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Early childhood education (ECE) demands imaginative and inventive approaches to guarantee that children are actively involved and undergo significant learning in line with their developmental phases. The swift advancement of technology has made interactive video a valuable tool for enhancing ECE learning, especially when integrated with local cultural material. This research examines the use of the interactive video Wajanus (Warung Jajanan Nusantara) in Class B of Mutiara Hati Kindergarten Ponorogo, aimed at familiarizing children with Indonesian traditional snacks while also enhancing their cognitive, social, linguistic, and cultural values. A qualitative descriptive method was utilized, involving participatory observation, semi-structured interviews with parents and teachers, along with documentation via photos, videos, and field notes. Data analysis adhered to the model proposed by Miles and Huberman, encompassing data reduction, data presentation, and thematic conclusion formulation. The results indicate that utilizing Wajanus improved children's involvement in cognitive, emotional, and motor skills while promoting greater learning motivation. Children recognized numbers, shapes, and new vocabulary more efficiently, and they exhibited a positive attitude toward the local cultural heritage presented in the video. However, challenges were noted, including differing degrees of child involvement, the demand for extensive teacher assistance, and inadequate educational resources. In summary, interactive videos grounded in local culture like Wajanus are successful in enhancing early childhood education quality while also reinforcing children’s character education and cultural identity, and they possess significant potential for duplication in other ECE institutions throughout Indonesia

This study aims to analyze significant differences in learning motivation and critical thinking skills simultaneously between students who learn with differentiated learning and those who do not, determine the effective contribution of the implementation of differentiated learning on acid-base materials to learning motivation and critical thinking skills of students simultaneously, to determine the effective contribution of differentiated learning implementation on acid-base material to high school students' learning motivation, to determine the effective contribution of differentiated learning on acid-base material to high school students' critical thinking skills, to determine the level of achievement of students' critical thinking skills in experimental and control classes. This study used a quasi-experiment model with a pretest-posttest control group design. The sample of this study consisted of two classes, namely experimental class and control class, with random sampling. The experimental class used differentiated learning, while the control class used discovery learning. Critical thinking skills data were obtained from the description test data and learning motivation data through questionnaires. MANOVA test was used to analyze differences in critical thinking skills and student learning motivation in experimental and control classes simultaneously. Test of between subject effects is used to analyze differences in each dependent variable in experimental and control classes. Partial eta square test is used to analyze the effective contribution of differentiated learning to the dependent variable. Descriptive statistics to determine the level of achievement of critical thinking skills. The results showed there were significant differences in learning motivation and critical thinking skills simultaneously and individually between students who used differentiated learning and those who did not, the effective contribution of differentiated learning on acid-base materials to critical thinking skills and student learning motivation simultaneously was 16.9% (high), the effective contribution of differentiated learning on acid-base material to students' critical thinking skills is 6. 1% (medium), the effective contribution of differentiated learning on acid-base material to student learning motivation is 12% (medium), the level of achievement of critical thinking skills in the experimental class is in the good category, while in the control class in the sufficient category.

This study aims to determine the feasibility, practicality, and effectiveness of Electronic LKPD Supporting on PjBL on  in improving creative thinking skills and environmental literacy of students at SMAN 1 Tarakan. This type of research is research and development (Research and Development) with the ADDIE model (analyze, design, development, implement, evaluate). The analyze stage includes initial analysis, competency analysis, constructional analysis, and content analysis. The design stage includes compiling an electronic LKPD outline and designing learning content in the LKPD. The development stage includes developing data collection instruments. The data collection instruments in this study were a feasibility sheet for expert lecturers, a practicality sheet for biology teachers, a student readability sheet, and pretest and posttest questions for creative thinking skills and environmental literacy. This instrument was developed based on the review of the supervisor, assessment of expert lecturers, biology teachers, and trials on students. The implement stage includes the application of electronic LKPD that has been developed on class X students of SMAN 1 Tarakan. The experimental design used is the pretest-posttest control group design. The evaluate stage includes the form of evaluation carried out at each stage of ADDIE. The data analysis technique uses the manova test. The results of the study show: (1) The electronic LKPD supporting PjBL that was developed meets the criteria of being very valid for use in learning activities with an average value according to media experts of 3.55, material experts of 3.89 and learning experts of 3.96. (2) Practicality with a very practical category for use based on the results of student and teacher responses. (3) Effectiveness based on the Multivariate Analysis of Variance test with a significance level of 5% shows that there is an influence on students' creative thinking skills and environmental literacy after treatment using electronic LKPD supporting PjBL.

This study aims to develop, validate, and test the effectiveness of a scaffolding-based e-module integrated with educational games on the topic of market equilibrium to improve students’ problem-solving skills in economics learning. The research utilized the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 72 students from SMA Negeri 1 Kelapa participated in the study, divided into experimental and control groups. Data were collected through validation questionnaires, pre-tests, and post-tests. The results showed that the e-module obtained a very high level of feasibility, with average validation scores of 3.86 from material experts, 3.88 from media experts, 3.95 from teachers, and 3.49 from students, indicating that the product met the quality criteria for instructional media. Furthermore, effectiveness testing revealed that students in the experimental class achieved an N-Gain score of 0.56, categorized as moderate, which was significantly higher than the control class score of 0.30. These results suggest that the scaffolding-based e-module integrated with educational games is both feasible and effective in enhancing students’ problem-solving skills and learning engagement in economics education.

This study aims to identify the implementation of soft skills and hard skills, explore strategies for developing hard skills, and analyze entrepreneurial independence among vocational students. Using a qualitative approach, data were collected through interviews and observations, then analyzed descriptively through data reduction, presentation, and verification. The results show that soft skills are internalized through workplace culture programs emphasizing ethics, communication, and adaptability, supported by mentoring and reflection activities. Hard skills are applied in alignment with industry needs through curriculum synchronization, hands-on practice, and skill-based projects, ensuring professional competence. Development of hard skills is strengthened through internships, external training, and peer teaching, with success assessed from product quality, innovation, and relevance to market demand. Entrepreneurial independence is fostered through motivation, alumni inspiration, and the Teaching Factory program that integrates learning with real business experiences. Internships also help students interact directly with customers and handle business challenges, while sustainability is maintained through product management and freelance opportunities. Overall, the implementation of internship-based learning effectively enhances vocational students’ technical and non-technical competencies, enabling them to adapt, innovate, and compete in the dynamic job market.

This study aims to identify the inhibiting and supporting factors in the implementation of academic supervision by school principals using a SWOT analysis approach based on a literature review. Through a systematic literature review of various research sources related to academic supervision and communication in educational management, it was found that strengths such as principal competence, structured supervision with effective communication between principals and teachers, and facility support are the main assets for successful supervision. Meanwhile, weaknesses such as time constraints, limited resources, and a lack of innovation in supervision and communication approaches remain challenges. Opportunities arise from supportive education policies, technological advances that can strengthen internal communication, and the role of active learning communities in sharing information and collaboration. However, threats such as dynamic policy changes and resistance to change require adaptive supervision strategies, open communication, and collaboration in order to optimize academic supervision. The results of this study provide an overview of strategies for school principals and policy makers to optimize academic supervision through effective communication approaches in order to improve teacher professionalism and the quality of learning in schools.

This study analyzes the inclusive education policy in Surabaya and its impact on the performance of elementary school educators. Using a descriptive qualitative approach, data were collected through observation, interviews, and questionnaires, then analyzed using source triangulation. The findings reveal that educators show strong commitment and apply various learning strategies to accommodate students with special needs. However, significant challenges persist, including limited facilities, a shortage of qualified personnel, and insufficient specialized training. In addition, factors such as high workload and social stigma hinder the effective implementation of inclusive education. Despite these obstacles, the policy demonstrates promising potential through systemic support, collaboration with parents, and the contribution of special assistant teachers. To achieve greater effectiveness, improvements in school infrastructure, continuous professional development, and more inclusive educational environments are essential. Strengthening stakeholder cooperation between schools, local governments, and communities will further enhance the sustainability and success of inclusive education in Surabaya.

This study is a literature review aimed at evaluating the policy related to the integration of the Basic Education Data (Dapodik) with the online New Student Admissions (PPDB) system in public junior high schools under the auspices of the Bojonegoro Regency Education Office. This integration is considered crucial for building a more open, effective, and accountable education system supported by accurate data. This study examines a number of related literature sources, regulations, and policy documents to explore the challenges, opportunities, and consequences of this policy on the implementation of online PPDB. The results of the study indicate that although the integration of data between Dapodik and online PPDB can strengthen data validity, improve data accuracy, and accelerate the selection process, its implementation still faces technical obstacles, limited human resource capacity, and disparities in facilities across schools. Therefore, it is necessary to improve coordination between relevant parties, strengthen the technical capabilities of school operators, and adapt regulations responsive to local conditions. The results of this study are expected to contribute as considerations in the development of policies for a more integrated and sustainable education system.

This study aims to analyze the implementation of the policy on drug abuse education programs for students in Senior High Schools. The main focus of this research is to examine the extent to which government and institutional policies have been effectively implemented within the school environment. The problem identified in the field indicates that the implementation of anti-drug education programs has not been optimal, due to limited coordination among stakeholders, inadequate resources, and the low level of teacher and student participation in preventive activities.This research employed a qualitative descriptive approach with a case study design conducted in several Senior High Schools that implemented drug abuse education programs. Data were collected through in-depth interviews, observations, and document analysis. The research questions focused on: (1) how the policy on drug abuse education programs is implemented in schools; (2) what factors support and hinder its implementation; and (3) how the implementation of the policy affects students’ understanding and attitudes toward drug abuse prevention.The results revealed that the policy implementation was partial and not yet fully integrated into the curriculum or school culture. The main supporting factors included the strong commitment of school principals and partnerships with the National Narcotics Board (BNN), while the main inhibiting factors were limited human resources, weak policy monitoring, and a lack of contextualized educational materials. Nevertheless, the program has had a positive impact on improving students’ awareness and preventive attitudes toward drug abuse, especially when activities were conducted collaboratively and sustainably.

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

This study examines the application of the Project-Based Learning (PjBL) model in Natural and Social Sciences education to enhance environmental awareness among fifth-grade students at SDIT Wihdatul Ummah in Makassar City. The background of this research stems from the low environmental awareness observed among students, evidenced by behaviors such as littering, lack of concern for energy conservation, and minimal participation in school cleanliness activities. The study aimed to improve students' environmental consciousness by implementing the PjBL model, where students were tasked with creating environmental awareness posters. The research used a Classroom Action Research (CAR) method, which was carried out in two cycles, each consisting of three meetings. The stages of PjBL involved determining essential questions, project planning, scheduling, project implementation, result testing, and evaluation of experiences. Data collection was done through observations, attitude questionnaires, and documentation of student activities. The findings showed that the PjBL model successfully increased students' active participation, creativity in expressing environmental awareness through posters, and their practical actions toward environmental protection. The environmental awareness indicators, such as maintaining cleanliness, managing waste, conserving energy, understanding waste disposal systems, and using cleaning tools, significantly improved from Cycle I to Cycle II. The results indicate that the PjBL model is effective in enhancing environmental awareness while making the learning process more engaging and contextual for elementary school students.

This study aims to determine the improvement and category of improvement in students' understanding of the concept of buffer solutions by applying the Search, Solve, Create, and Share learning model. The form of this study is an experimental research with a Randomized Control Group Pretest-Posttest design. The population of this study is all students of class XI MIPA SMAN 7 Pekanbaru for the 2024/2025 school year. The research sample was students in class XI MIPA 1 as an experimental class and students in class XI MIPA 2 as a control class. The experimental class was given the treatment of the application of the SSCS learning model, while the control class was given learning without the SSCS model. The results of the data hypothesis test analysis technique used the right-hand t-test. Based on the analysis of research data, it was obtained that the tcount of 2.07 was greater than the ttable of 1.67 (dk = 67, α = 0.05) with the category of increasing students' understanding of concepts of 0.74 in the high category. The results of the study show that the Search, Solve, Create, and Share (SSCS) learning model can improve students' understanding of the concept of buffer solutions in class XI MIPA SMAN 7 Pekanbaru.

This study investigates the implementation of the Problem-Based Learning (PBL) model integrated with animated video media to enhance student motivation, creativity, and learning outcomes in economics at MA Salafiyah. Employing a classroom action research approach with a pretest-posttest design, the research involved 35 grade XI students. Data were collected through observation sheets, motivation and creativity questionnaires, and learning outcome tests. The Shapiro-Wilk test was used to assess data normality, while the Wilcoxon Signed Rank Test evaluated the significance of differences between pretest and posttest scores. The findings reveal that the application of PBL with animated video media significantly improves student motivation, creativity, and learning outcomes. Students demonstrated increased engagement, generated more creative ideas, and showed deeper understanding of economic concepts. Motivation was reflected in higher posttest scores and active participation, while creativity was evident in the ability to propose innovative solutions and think critically. Learning outcomes improved substantially, with average scores rising from 46.142 (pretest) to 83.571 (posttest). The integration of animated video media in PBL created a dynamic and interactive learning environment that facilitated comprehension, stimulated interest, and encouraged practical application of knowledge. This study concludes that PBL supported by animated video media is an effective pedagogical strategy for improving educational quality in economics learning.

This study aims to find out (1) the influence of Pocket Money on Saving Behavior, (2) the influence of Future Orientation on Saving Behavior, (3) the influence of Saving Intention on Saving Behavior, (4) the influence of Pocket Money on Saving Behavior mediated by the Saving Intention variable, (5) the influence of Future Orientation on Saving Behavior mediated by the Saving Intention variable,  (6) the effect of Saving Intention on Saving Behavior moderated by the Financial Attitude variable. This study is a quantitative research that analyzes whether or not there is a causal relationship between the variables described. The population in this study is 129,853 active students who are pursuing higher education in the Special Region of Yogyakarta. The sample of this study is 399 students who were selected through nonprobability sampling with the research sample taken using convenience sampling techniques. Data was collected through questionnaires, interviews, and analyzed using structural equation modeling (SEM) to simultaneously test all relationships. The results of the study showed that (1) Pocket Money had a positive effect on Saving Behavior, (2) Future Orientation had a positive effect on Saving Behavior, (3) Saving Intention had a positive effect on Saving Behavior, (4) Saving Intention was able to mediate the influence of Pocket Money on Saving Behavior, (5) Saving Intention is able to mediate the influence of Future Orientation on Saving Behavior mediated by the Saving Intention variable,  (6) Financial Attitude is able to moderate the influence of Saving Intention on Saving Behavior.

This study explores the role of principal leadership style in shaping the quality of 21st-century teaching skills among elementary school teachers in Indonesia, with particular attention to leadership practices, challenges encountered, and strategies for improvement. Using a descriptive qualitative approach, the research was conducted at SD Negeri 90 Sampulungan, Takalar, South Sulawesi, involving the principal and teachers as participants. Data were gathered through in-depth interviews, direct observations, and documentation to provide a comprehensive understanding of the phenomenon. The findings indicate that the principal primarily employed transformational and democratic leadership styles. These approaches motivated teachers by inspiring them with clear visions, serving as role models, and encouraging active participation in decision-making processes. Such leadership practices contributed significantly to teacher engagement and the overall school climate. Teachers, in turn, demonstrated competencies aligned with 21st-century learning demands, particularly through the application of the 4Cs: critical thinking, creativity, communication, and collaboration. They also showed efforts in integrating information and communication technology (ICT) into their teaching practices and implementing interactive classroom management strategies. However, several challenges were identified, including limited availability of facilities, resistance among some teachers toward adopting innovative methods, and the heavy administrative workload that often distracted from instructional focus. To address these issues, the principal implemented various strategies such as organizing continuous professional development training, providing close supervision and mentoring, and offering motivational support to sustain teacher commitment. Overall, the study emphasizes the crucial role of transformational leadership in strengthening teachers’ 21st-century skills and offers practical implications for educational policy development, while also recommending future studies across broader school contexts in Indonesia.

This research is a library study aimed at analyzing the various reasons for curriculum changes in Indonesia. Curriculum evaluation plays a crucial role in ensuring the quality and relevance of education by adapting to the dynamic changes in society. It helps identify the strengths and weaknesses of the curriculum and provides recommendations for improvement. However, several problems arise during implementation, particularly when teachers feel the time allocated to adapt to the new curriculum is insufficient, coupled with gaps in school facilities that make the implementation appear forced. The evaluation focuses on several key aspects: content, learning strategies, media, student learning outcomes, and teacher readiness, as teachers are the main drivers of knowledge transfer in the classroom. The qualitative descriptive approach, in the form of library research, collects data through systematic reviews, analysis stages, and information extraction from various sources. Over the course of the education system in Indonesia, from 1947 to 2024, the curriculum has undergone numerous changes. While these changes aim to improve the learning process and achieve optimal educational quality, they have had both positive and negative impacts. The influence of political agendas and the priorities of the ruling government have significantly shaped these curriculum changes. Despite these challenges, the rationale behind the changes lies in the effort to improve the learning experience and keep educational content up to date, reflecting the needs of the times. In conclusion, curriculum changes are essential to maintaining educational relevance, but proper preparation, sufficient time for adaptation, and adequate facilities are critical to the successful implementation of these changes. The research highlights the ongoing struggle to balance educational reforms with practical considerations for educators and students alike.

This study aims to determine the process and effectiveness of instructional text reading skills in Indonesian Language Lessons through the CIRC method assisted by picture media in slow learner children at the elementary school level. The background of this study is the low reading comprehension ability of slow learner students caused by the lack of appropriate learning methods and media that are suitable for slow learner students. The method used in this study was the Classroom Action Research (CAR) model of Kemmis and Mctaggart, implemented in two cycles. The subjects were six slow-learning fifth-grade students of SD Negeri 002 Karangan. Data were collected through observation, learning test results, and documentation. The results of the learning test for reading instructional text skills showed a significant increase from cycle I to cycle II. In cycle I, 2 out of 6 slow learner students achieved the Minimum Completion Criteria (KKM), with an average score of 60 (classical completion 33.33%). While in cycle II, the number of students who completed the test increased to 5 out of 6 slow learner students with an average score of 80 (classical completion 83.33%). Based on these results, it can be concluded that the application of the CIRC method assisted by image media can successfully improve instructional text reading skills because it meets the score above the KKM and the students' active involvement in the learning process.

This study aims to analyze the application of the Project-Based Learning (PjBL) model to improve students’ creativity in Social Studies and to measure its effectiveness in enhancing creative learning outcomes. The research was conducted as a Classroom Action Research (CAR) across two cycles during the even semester of the 2024/2025 academic year, involving 30 fifth-grade students at SD Inpres Barombong 2. Data were collected through observation, questionnaires, and documentation, while analysis employed descriptive statistics for quantitative data and reduction–triangulation techniques for qualitative data. The creativity indicators examined included fluency, flexibility, originality, and elaboration. Findings reveal that the implementation of PjBL significantly enhanced students’ creative thinking skills, as evidenced by an overall increase in average scores across all creativity indicators. Furthermore, the effectiveness of the PjBL model was reflected in the improved implementation of its instructional syntax, progressing from the “Moderate” category in the initial cycle to “High” and eventually “Very High” in the subsequent cycle. These outcomes confirm that PjBL promotes active, student-centered, and collaborative learning that fosters creativity in Social Studies. The study concludes that continuous implementation of PjBL is essential for cultivating creativity in elementary classrooms and suggests further research to explore its applicability in different contexts and educational levels.

This research was conducted with the main purpose of examining and analyzing the specific needs of elementary school teachers in designing and implementing a Problem-Based Learning (PBL) model that is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, with the ultimate goal of enhancing students’ critical thinking skills as a crucial competency in the 21st century. The study is rooted in the understanding that critical thinking is not only a fundamental learning outcome but also a key skill for students to thrive in modern society, while at the same time recognizing the current limitations in technology integration within elementary-level PBL practices. A quantitative descriptive method was employed, involving a purposive sample of 100 elementary school teachers who provided data through structured questionnaires and interviews. The analysis focused on five core indicators, namely teachers’ initial knowledge of TPACK-based PBL, the availability of facilities to support its implementation, teachers’ participation in relevant professional training, the degree of TPACK integration in classroom learning, and the actual application of PBL in teaching practice. Findings revealed that only 36% of teachers possessed sufficient awareness of TPACK-based PBL, 40% reported having adequate facilities in their schools, 40% had previously joined related training, 36% had integrated TPACK into their instruction, and 50% had applied PBL in their classrooms. These results clearly demonstrate a significant gap between existing practices and the ideal conditions needed for maximizing the potential of TPACK-based PBL. Consequently, the study emphasizes the urgency of developing and strengthening this model by improving teacher knowledge, ensuring continuous professional development opportunities, and promoting the effective use of technology to foster innovative, contextual, and student-centered learning that can systematically nurture critical thinking abilities in elementary school students.

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.