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This study is grounded in the issue of low student discipline and learning motivation in elementary schools, which requires teachers to apply more effective and context-based instructional strategies. The purpose of this research is to describe how teachers utilize social learning theory to enhance students’ discipline and motivation, as well as to analyze the impact of these strategies on classroom behavior and student engagement. This research employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation involving teachers and students. The findings show that teacher strategies integrating modeling, positive reinforcement, and collaborative learning successfully create a more conducive learning environment. The use of teacher and peer role models was found to increase compliance with classroom rules, while the provision of positive feedback encouraged students to participate more enthusiastically in learning activities. Moreover, socially interactive learning helped students develop confidence and active engagement. The implications of this study affirm that social learning theory can serve as a strong foundation for teachers to design strategies that promote positive behavior and intrinsic motivation, making it highly relevant for integration into daily classroom practice.

The policy to implement the deep learning approach in Indonesian schools starting from the 2025/2026 academic year requires teachers to be well prepared to design and conduct meaningful and in-depth learning. This community service program aimed to enhance the understanding and pedagogical competence of senior high school and madrasah economics teachers in Tasikmalaya City in implementing the deep learning approach comprehensively. The program employed a community-based science and technology application scheme through training and mentoring activities conducted in face-to-face, online, and hybrid modes, consisting of planning, implementation, and evaluation stages. The training materials covered the concept and implementation of deep learning, lesson planning, instructional design and models, learning evaluation, development of innovative technology-based learning media, and reinforcement of microeconomic and macroeconomic content. A total of 78 economics teachers participating in the MGMP of Tasikmalaya City were involved in the program. The results indicate that the training improved teachers’ understanding of deep learning, lesson planning, and assessment strategies that support meaningful learning. Participants’ reflections revealed high motivation and strong relevance of the training materials to their professional duties. This program contributes to strengthening teachers’ readiness to implement deep learning sustainably and supports the improvement of economics learning quality in schools.

The quality of educational human resources (HR) is a key factor in determining the quality and success of educational implementation in schools. However, many schools still face problems of low performance, motivation, and professionalism among teachers and educational staff due to leadership that is not responsive to the diversity of conditions and human resource needs. This study aims to examine situational leadership as a strategy employed by school principals to improve the quality of educational human resources. The study adopts a literature review approach with qualitative content analysis of books, scholarly journal articles, and relevant previous research. The findings indicate that situational leadership enables school principals to adjust leadership styles directing, coaching, supporting, and delegating according to the levels of readiness, competence, and motivation of teachers and educational staff. Adaptive and participative leadership contributes positively to improved performance, work commitment, professionalism, and the creation of a conducive organizational climate and school culture. Therefore, situational leadership can be used as a strategic approach in planning, implementing, and evaluating sustainable educational quality improvement programs.

Mathematics is a core subject that develops critical thinking skills; however, many third to fifth-grade elementary school students face difficulties with conventional teaching methods that tend to be uniform and less adaptive. This study aims to develop and implement a mobile-based educational game, "Ethno Run," which integrates the Bayesian Knowledge Tracing (BKT) algorithm to provide an adaptive learning experience. The method used is Research and Development (R&D) with the Multimedia Development Life Cycle (MDLC) framework. The system uses BKT to track students' mastery in real-time by analyzing their responses to pre-tests and exercises within the game, which then adjusts the difficulty level and focuses the post-test on areas identified as weak, such as arithmetic operations and geometry. The findings show that this adaptive approach significantly improves learning outcomes, with the average score increasing from 44.33 on the pre-test to 85.33 on the post-test among 30 students. This study concludes that the integration of Artificial Intelligence through BKT effectively personalizes learning, enhances student motivation, and provides data-driven insights for teachers regarding students' progress. The implication of this research is that adaptive game-based learning serves as a feasible interactive solution to bridge the gap in conventional basic mathematics education.

This study reviews the implementation of Content and Language Learning (CLIL) in Indonesia senior high school through a systematic review. The review aim to identify research trends, report benefits, and key challenges of CLIL in Indonesia education context. Following the FRISMA guidelines, nine peer-reviewed studies published between 2021 and 2025 were selected from reputable academic databases. The analysis focuses in research design, learning outcomes, and implementation n issues, and it applies the CLIL 4Cs framework—Content, Communication, Cognition, and Culture—as the main analytical lens. The finding indicates that CLIL has appositive impact on student engagement, learning   motivation, and better understanding of content and increased confidence in using English in academic context. CLIL also support active learning and encourages higher-order thinking skills. However, the review reveal several challenges that limit effective implementation. These include limited teacher readiness, insufficient English proficiency among teachers and students, lack of collaboration between subject teachers and English teachers, nd difficulties is assessing content and language learning simultaneously. Analysis the 4Cs framework show that Content and Communication are the most emphasized componet in current CLIL practices, while Cognition receives moderate attention and culture is rarely adressed explicitly. The study concludes that although CLIL is feasible and beneficialfor Indonesia senior high schools, its long-term succes depend on continues teacher professiional development, stronger institutional support, and clearer integration within the Merdeka Curriculum. Theis review provide useful insights for educators, researcher, and policemakers to improve bilingual and CLIL-based instruction in Indonesia.

Islam Nusantara is a religious concept in Indonesia characterized by moderation, inclusiveness, adaptability to local culture, and emphasizing tolerance. The implementation of these values ​​in school religious practices has been inconsistent due to differing perspectives and rejection of local traditions. The purpose of this study is to describe the forms of school religious traditions, analyze the implementation of Islam Nusantara values ​​in these traditions, identify supporting and inhibiting factors, and explain their impact on student character. The research method used was a qualitative approach with a case study design. The research location was Qurrota A'yun Elementary School in Purwakarta. Data were collected through interviews, observation, and documentation. Based on the results of the study, the Principal and Islamic Religious Education Teachers understand the concept of Islam Nusantara as a harmonious integration of Islam with local culture within the corridors of faith and sharia. Its implementation is realized through structured religious traditions (the culture of greetings, dhuha prayer, murojaah, etc.) that successfully integrate local wisdom. A significant impact is an increase in politeness, tolerance, religiosity, and respect for local culture among students. Supporting factors include school leadership and teacher-parent collaboration, while differences in understanding become obstacles that are overcome through intensive communication. The implementation of Nusantara Islamic values ​​in school religious traditions has proven effective in shaping students' character to be moderate, tolerant, and respectful of tradition. Schools are advised to strengthen program planning with written guidelines and a measurable evaluation system to monitor character development on an ongoing basis.

This study aims to examine in depth the role of Islamic Religious Education (PAI) teachers as agents of tolerant da‘wah based on Islam Nusantara within multicultural elementary school settings. The research was conducted at SDN 2 Margasari, Pasawahan District, Purwakarta Regency, West Java, which represents the social, cultural, and religious diversity of students. This study employed a qualitative approach using a case study method to obtain a comprehensive understanding of PAI learning practices oriented toward tolerance values. Data were collected through in-depth interviews with PAI teachers and the school principal, direct observations of classroom PAI learning activities, and document analysis of religious programs and activities implemented at the school. The results indicate that PAI teachers play a strategic role in instilling values of tolerance, religious moderation, mutual respect, and appreciation of local wisdom through the application of dialogical, contextual, and inclusive learning methods. The learning strategies applied include the use of local stories and traditions that align with the values of Islam Nusantara, as well as the habituation of tasamuh (tolerance) attitudes in daily interactions within the school environment. This study recommends strengthening the competencies of PAI teachers in understanding and applying the Islam Nusantara approach, as well as integrating values of religious moderation into the elementary school curriculum as a systematic effort to build a culture of tolerance in multicultural educational settings.

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.

This community service activity was carried out to overcome the problem of open and uncontrolled internet networks at SMK Islamiyah Serua. This condition poses security risks as well as inefficient bandwidth usage. The solution offered is the implementation of a network gateway system with a user-friendly web-based login portal, so that internet access can be limited only to educators through an authentication mechanism. The implementation method includes needs analysis, system design, implementation using MikroTik RouterOS and HTML/CSS/JavaScript-based web portals, system trials, and socialization to schools. The results showed a significant improvement in network security, bandwidth usage efficiency, and ease of access for teachers. In addition, this activity also increases educators' understanding of the importance of network security in supporting the learning process. The implementation of this system provides sustainable benefits for schools, both from a technical and educational perspective, because it is able to create a safer and more controlled digital environment. Thus, this community service activity not only solves technical problems, but also contributes to improving the quality of educational services at SMK Islamiyah Serua.

This study aims to analyze the implementation of hadith values ​​in strengthening disciplinary policies and character building of students at MIS Teladan 1 Ujung Kubu. The hadith of the Prophet Muhammad SAW is used as a normative and pedagogical basis in the formulation of disciplinary policies that are educational, humanistic, and oriented towards fostering noble character. This study uses a descriptive qualitative approach with data collection techniques through direct observation, in-depth interviews with the principal, teachers, and students, and documentation studies of madrasah rules and programs. The results show that the values ​​of hadith are implemented systematically through the habit of time discipline, instilling manners in daily interactions, teachers' exemplary behavior as role models, and strengthening religious activities such as congregational prayer and prayer habits. The hadith-based disciplinary policy has been proven to contribute positively to strengthening student character, especially in aspects of discipline, responsibility, religious attitudes, and social behavior. This study concludes that the integration of hadith values ​​in disciplinary policies is effective in supporting the goals of Islamic education in elementary madrasas.

This study aims to describe the implementation of multicultural education at SDN Bululawang 02 and to identify the supporting and inhibiting factors of its implementation. The research employs a qualitative approach with a descriptive method. The subjects of the study consist of the principal and teachers. Data collection techniques were conducted through semi-structured interviews, while data analysis used an interactive analysis model that includes data reduction, data display, and conclusion drawing. The results of the study indicate that multicultural education has been implemented through school policies, the learning process, and school culture. The school applies deep learning-based instruction that emphasizes meaningful learning experiences with the support of learning technologies such as smart TVs and smart boxes. Multicultural education is also realized through various religious, social, and national activities, such as routine religious activities, the commemoration of national and religious holidays, as well as the use of traditional clothing, which serve to instill values of tolerance, togetherness, and mutual respect. The role of the school principal is evident through classroom supervision, teacher training, and learning evaluation, while teachers integrate multicultural values through varied and enjoyable teaching methods. The challenges faced include the diverse characteristics of students, limited facilities, and differences in students' academic abilities. Efforts made by the school to overcome these challenges involve collaboration with parents and adjustments to learning strategies. This study concludes that multicultural education in elementary schools has been implemented well; however, it still requires strengthening in terms of facility support, teacher competence, and ongoing collaboration between schools and parents.

This study aims to analyze the development of elementary school students (ages 8–9) in terms of physical, cognitive, emotional, social, moral, and spiritual aspects. The research subjects were two third-grade students named Dinul Mumtaz (8 years old) and Alfatir Ramadhan Hendri (9 years old). This study used a qualitative approach, with observation and interviews as the main data collection techniques. The results indicate that both students show physical development appropriate for their age, with well-developed fine and gross motor skills. In the cognitive aspect, both have reached the concrete operational stage, characterized by logical thinking, understanding of cause-and-effect relationships, and the ability to solve tasks using concrete objects. In terms of emotional and social development, Dinul and Alfatir demonstrate the ability to recognize and manage emotions, as well as build positive social relationships with peers and teachers. Moral development shows that both students are in the heteronomous and early conventional stages, where they obey rules due to authority and a desire to gain social approval. Meanwhile, in the spiritual aspect, both students demonstrate good religious habits and an understanding of spiritual values reflected in their daily behavior. Therefore, it can be concluded that the development of both students is in a good category and in accordance with child development theories, supported by positive influences from family and school environments.

Meaningful learning is a crucial requirement in 21st-century education, particularly in the face of the increasingly rapid development of digital technology. However, teachers' limited knowledge and skills in utilizing digital learning media remain a challenge, particularly in junior high schools. This study aims to analyze the strengthening of meaningful learning through training on the Canva-based deep learning model at SMP Negeri 2 Mappakasunggu. This study used a quantitative approach with a one-group pretest–posttest pre-experimental design. The subjects were teachers at SMP Negeri 2 Mappakasunggu who participated in the training as part of the Community Service Program (KKN). The research instrument was a knowledge test on Canva administered before (pretest) and after (posttest) training. Data were analyzed using descriptive statistics and N-Gain calculations. The results showed that the average pretest score for teachers was 42.3 with a range of 30–55, while the average posttest score increased to 70.8 with a range of 65–76. The N-Gain calculation of 0.49 is in the moderate category. These findings indicate that training on the Canva-based deep learning model is effective in enhancing teacher knowledge and supporting meaningful learning. This study recommends the continued implementation of similar training to improve the quality of technology-based learning in schools.  

The limited ability of teachers to write scientific papers remains one of the obstacles to professional development and career advancement. This activity aimed to improve teachers’ competencies through scientific writing training at SMAN 1 Kayu Agung, Ogan Komering Ilir Regency. The method employed was training and mentoring, which included the delivery of materials on basic concepts of scientific writing, the structure of scientific articles, citation and referencing techniques, and practical sessions on preparing scientific articles. The participants of this activity were teachers of SMAN 1 Kayu Agung. The results showed an improvement in teachers’ understanding and skills in writing scientific papers, as indicated by their ability to produce scientific articles in accordance with proper academic writing standards. In addition, teachers demonstrated positive attitudes and increased motivation to produce scientific works as part of continuous professional development. Therefore, scientific writing training is effective in enhancing teachers’ competencies and can serve as a strategy for teacher professional development in schools.

This study aims to: (1) determine the effect of academic supervision on teachers’ ability to design IPAS learning at elementary schools in Mandalle District; (2) examine the effect of TPACK competence on teachers’ ability to design IPAS learning; and (3) analyze the simultaneous influence of academic supervision and TPACK competence on teachers’ ability to design IPAS learning. The research was conducted in elementary schools across Mandalle District from September to October 2025 using a quantitative approach and a causal-comparative (ex post facto) design. A total of 51 teachers were selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using PLS-SEM with the SmartPLS application.  The results indicate that: (1) academic supervision has a positive and significant effect on teachers’ ability to design IPAS learning (β = 0.168; T = 2.623; p = 0.009), although the effect size is categorized as small (f² = 0.071); (2) TPACK competence has a very strong and significant effect on teachers’ ability to design IPAS learning (β = 0.827; T = 14.299; p = 0.000) with a very large effect size (f² = 3.351), making it the dominant factor influencing lesson design quality; and (3) jointly, academic supervision and TPACK competence explain 85.5% of the variance in teachers’ ability to design IPAS learning, highlighting the importance of synergy between external guidance through supervision and internal teacher competence in mastering TPACK..

The quality of assessment instruments plays an important role in determining the accuracy of measuring student learning outcomes in science learning in elementary schools. A good test instrument must meet certain criteria, such as validity, reliability, difficulty level, and discrimination power. This study aims to analyze the quality of daily science test items in grade VIc elementary schools based on these four criteria. The study used a quantitative. The subjects were 19 sixth-grade students, while the instrument analyzed consisted of 25 multiple-choice questions. Data processing and analysis were carried out using Microsoft Excel to calculate item validity through item correlation with total score, test reliability using internal consistency, difficulty level index, and discrimination index. The analysis results showed that 17 questions (68%) were declared valid, while 8 questions (32%) were invalid and needed to be improved. The results of the reliability test indicated that the test instrument had good reliability and was suitable for use as a measuring tool for student learning outcomes. Judging from the level of difficulty, 20 questions (80%) were moderate and 5 questions (20%) were easy, indicating a relatively balanced level of difficulty. Based on the discrimination power, 16 questions (66%) had very good discrimination power, 4 questions (16%) were good, 4 questions (16%) were sufficient, and 1 question (4%) was poor. Based on these findings, it can be concluded that the quality of the sixth grade science daily test questions is classified as good and the test instrument is suitable for use, but improvements are still needed on invalid questions and those with low discrimination power so that the quality of the assessment is more optimal. This study emphasizes the importance of teachers' abilities in compiling and analyzing test items to ensure that the assessment of science learning is objective, valid, and reliable.

This study uses a literature review method to examine the role of jump rope activities in improving coordination, balance, agility, and strength among elementary school children. It provides an in-depth analysis of jump rope games in the context of enhancing motor skills in elementary education. The study explores how this traditional game can serve as an effective tool for developing various motor skills in children. It covers the types of motor skills involved in jump rope activities, variations of the game, as well as the physical and non-physical benefits gained. The study also highlights the important role of physical education teachers in optimizing students’ motor development through traditional games. The results indicate that jump rope activities are not only beneficial for the development of gross and fine motor skills but also possess significant social and cultural value. These games can instill values such as discipline, perseverance, hard work, and cooperation in children. It is expected that this study will contribute to the development of more effective and innovative physical education learning.

Facilities and infrastructure are essential components in the provision of education, functioning to support the effectiveness of teaching and learning processes, student comfort, and the achievement of quality learning outcomes. In boarding-based Islamic schools (madrasah), facility needs become more complex due to the integration of formal academic curricula with religious instruction and a full residential system. The National Education Standards (SNP) serve as the national reference for the fulfillment of educational facilities in Indonesia; however, the standards do not specifically regulate boarding facilities, resulting in a gap in facility fulfillment among pesantren-based madrasah. This study aims to evaluate the suitability of educational facilities and infrastructure at MTsS Sunanul Husna, South Tangerang City, with the SNP and to identify inhibiting factors affecting the fulfillment of such standards. The research employed a qualitative case study design through observation, interviews, and documentation. Data analysis was conducted using interactive procedures, including data reduction, data display, and conclusion drawing. The findings indicate that academic facilities are categorized as adequate, with classrooms, teacher rooms, administrative offices, computer laboratories, and a UKS room available and functioning, although the library and student sanitation facilities require improvement. Boarding facilities such as dormitories, worship areas, and kitchen facilities are categorized as good, despite not being covered in the SNP. The study reveals that financial limitations, centralized authority at the foundation level, and the absence of national standards for boarding education represent the main inhibiting factors. The study implies the need for the formulation of facility standards specifically for boarding madrasah and for strengthened collaboration among the government, foundations, and communities in fulfilling educational infrastructure.

This community service program aimed to strengthen the digital competencies of junior high school students through a structured workshop on graphic design and photography. The activity was conducted on June 10–11, 2025 at Universitas Ma Chung and involved thirteen students from SMP Insan Amanah accompanied by their teachers. The program was designed based on prior identification of learning needs conducted through coordination with school representatives. The workshop integrated theoretical instruction and hands-on practice covering basic photography concepts such as angle, shot, triangle exposure, and three point lighting, followed by editorial layout training using Canva. Students were guided to edit photographs, arrange layouts, and select appropriate text elements. The results indicated improvements in students’ technical skills, learning engagement, and collaborative behavior. A campus tour conducted at the end of the program provided additional insight into the academic environment of higher education. Overall, the program demonstrated that practice-based learning effectively supports digital skill development among junior high school students.

Self-health education plays a crucial role in shaping the healthy habits, character, and behavior of elementary school students. This learning emphasizes not only physical hygiene but also the development of social and emotional skills that can prevent negative behaviors such as bullying. This study aims to examine teachers' strategies in implementing self-health education as an effort to prevent bullying behavior in elementary schools. The method used was a literature review by analyzing various relevant scientific sources from 2020–2025. The results of the study indicate that teachers' strategies in implementing self-health education include three main approaches: habituating clean and healthy living behaviors, integrating health values ​​into learning, and fostering social-emotional development through reflective activities in the classroom. These three strategies are effective in fostering students' awareness, discipline, responsibility, and empathy towards their peers. Self-health education also contributes to creating a safe, healthy, and respectful learning environment. Thus, self-health education can be used as a preventive strategy to prevent bullying in elementary schools. Teachers act as role models and facilitators who ensure the values ​​of health, empathy, and social responsibility are integrated into teaching and learning activities.