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This study aims to analyze the ability of students at SMPN 7 Cempaga to read the Qur'an. Using a descriptive qualitative approach, data was collected through observation, in-depth interviews, and documentation of 10 seventh-grade students, Islamic Education teachers, the Deputy Head of Student Affairs, and the Principal. The results of the study indicate that the absence of a program to encourage Quran reading at school, limited time for religious education, and a lack of support and guidance from parents are the main factors contributing to the students' low ability to read the Quran. Additionally, limited facilities such as the availability of Quran manuscripts at home and an unsupportive social environment further exacerbate the situation. These findings emphasize the need for collaboration between schools, families, and the community in fostering sustainable Quran reading habits, through the implementation of special programs at school, enhancing parental involvement, and providing adequate learning facilities. With collective efforts, it is hoped that students' Quran reading skills will develop optimally and support character development and the quality of religious education at SMPN 7 Cempaga.

Digital transformation in the world of education is a strategic step to improve efficiency and quality of services, including in terms of attendance recording. This study aims to examine the change in the manual attendance system to digital in an effort to improve the quality of learning documentation at PPTQ Al Huda. The method used is a descriptive qualitative approach with data collection techniques through distributing questionnaires to teachers and academic staff. The results of the study indicate that the implementation of digital attendance has been significantly beneficial for the majority of respondents. This system is considered more practical, accurate, and efficient than manual methods. Digital attendance not only makes it easier to record student attendance, but also strengthens transparency, accountability, and supports data-based decision making. In addition, this system plays a role in improving student discipline and responsibility. Digital attendance has also been proven to reduce the practice of asking for attendance, minimize recording errors, and facilitate real-time data access by Islamic boarding school administrators. Ease of use and convenience of the system are also supporting factors for successful implementation. Moreover, the adoption of digital attendance encourages the development of a technology-based culture within the institution. It fosters digital literacy among educators and students, enhancing their adaptability to technology in daily academic routines. This transformation aligns with the broader educational goal of integrating technology to create a modern, effective, and sustainable learning environment. Therefore, the shift to a digital attendance system is not only a technical innovation but also a reflection of institutional commitment to continuous improvement and educational excellence. This innovation proves to be a relevant and strategic solution for strengthening educational administration in Islamic boarding schools.

This qualitative descriptive research explores the principal’s efforts to enhance teacher performance through the implementation of educational supervision at SDI Puudhombo, East Nusa Tenggara. The study aims to understand the strategies, processes, and impacts of educational supervision in improving teaching quality. Purposive sampling was used to select three informants consisting of one school principal and two classroom teachers. Data were gathered through structured interviews, allowing for in-depth exploration of participants’ experiences and perceptions. Analysis was conducted using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing to ensure the credibility and reliability of the findings.The results reveal that educational supervision is systematically implemented twice a year, guided by a well-structured plan that outlines objectives, schedules, and targeted competencies. The principal applies a collaborative supervision approach, using classroom visitation techniques to observe teaching practices in real contexts. Post-observation, constructive feedback sessions are conducted to highlight strengths, identify areas for improvement, and provide practical recommendations for pedagogical development. Teachers demonstrate notable progress in preparing lesson plans, delivering interactive learning activities, and applying effective evaluation methods. However, certain aspects such as the integration of technology in teaching and differentiation strategies still require further enhancement. The findings indicate that educational supervision not only improves technical teaching skills but also fosters teacher professionalism, boosts work motivation, and promotes a culture of continuous improvement within the school. The study underscores the importance of consistent, supportive, and developmental supervision in elevating instructional quality. It concludes that systematic and ongoing educational supervision represents a highly effective strategy for advancing teacher performance in elementary education. This research enriches the body of literature in educational management and provides practical implications for strengthening school leadership, particularly in rural and resource-limited contexts such as East Nusa Tenggara.

The rapid development of artificial intelligence technology, particularly through the use of language models such as ChatGPT, has brought about significant changes in educational practices in Indonesia. The use of this technology has contributed to the creation of a more efficient learning process while enriching students' abilities to master and understand material more comprehensively. However, the use of AI in academic activities presents a number of problems, particularly related to scientific integrity, including an increased risk of digital plagiarism and a decline in critical thinking skills. In view of these developments, this study focuses on examining how the use of ChatGPT affects academic integrity and the quality of digital learning at UIN North Sumatra. This study applies a descriptive qualitative method, in which data is collected through interviews with five students from the Faculty of Economics and Islamic Business (FEBI) to gain a deeper understanding of their perceptions of the use of artificial intelligence in learning activities. The findings show that although ChatGPT provides convenience and efficiency in the learning process, students emphasize the importance of supervision and knowledge of ethics so that this technology can be used appropriately and responsibly. Therefore, universities need to strengthen digital literacy and ethics among students and increase supervision to ensure that the use of this technology does not compromise academic integrity. This research contributes to a deeper understanding of the impact of AI use on academic integrity in Islamic universities in Indonesia.

In addition to the positive findings regarding the effectiveness of instructional videos in enhancing reading skills, this study also highlights the importance of integrating technology into early childhood education. The use of instructional videos provides an engaging and interactive learning experience for children, making the learning process more enjoyable and effective. Children at TK Irama Jaya were able to visualize and connect sounds with letters and words, which is a crucial aspect of developing reading skills at an early age. Furthermore, the study reveals that instructional videos cater to different learning styles, allowing children to absorb information through auditory and visual channels. This multisensory approach enhances retention and understanding, especially for young learners who are just beginning to master reading. The videos also offer repetition and consistency, allowing children to revisit lessons at their own pace, thus reinforcing their learning process. The improvement observed in the post-test scores suggests that instructional videos can serve as a valuable tool in early childhood education, complementing traditional teaching methods. However, the study also indicates that while instructional videos are beneficial, they should be used in conjunction with other pedagogical techniques, such as interactive reading activities and teacher-guided lessons, to maximize learning outcomes. It is recommended that other schools, particularly those in remote or underserved areas, consider incorporating instructional videos into their teaching practices. The accessibility and cost-effectiveness of these videos make them an ideal resource for improving the quality of education in early childhood settings. Further research could explore the long-term effects of instructional videos on reading fluency and other areas of early literacy development.

This study aims to examine in depth the effectiveness of the application of the Children Learning in Science (CLIS) learning model in the Natural Science (Science) learning process. The background of this study stems from the problem of low active student participation in class, which is largely caused by difficulties in understanding abstract science concepts. The CLIS model offers a learning approach that emphasizes active student involvement through a series of systematic learning stages. The method used is a literature review with a qualitative descriptive approach. Analysis was conducted on 25 articles from national and international publications. Each article was reviewed based on relevance, research methods, main findings, and the suitability of CLIS application in various science learning contexts. The results of the study indicate that CLIS has proven effective in improving students' understanding of science concepts, developing science process skills such as observation, classification, measurement, and hypothesis testing, and encouraging active student participation during the learning process. In addition, this model is also able to improve critical thinking skills through exploration activities, experiments, group discussions, and reflection on learning outcomes. The CLIS stages, which include exploring students' prior knowledge, introducing new concepts through experiments, strengthening understanding through discussions, and strengthening concepts through reflection, enable students to construct knowledge independently and meaningfully. Based on these findings, CLIS is considered relevant and can be an effective alternative learning model to improve the quality of science learning at various levels of education.

The digital era has revolutionized educational systems, making digital literacy a vital competency for the 21st century. As such, educational administration plays a pivotal role in driving digital transformation within schools. This study used a qualitative approach with a multi-case study design, examining 20 secondary schools to assess how effective educational administration practices contribute to the sustainable implementation of digital literacy programs. Data were gathered through in-depth interviews with 60 educational administrators, participant observations, and the analysis of policy documents. The findings reveal that educational administration, when proactive, collaborative, and data-driven, significantly boosts student digital literacy. In fact, schools employing these practices experienced an improvement in digital literacy by up to 65% within two years of program implementation. The success of these programs was largely attributed to key factors such as visionary leadership, strategic allocation of resources, continuous teacher capacity development, and robust monitoring systems. Additionally, the research highlights the importance of a comprehensive approach to digital literacy, where educational leaders understand the interconnections between various administrative functions and their impact on digital education. This includes integrating strategic planning, operational execution, developmental efforts, evaluation processes, and collaborative work between teachers and administrators. In response to these findings, the study proposes the Integrated Digital Literacy Administration Model (MALDT). This model offers a framework that can be adapted by educational institutions to enhance learning quality in the digital age. It emphasizes the need for a holistic approach to digital literacy administration, combining leadership vision with operational efficiency and continuous professional development. Ultimately, the adoption of such a model can help schools foster an environment where digital literacy is embedded into the core educational experience, ensuring students are adequately prepared for the challenges of the digital era.

Education is a conscious and structured effort aimed at creating an environment and process that actively facilitates learners in developing their full potential. This includes nurturing their spiritual and moral values, self-control, intelligence, strong character, and essential life skills required for personal development and meaningful contributions to society, the nation, and the global community. At its core, education serves to empower students to realize and utilize their capabilities for future life challenges. It acts as a foundational medium through which younger generations acquire essential life skills, enabling them to integrate effectively into society. Moreover, education plays a pivotal role not only in the personal growth of individuals but also in the advancement of a nation. High-quality education is defined by its capacity to equip students with the competence to confront and resolve real-world problems. This notion becomes increasingly critical as learners transition from academic settings to the workforce and community life, where they are expected to apply their knowledge and skills practically. However, the success or failure of educational outcomes is largely determined by the curriculum. A well-designed curriculum should cultivate critical awareness and empower students to navigate complex social and professional environments. It should also promote creativity, critical thinking, and collaboration, which are essential skills in today’s rapidly changing world. Furthermore, education should not be viewed merely as a means to acquire knowledge but as a holistic process that fosters emotional intelligence and social responsibility. By integrating various disciplines and encouraging interdisciplinary learning, education can help students develop a broader perspective on global issues, such as climate change, social justice, and economic inequality. In addition, the role of educators is crucial in this process.  

Information technology is a technology used to manage data, including processing, acquiring, organizing, storing, and manipulating data in various ways to produce high-quality information—namely, information that is relevant, accurate, and timely. This information is used for personal, business, and governmental purposes, serving as strategic information in decision-making. To anticipate changes in weather conditions, particularly rainfall, a valid and accurate report is needed that can be useful for the public. So far, the correlation or relationship between the factors influencing weather conditions—especially rainfall—has not been precisely determined, making it mathematically difficult to create a model that can describe the correlation among all these factors. This is where Artificial Neural Networks (ANN) come into play: to create such models and map out the existing problems purely based on the input data provided. One of the capabilities of neural networks is to make predictions based on previously learned data using the backpropagation method.

Developments in the digital era require communities to have the ability to access, understand, and utilize technology as part of their preparedness for global change. However, not all community groups have equal access and digital skills, particularly regional communities such as the Central Mamberamo Community Association (HMMT) in Sorong City. This community service activity aims to empower members of this community through training in developing mobile learning-based digital teaching materials using the Thunkable application. The method used was a direct, participatory, project-based approach, allowing participants to be actively involved in every stage of the activity. The results of the activity showed an increase in participants' understanding of the concept of mobile learning, their ability to use the Thunkable platform, and the creation of simple teaching material prototypes relevant to the local context. The training also succeeded in increasing learning motivation and a sense of ownership of the developed digital products. These findings support the effectiveness of no-code and project-based learning approaches in improving digital literacy in non-technological communities. This activity serves as an initial model for inclusive and sustainable technology-based community empowerment. Furthermore, this activity also had a positive impact on strengthening collaboration among HMMT community members. By working together in teams, participants not only improved their technical skills but also developed more effective collaboration and communication skills. Using the no-code Thunkable app allows them to create digital learning materials without requiring a deep technical background, making them more accessible to a wide range of communities. The success of developing a prototype of learning materials tailored to local needs also opens up opportunities for the community to continue developing their digital products in the future, with the hope of expanding access to more equitable and quality education in the region.

This study aims to determine the extent to which mental ability influences volleyball underhand passing skills and strategies for improving them in seventh-grade students at MTs SA Atholibiyah Bumijawa. The mental abilities studied included learning motivation, concentration, and self-confidence, as all three are considered important factors in supporting sports performance. The study used an experimental survey method with a correlation approach. The sample was determined through a purposive sampling technique, meaning only students who were actively involved in volleyball learning were included as respondents. The research instruments included a questionnaire to measure students' mental ability levels and an observation sheet to assess underhand passing skill practice. Data analysis was conducted using a correlation test to identify the relationship between mental ability and underhand passing skills, and regression analysis to measure the magnitude of the effect. The results showed a significant effect of mental ability on underhand passing skills. Students with high learning motivation tend to be more enthusiastic and consistent in practicing. Good concentration enables students to control movements, maintain balance, and manage timing when passing. In addition, strong self-confidence encourages students' courage in making decisions and reduces technical errors. This results in passing skills with more accuracy, control, and optimal timing. Improving strategies that can be implemented include structured training with the use of assistive devices to enhance technique, providing motivation and positive feedback from teachers to maintain enthusiasm, and focused training such as game simulations to strengthen concentration. The findings of this study confirm that mental development plays a crucial role in learning sports skills, particularly volleyball, thereby improving both the quality of learning and student achievement.

The Faculty of Mathematics and Natural Sciences (FMIPA) of the University of East Kalimantan (Unikaltar) consistently conducts satisfaction surveys to improve the quality of services provided to students. This survey aims to evaluate the performance of each work unit, including lecturers, with the hope that the results obtained can identify aspects that are still hampering or suboptimal. The survey results serve as the basis for formulating steps to improve and enhance the quality of educational services within the faculty. This study specifically highlights the level of student satisfaction with the performance of lecturers in the Islamic Religious Education course. The survey implementation process includes several stages, starting from data collection using a survey instrument, the data input process, and testing the validity and reliability of the instrument to ensure data reliability. Next, the collected data is processed and analyzed to obtain an objective picture of student perceptions. Based on the analysis, the student satisfaction index value obtained is 3.16. This figure is in the "Good" or "Satisfied" category, indicating that students are generally satisfied with the service and learning process carried out by lecturers in the course. These findings provide important input for the institution in maintaining and improving the quality of learning, particularly in the field of religious studies. In the future, it is hoped that similar surveys can continue to be carried out periodically so that the service improvement process can run continuously.

This study aims to analyze the implementation of the Kampus Merdeka policy as a government strategy in addressing the challenges of higher education during the pandemic. The background of this research focuses on the importance of innovation in an educational system that is adaptable to crisis conditions, such as the COVID-19 pandemic, which demands flexibility in teaching and learning processes as well as the empowerment of students to become more independent. The objective of this study is to examine how the Kampus Merdeka policy is implemented in universities and its impact on the quality of learning, student autonomy, and their preparedness for the workforce. This research employs a qualitative approach with a case study design, involving data collection through in-depth interviews, observations, and analysis of policy-related documents. The findings reveal that the implementation of Kampus Merdeka during the pandemic has encouraged increased student creativity, interdisciplinary collaboration, and more contextual learning experiences beyond the classroom. The policy also provides opportunities for students to develop their potential in a more flexible and adaptive manner. This study concludes that Kampus Merdeka, as a government policy, holds significant potential in shaping a higher education system that is more relevant and resilient to changing times, particularly in the context of a global crisis.

This study aims to analyze the role of the Tahfidzul Qur’an teacher in improving the quality of Qur’an memorization among students at SMP-T Darul ‘Amal. The background of this research highlights the importance of tahfidz education as an integral part of Islamic character development, which emphasizes not only the quantity of memorization but also the quality of internalizing Qur’anic values in students’ daily lives. The objective is to examine how tahfidz teachers carry out their roles in the Qur’an learning process and how this impacts students’ memorization abilities and religious attitudes.  The research employs a qualitative approach using a case study design, with data collected through direct observation, in-depth interviews, and documentation of teaching activities. The findings reveal that the role of tahfidz teachers is highly significant in guiding students through methods such as talaqqi (direct transmission), structured muraja’ah (review), discipline development, and spiritual motivation. The learning environment created by these teachers also fosters a conducive and religious atmosphere. The study concludes that the success of improving Qur’an memorization quality greatly depends on the teacher’s competence, emotional connection with students, and the teaching strategies applied. These elements collectively contribute to shaping a generation that loves the Qur’an, upholds strong morals, and demonstrates a sense of responsibility.    

This study aims to understand, review, explore, and describe the implementation of policies regarding the enforcement of teacher and student discipline in elementary schools and is expected to find policies that support the success of enforcing teacher and student discipline. This study was conducted using a Systematic Literature Review (SLR) in journals that are appropriate for Elementary Schools, subjects consisting of principals, teachers, educational staff, and students. Data in this study were obtained through Identification of Literature Sources, Determination of Inclusion and Exclusion Criteria, Tools (Mendeley). The findings of the study conducted by the author indicate that the enforcement of teacher and student discipline is carried out through a number of policies, namely: 1) Policies related to the enforcement of teacher and student discipline, 2) Establishing rules at school and in the classroom, 3) Monitoring the disciplinary behavior of teachers and students by making a monitoring book of their daily activities, 4) Imposing sanctions for violations, 5) Involving the principal, teachers, and educational staff. Furthermore, parental involvement and collaboration with external parties are also supporting factors in creating an orderly, safe, and conducive learning environment. Regular evaluation of implemented policies is also crucial to ensure their relevance and effectiveness. Fair and transparent reward and punishment practices contribute to increased student awareness and motivation to comply with school regulations. A culture of discipline consistently cultivated from an early age significantly contributes to positive character development and the overall improvement of the quality of basic education. Implementation requires ongoing training and mentoring for teachers and other educational staff to equip them with the capacity to implement a humanistic yet firm approach.

Currently, the number of Children with Special Needs (ABK) continues to increase every year, making the role of teachers increasingly vital in providing inclusive education services in schools. This increase in the number of ABK requires teachers to have adequate competencies to provide education tailored to the needs of each child. In this context, inclusive education is crucial, as it provides opportunities for all children, including those with special needs, to learn together in the same environment. This study aims to analyze the role of teachers in the context of inclusive education in Early Childhood Education (PAUD). The method used in this study is qualitative with a narrative approach, conducted in several PAUD institutions in Malang. The results show that teachers have a very important role in inclusive education in PAUD. The role of teachers in question covers several aspects, including the ability to recognize Children with Special Needs (ABK), conduct initial assessments of student needs, and understand how to implement appropriate learning for ABK. In addition, teachers are also expected to be able to use assistive devices to provide simple stimulation to ABK and know how to involve parents in handling ABK. The importance of the teacher's role in inclusive education lies not only in academic abilities, but also in social and emotional skills in creating a supportive learning environment. This research provides valuable insights for the development of training programs for teachers to improve their skills in inclusive education, which is expected to have a positive impact on the quality of education in early childhood education (PAUD). With appropriate training, teachers can be better prepared to face the challenges of teaching children with special needs and ensure that every child receives a quality education tailored to their needs. This research is expected to encourage educational institutions to pay more attention to training and professional development for teachers, so they can contribute optimally to creating inclusive and quality education.

Inclusive education plays a crucial role in achieving equal access and improving the quality of education for all students, including students with special needs. In the context of Physical Education, Sports, and Health (PJOK) learning, the implementation of inclusive education still faces significant challenges, both in terms of teaching strategies, teacher skills, and available supporting facilities and infrastructure. This study aims to describe the perceptions of PJOK teachers and classroom teachers regarding the implementation of inclusive learning for students with special needs in PJOK activities at the elementary school level. The method used in this study is a descriptive qualitative approach, with data collection techniques including semi-structured interviews and documentation. The research subjects consisted of PJOK teachers and classroom teachers who teach at SDN 2 Gobras. The results show that the teachers have a good understanding of the importance of creating a friendly, adaptive, and enjoyable learning environment for students with special needs. The teachers make adjustments in learning activities through modifying tools, implementing small group strategies, providing appropriate motivation, and close collaboration with homeroom teachers and parents. However, limitations in the training received and the support of existing facilities remain significant obstacles. The findings of this study provide important implications regarding the need for ongoing training and strengthened collaboration between teachers to support the creation of more effective and sustainable inclusive education. Therefore, this research is expected to make a positive contribution to the development of inclusive education in elementary schools and raise awareness of the importance of supporting students with special needs in the learning process.

The problem in this research is formulated into three main questions: (1) How to develop "PAPIN" (Smart Board) learning media on ethnic and cultural diversity for Grade IV students at SD Negeri 101767 Tembung? (2) How to validate the "PAPIN" learning media to ensure its appropriateness and quality for use in the classroom? (3) How effective is the use of the "PAPIN" (Smart Board) learning media in improving students' understanding of ethnic and cultural diversity in a primary school setting? The main objectives of this research are: (1) To develop feasible and relevant "PAPIN" learning media that supports the learning of ethnic and cultural diversity in accordance with the needs of Grade IV students at SD Negeri 101767 Tembung. (2) To produce a practical and user-friendly digital learning tool that can be integrated into classroom activities. (3) To evaluate the effectiveness of the media in improving learning outcomes, particularly students' knowledge, engagement, and appreciation of cultural diversity. This research adopts the 4D (Define, Design, Develop, and Disseminate) development model, a systematic method for creating and validating educational products. The research subjects are fourth-grade students from SD Negeri 101767 Tembung, selected as they represent the target users of the media. Data were collected through classroom observations, documentation, expert validation sheets, student response questionnaires, and evaluation instruments to measure the learning outcomes. The findings of this research are expected to contribute to the development of innovative, technology-based instructional tools in elementary education, particularly in promoting multicultural awareness and inclusive learning environments.

This study examines the contribution of the PAKEM (Participatory, Active, Creative, and Fun) learning model in fostering students' self-confidence in outlying areas, especially Hoi Village, Oenino District, South Central Timor Regency. The background of the study is the low self-confidence of students due to minimal parental support, social pressure, and geographical and economic challenges that affect the quality of learning. This study aims to identify learning strategies used by teachers to build students' self-confidence and improve their learning achievement. The method used is a qualitative approach through literature studies and interviews with three informants: two elementary school teachers who actively teach and open free tutoring, and one local resident as a direct observer. The results of the study indicate that the implementation of the PAKEM model has a significant impact on increasing students' self-confidence through active, contextual, and fun learning activities. Teachers who are pedagogically sensitive are able to create an inclusive and supportive learning space, so that students feel valued and dare to express themselves. Despite obstacles such as time constraints, variations in student character, and a less than ideal teacher-student ratio, the PAKEM model still provides positive results in building learning motivation and restoring students' self-image. In conclusion, PAKEM is not just a learning method, but a transformative approach that is able to overcome students' psychological barriers and create a strong foundation of self-confidence to support children's academic success and character.

This research aims to comprehensively explore the strategic role of educators in improving the quality of learning at the elementary school level. In the context of basic education, teachers play a central role as agents of change and the main drivers in the learning process. The main focus of this research includes three important aspects, namely the professionalism of teachers in carrying out their duties, the challenges faced in the implementation of teaching and learning activities, and optimization strategies carried out to improve the quality of learning. The research was conducted at SDN 2 Kerso, Jepara Regency, using a descriptive qualitative approach. Data collection techniques include in-depth interviews with educators and principals, direct observations in the classroom, and documentation of learning implementation plans and other supporting activities. The results of the study showed that the teachers in the school applied the practice of professionalism through work discipline, mastery of materials, pedagogical skills, and a humanist approach to students. In addition, they also use learning strategies that are adaptive, creative, and based on student needs. However, in practice, teachers face various challenges, including the diversity of student characters, low learning motivation, the influence of the family environment, limited learning facilities, and the lack of periodic training. To answer these challenges, teachers make various optimization efforts, such as participating in professional training, establishing collaboration between teachers, implementing reflective supervision, and building active communication with parents and the community. Support from school principals, committees, and social environments is also an important factor in supporting learning effectiveness. This study concludes that the improvement of the quality of learning in elementary schools is largely determined by the capacity, commitment, and ability of teachers to manage challenges creatively and professionally. With systemic support and sustainability of competency development, the role of teachers can be significantly optimized to create meaningful, effective, and sustainable learning.