outcomes, but also encourages students' active engagement, motivation, and critical thinking skills. This study concludes that the implementation of discovery learning is effective in improving science learning outcomes in the classification of living things. Implicitly, teachers are advised to integrate this approach as an alternative to student-centered science learning strategies.

The development of digital media and innovative learning models in Junior High School Science education reflects a sustained commitment to meeting the demands of 21st-century skills and improving the quality of science instruction. A comprehensive literature review (2019–2024) reveals the dominance of the Research and Development (R&D) approach, which consistently yields highly valid, practical, and effective digital resources, such as Augmented Reality (AR), Android-based applications, and interactive educational games. These digital tools are synergistically integrated with modern instructional models, including Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), and Predict-Observe-Explain (POE), which are proven effective in increasing student engagement, enhancing cognitive outcomes, and honing essential competencies such as Science Process Skills (SPS) and Higher-Order Thinking Skills (HOTS). Ultimately, this integration contributes significantly to overcoming learning difficulties in complex and abstract Science topics (e.g., the human digestive system) while also effectively addressing contemporary educational challenges, fostering meaningful learning experiences, and supporting long-term academic success for students.

This study aims to analyze the influence of financial literacy, self-control, parental influence, peer influence, and income on students’ saving behavior in the Economic Education Study Program at Universitas PGRI Ronggolawe Tuban for the 2021–2024 cohort. A quantitative approach with an associative research design was applied. The population consisted of 173 students, and the sample was determined using Slovin’s formula with a total of 64 respondents. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression with the assistance of SPSS, including classical assumption tests. The results reveal that financial literacy, parental influence, and income have a significant positive effect on saving behavior, while self-control and peer influence have a significant negative effect. The coefficient of determination (R²) is 0.724, indicating that 72.4% of the variation in students’ saving behavior can be explained by the independent variables, while the remaining 27.6% is influenced by other factors outside the model. These findings highlight that students’ saving behavior is shaped by the interplay of cognitive, psychological, social, and economic factors.

This study aims to analyze the quality of educational services at SDN Lambangsari 05 Tambun Selatan based on students’ perceptions using the Service Quality (Servqual) method. The background of this research highlights the crucial role of elementary schools in providing quality education services as a fundamental stage in shaping students’ character, social skills, and cognitive abilities. By focusing on students’ perceptions, this study seeks to obtain a realistic picture of service quality from the perspective of the main beneficiaries, namely the students themselves. A qualitative approach was employed, and data collection techniques involved both direct observation of school activities and the distribution of structured questionnaires to 50 fourth-grade students to ensure the validity of the findings. The Servqual method was used to evaluate five service dimensions: Tangibles, Reliability, Responsiveness, Assurance, and Empathy, which together provide a comprehensive assessment of educational service quality. The analysis results show that four dimensions—Reliability, Responsiveness, Assurance, and Empathy—have positive gaps, indicating that the services provided meet or exceed students’ expectations and reflect the school’s commitment to quality. However, the Tangibles dimension shows a small negative gap (-0.03), suggesting the need for improvements in physical aspects such as the cleanliness of classrooms, the availability of learning media, and the maintenance of school facilities. In conclusion, the overall quality of educational services at SDN Lambangsari 05 is considered good, with strong performance in non-physical aspects, although upgrading physical facilities remains essential to enhance student satisfaction and create a more conducive learning environment.

Early childhood education is a fundamental stage in shaping children's cognitive, social, emotional, and motor development. However, learning practices in many early childhood institutions still rely on conventional methods that make children passive and less engaged. This community service program was implemented at PAUD Alamanda in Padamaju Village with a focus on introducing color concepts through play-based learning strategies. The objective of this program was to enhance the quality of science learning that is more interactive, enjoyable, and developmentally appropriate, while also strengthening teachers’ capacity in designing innovative learning strategies. The method applied was Participatory Action Research, conducted in several stages including observation and coordination, teacher training, implementation of play activities with children, and reflection and evaluation. The results revealed that children became more enthusiastic, successfully recognized primary and secondary colors, and demonstrated improvements in fine motor skills, creativity, and social interaction. Teachers also gained new insights into the application of more varied and innovative teaching methods. Overall, this program successfully bridged the gap between early childhood education theories emphasizing play-based learning and classroom practices, and contributed positively to the improvement of early childhood education quality.

This study aims to explore the synergy between the teaching of Islamic creed and ethics (akidah akhlak) and the madrasa environment in shaping students’ honesty at MTsN 5 Bantul. The background of this research lies in the importance of honesty as a fundamental value in Islamic education, which is not only transmitted through classroom instruction but also cultivated through the school’s culture. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews with Islamic creed and ethics teachers, the principal, and eighth-grade students, as well as documentation of school programs. The findings reveal that the teaching of akidah akhlak serves as a normative foundation in instilling honesty values through lessons on shidiq, prophetic stories, real-life case discussions, and student reflections. The madrasa environment functions as a medium for habituating honesty through a religious culture, discipline, teacher role models, and everyday social interactions. In addition, character development programs such as Qur’anic recitation, morning prayers, and the Smile, Greeting, and Salutation (3S) movement further reinforce the internalization of honesty in a sustainable manner. The synergy between classroom learning, the school environment, and structured programs proves to be the key to successfully cultivating honesty, as students gain not only cognitive understanding but also affective experiences and practical application in daily school life. This study concludes that honesty-based character education must be carried out holistically by integrating akidah akhlak instruction with the madrasa culture. The findings are expected to serve as a reference for other madrasas in developing effective strategies for character education. Future research is recommended to conduct comparative studies across different madrasas or to explore other moral values such as trustworthiness, responsibility, and justice to provide a more comprehensive understanding of character education in Islamic contexts.

This study aims to describe the use of local proverbs as a strategy for learning Indonesian in elementary school children. This type of research is qualitative in this study there are types and approaches to research, place and time of research, data and data sources, research procedures, data collection techniques, research instruments, data analysis techniques and definitions of terms. Data Collection Techniques Observation/observation of activities is carried out by researchers by directly observing the learning process carried out by teachers and students using observation sheets. Research interviews use interviews with teachers and students to use interview guidelines that have been prepared by research related to the use of local proverbs in schools. Documentation of this study uses documentation techniques in collecting data. This technique aims for researchers to obtain documents in the form of a list of local proverbs, several uses of local proverbs and photos of the learning process. Data Analysis Techniques Data analysis techniques aim to analyze data that has been collected in research. After data from the field has been collected and arranged systematically, the next step is for the author to analyze the data. The results of the study on the use of local proverbs in learning Indonesian are shown in the aspects of language, culture, character and cognitive. The Language aspect is found in student activities in listening skills, namely listening to stories containing the proverb Reso temmamgingngi. The Cultural Aspect is found in the existence of learning activities in the use of local proverbs as a preservation of culture, especially in South Sulawesi. The Cognitive Aspect is found in student understanding related to the knowledge or meaning of each local proverb used. The Character Aspect is found in the activity of instilling character values ​​in local proverbs.

This study investigates the metaphorical expressions in the song Golden Hour by JVKE using Conceptual Metaphor Theory (CMT) by Lakoff and Johnson (1980). The research aims to identify and analyze metaphors that represent emotional experiences, particularly romantic feelings, through the use of concrete and sensory imagery. Using a qualitative descriptive method, the lyrics of Golden Hour were analyzed to uncover how metaphorical language shapes the expression of love and emotional transitions. The findings reveal several dominant metaphor categories such as LOVE IS LIGHT, LOVE IS A JOURNEY, and EMOTION IS ELEVATION. These metaphors transform abstract emotions into vivid, relatable experiences by linking them to concepts like time, nature, and movement. The study concludes that metaphor in song lyrics functions as a cognitive and poetic device that enhances meaning and emotional resonance. The implications of this research highlight the relevance of metaphor analysis in understanding language, thought, and culture, especially in modern musical texts.

Indonesian EFL senior high school students. Traditional EFL instruction often emphasizes lower-order cognitive skills, limiting students' ability to analyze, evaluate, and create in English. This research explored student experiences with PBL and its impact on HOTS development. Semi-structured interviews were conducted with five 11th-grade students participating in environmental-themed PBL activities. Thematic analysis identified patterns in student experiences and perceptions. Findings reveal that students perceive PBL as significantly more engaging than traditional instruction, fostering enhanced motivation, deeper understanding, and collaborative competencies. Students demonstrated active engagement in higher-order cognitive processes through research activities, critical discussions, and creative project development. Collaborative dimensions particularly enhanced analytical and evaluative thinking as students examined diverse perspectives. Implementation challenges emerged, including time management difficulties, group dynamics issues, resource limitations, and presentation anxiety. These challenges highlight PBL's complexity and the need for comprehensive support systems. The study concludes that while PBL effectively promotes HOTS development in EFL contexts, successful implementation requires systematic support, including project management instruction, collaborative skills development, adequate technological resources, and continuous professional development for educators.  

The character crisis and the weakening of Islamic understanding among the younger generation have become serious issues that need to be addressed starting from early childhood education. Kindergarten children are at a phase of fitrah development, which significantly determines the formation of their personality in the future. Islamic education is expected to provide a comprehensive solution in shaping the child's personality from an early age, balancing cognitive, emotional, social, and spiritual aspects. This study aims to examine the theoretical implementation of Islamic Montessori learning as a means of forming an integral Islamic personality in early childhood. Using a literature review approach and qualitative content analysis, this study examines various theories, previous research findings, and expert views sourced from books, journals, and scientific works related to early childhood education and Islamic education. The results show that Islamic Montessori significantly contributes to the development of an integral Islamic personality. Children not only develop cognitively and psychomotorically but also become accustomed to the habits of worship, discipline, responsibility, empathy, and respect for others. Through a conducive learning environment and direct practices of Islamic life, Islamic Montessori serves as a strategic tool in preparing a Muslim generation that is faithful, noble in character, with strong Islamic personality and independence.

This study aims to describe how stereotypes occur in cross-cultural communication between PMM and PNM students and to examine their impacts on students’ achievement and interaction. A descriptive qualitative approach was employed, with data collected through observation, interviews, and questionnaires to capture both behavioral and perceptual aspects of communication. The findings reveal several key points. First, initial interactions shaped expectations and assumptions about each other’s behavior and culture. Second, stereotypes often caused miscommunication, misunderstandings, and confusion in interpreting messages. Third, they influenced group dynamics, including cooperation, participation, and conflict resolution. Fourth, students’ perceptions of identity, both personal and cultural, played a role in shaping their interactions. Fifth, the study identified both positive and negative impacts. Positive effects included enhanced Javanese language skills, increased cultural awareness, strengthened group identity, and cognitive shortcuts that facilitated understanding of others. Negative effects involved communication gaps, misinterpretation, discrimination, cultural barriers, and language difficulties. Overall, the study highlights that stereotypes in cross-cultural communication are a double-edged sword: while they can provide quick cognitive frameworks for understanding others, they can also impede effective communication and collaboration. These findings emphasize the importance of cultural sensitivity, awareness, and reflective practices in multicultural student interactions to maximize learning and minimize conflicts.

The 2021 Indonesian Nutritional Status Survey (SSGI) shows that 1 in 4 Indonesian children suffers from stunting and 1 in 10 children suffers from malnutrition. Good nutrition is a crucial foundation for optimal growth and development, especially for those growing up in vulnerable environments. According to the WHO, stunting is a failure of growth and development experienced by children due to prolonged inadequate nutritional intake, recurrent infectious diseases, and inadequate psychosocial stimulation. However, on the other hand, children who experience stunting are usually accompanied by developmental delays in various other organs, especially if malnutrition occurs during the first 1000 days of life (HPK). Stunting is defined as a child's length for age (PB/A) or height for age (H/A) that is lower than -2 standard deviations. Therefore, a child with stunting is definitely stunted, but a child who is stunted is not necessarily stunted. Stunting that occurs before a child is 2 years old is an indication of decreased cognitive abilities at a later age if not followed by adequate psychosocial stimulation, thus impacting academic or educational abilities later in life. Providing innovative education such as making moringa pudding is one way to present nutritious and creative food or drinks so that it can be accepted by kindergarten mothers who have toddlers and preschoolers. The content of moringa leaves is a food ingredient that has good nutritional value, especially for preventing stunting in children.

The phenomenon of poor emotional management among students, such as irritability, low empathy, and lack of cooperation skills, poses a challenge in Islamic Religious Education (PAI) learning. This study aims to examine the dimensions of students’ emotional intelligence in the context of PAI learning based on the theories of Daniel Goleman and Salovey-Mayer. Using a literature review approach and qualitative content analysis, this research explores various theories, empirical research findings, and expert opinions derived from relevant journals, books, and scholarly works. The results indicate that emotional intelligence plays a crucial role in the success of PAI learning, particularly in shaping students’ character, Islamic morals, and social skills. Goleman’s theory, which emphasizes five main dimensions self-awareness, self-regulation, motivation, empathy, and social skills can be integrated with the Salovey-Mayer model, which outlines the abilities of perceiving, understanding, and managing emotions cognitively. These dimensions can be synergistically implemented in the PAI learning process to achieve holistic Islamic education goals. In this context, PAI learning is not only oriented toward the transfer of religious knowledge but also toward the formation of an Islamic personality through the integration of emotional management with Islamic values. Teachers, as uswah hasanah (exemplary role models), play a vital role in demonstrating emotional management aligned with Islamic teachings, guiding students through the habituation of Islamic behavior, and providing direction that encourages discipline in worship. A comprehensive understanding of Islam, combined with emotional management skills, shapes students who are not only intellectually intelligent but also emotionally and spiritually mature.

The Children’s Reading and Learning Corner program is a community service activity implemented by Group 7 of the Community Service Program (KKN) from Universitas 17 Agustus 1945 Jakarta in Kalibaru Subdistrict, North Jakarta. This program was designed to address the challenge of low reading interest and the limited access to learning facilities among children in the local community. The main target of the activity was children aged 5–8 years, with the objective of increasing reading interest, strengthening basic cognitive skills, and fostering positive learning habits from an early age. The program was carried out through interactive learning methods with a thematic approach, combined with group discussions, question-and-answer sessions, shared reading, and simple practices that encouraged active participation. The learning materials covered Basic Mathematics, Indonesian Language, and General Knowledge, all adjusted to the children’s comprehension levels. In addition, a coloring competition was held to foster creativity, train fine motor skills, and create a fun and engaging learning atmosphere. Evaluation results indicated a significant improvement in children’s enthusiasm for learning, better understanding of the provided materials, and more active involvement during the sessions. The children also demonstrated increased self-confidence, particularly when asked to read aloud or answer questions in front of their peers. Furthermore, the provision of a bookshelf in the community hall became a strategic step to establish a sustainable reading space that could be used outside of program hours. Overall, the program successfully achieved its intended goals and is considered feasible to be expanded to other areas. Additional support in the form of a wider collection of books, more creative learning media, and consistent community involvement will be key factors in ensuring the sustainability and long-term impact of the program.