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Learning evaluation is an important element in the educational process because it allows us to determine the extent to which students have achieved their competencies and helps improve the quality of learning. Objective tests are considered relevant because they can measure students' thinking abilities efficiently and systematically. However, in PAI learning, there are challenges because what is assessed is not only knowledge, but also understanding, attitudes, and actions in religion. This study aims to analyze the application of objective test instruments in evaluating PAI learning at SMA Negeri 1 Jetis Bantul, including how teachers create questions, the difficulties they encounter, and the impact on students. This study uses a qualitative approach with interview, observation, and documentation techniques, then content analysis is used to analyze the results. The findings indicate that teachers have applied HOTS-based questions in accordance with the principles of the Merdeka Curriculum. However, students still have difficulty understanding long narrative questions, and objective instruments are not appropriate for assessing affective aspects. In general, students respond positively, but their learning style tends to be instant, relying solely on question outlines. To achieve holistic educational goals in line with the Pancasila Student Profile, continuous innovation is needed in the development of objective testing instruments that are capable of comprehensively measuring cognitive, affective, and psychomotor aspects.

This research addresses the low student learning outcomes and the lack of facilitation of 4C competencies (Critical Thinking, Collaboration, Communication, and Creativity) in the Industrial Machine Electrical Systems (SKMI) subject for Grade XI TMI 1 students at SMK Negeri 1 Pariaman. The teacher-centered learning approach has led to passive student participation, low critical thinking, varying academic abilities, and difficulty in connecting theoretical concepts to real-life applications. The aim of this study is to improve students' 4C competencies and learning outcomes through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. Using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, the study was conducted in three cycles: planning, implementation, observation, and reflection. The subjects were 30 students from Grade XI TMI 1. Data collection included learning outcome tests and 4C competency observation sheets, with descriptive and quantitative data analysis. The results showed significant improvements: classical mastery increased from 27% to 90%, average learning scores rose from 67 to 81, and 4C competency mastery improved from 34% (low) to 82% (high). The study concludes that the TAI model effectively enhances both 4C competencies and learning outcomes in SKMI at SMK Negeri 1 Pariaman.

in private junior high schools throughout Sempu District, female students follow Physical Education, Sports, and Health (PJOK) learning with feelings of boredom, doubt, and difficulty. However, it is not yet known what level of motivation female students have in following Physical Education, Sports, and Health (PJOK).  This study aims to analyze the motivation level of female students in participating in Physical Education, Sports, and Health (PJOK) learning at private junior high schools in Sempu District, Banyuwangi Regency. The research employs a survey method with a descriptive quantitative approach. Data were collected through questionnaires distributed to 62 respondents and analyzed using descriptive statistics with the assistance of SPSS software. The findings indicate that students' motivation in PJOK learning is generally high, with an actual score of 4,637 out of an ideal score of 6,200. The obtained mean score is 3.738, with a Respondent Achievement Level (TCR) of 74.79. Although most indicators reflect a high level of motivation, certain aspects remain in the moderate category, such as indicators X11, X16, X18, and X20. Factors contributing to lower motivation in these aspects may include a lack of variation in teaching methods, limited sports facilities, and insufficient external support. Therefore, efforts to enhance motivation should include more interactive teaching methods, improved sports facilities, and stronger environmental support to further increase students' enthusiasm for PJOK learning.

This study focuses on the analysis of students' learning experiences through artificial volcanic eruption experiments in understanding the material of changes in the state of matter at MI Miftahul Ulum. The problem underlying this study is the difficulty students have in learning the abstract concept of changes in state, so a learning strategy based on real experiences is needed. The artificial volcanic eruption experiment was chosen because it is able to show the process of changes in the state of matter through simple chemical reactions in an interesting and easy-to-understand way. The method used is qualitative research with a descriptive approach. The subjects of the study were fifth-grade students of MI Miftahul Ulum. Data were obtained through observation, interviews, and documentation, then analyzed using the stages of data reduction, data presentation, and drawing conclusions. The results of the study showed that the implementation of the artificial volcanic eruption experiment created a meaningful learning experience for students. Students appeared more enthusiastic, active, and easily grasped the concept of changes in the state of matter because they experienced the change process directly. In addition, this experiment also fostered students' curiosity, cooperation, and scientific attitudes in learning activities. Based on these findings, it can be concluded that the artificial volcanic eruption experiment is an effective learning medium to strengthen the learning experience while improving students' understanding of the material of changes in the state of matter.

The peer teaching method is a strategic learning tool for creating a conducive learning environment, allowing students to play an active role and fostering connectivity between students. This method can be used as an alternative in classroom learning activities where students with the ability can act as tutors. This activity was carried out at AL Munawar Kindergarten in Tulungagung, with stages ranging from planning, training implementation, mentoring, and evaluation. The results of the community service activities were an increase in student abilities, learning outcomes, active and critical thinking skills, and communication skills. To achieve these results, strategic efforts are needed, starting from curriculum development, improving teacher competence, and providing learning facilities. Although it still has a number of weaknesses, including the difficulty of finding the right tutor who is confident and capable of mastering the material, the peer teaching method can be used as a reference for effective learning media in nurturing and developing students.

Cahaya Amal Soleh Foundation is a social institution that focuses on community service through various institutional programs engaged in social, education, and community empowerment. However, a number of operational staff who do not have a financial background have difficulty in understanding and managing financial reports effectively. This study aims to assist staff through the On-the-Job Learning and Development Program (OLDP) themed Finance for Non-Finance with the SIAPIK (Islamic Boarding School and Social Charity Accounting Information System) application approach. The method used is a qualitative approach with a participatory model, involving direct training, transaction recording simulations, and evaluation of participant understanding. The results of the assistance showed a significant increase in staff understanding of basic accounting principles, transaction recording, and SIAPIK-based financial reporting. These findings indicate that a practical approach through an application based on the foundation's needs can improve the financial capacity of non-accounting staff. The implications of this activity reinforce the importance of digitizing the financial system of social organizations and the need for ongoing training for human resources so that accountable and transparent financial governance can be realized sustainably. In addition, the results of this program highlight that the integration of technology and participatory training can overcome barriers in financial literacy among non-finance staff. The SIAPIK application provides an accessible interface and structured modules that are easy to understand, thereby reducing the complexity usually associated with financial management. Staff who previously felt unconfident in processing financial transactions gradually gained competence and independence in applying accounting procedures. The training also fostered collaborative learning, where participants supported each other in solving case simulations, enhancing not only technical knowledge but also teamwork and problem-solving skills. Furthermore, the foundation’s management expressed that the program positively contributed to institutional performance by ensuring more reliable and transparent financial reporting.

The community service team observed that a common issue faced by students in partner schools is difficulty focusing during lessons, largely due to distractions from gadgets, particularly social media. Many students become fixated on social media applications, ignoring ongoing lessons. This concern has prompted our partner schools to organize interactive discussions and provide information on how to use social media wisely and manage time between learning and gadget use. And the goal of our community service was to raise awareness and provide training on responsible social media use, prevent the impact of social media on adolescent brain development (brain rot), and improve students' focus and thinking skills. The methods used in this community service included: (a) analyzing the needs and problems, (b) observing and understanding the policies of the partner schools in addressing these issues, and (c) conducting activities that involved socializing responsible social media use and brain development training. The community service was conducted on Tuesday, June 17, 2025, at MA Bina Mulia, Pasir Putih Village, Sawangan District, Depok, West Java, from 08:00 to 10:00 WIB. The event consisted of a presentation on "Brain Rot in Productive Age Teenagers," followed by training aimed at enhancing focus and reasoning skills

Learning is a dynamic process involving interactions between students, educators, and learning resources in an environment designed to achieve a deep understanding of the material. One of the challenges often faced in education is learning difficulties, especially in subjects considered difficult such as Mathematics and English. Additional tutoring programs outside of class hours are a solution to help students overcome the academic difficulties they face. This study aims to evaluate the effectiveness of a tutoring program in addressing learning difficulties in Kedondong District, with a focus on Mathematics and English. This program involves students experiencing difficulty understanding the subject matter and provides intensive guidance using an interactive approach and the use of technology-based learning media, such as multimedia and educational quizzes, which make learning more engaging. The evaluation results show a significant increase in student understanding of the material, as well as positive changes in student motivation, independence, and self-confidence. This program not only successfully improves academic understanding but also fosters a higher enthusiasm for learning in students. Despite challenges, such as limited resources and differences in student understanding levels, this program is able to create a conducive learning environment. Therefore, it is hoped that this program can be replicated in other regions to improve the quality of education in a sustainable manner, by involving various parties, such as the government, educational institutions, and the community.

This study aims to describe the application of the Game Based Learning (GBL) model in improving the learning outcomes of slow learner students in Mathematics in elementary schools. The background of this study is the low learning outcomes of Mathematics in students with special learning needs, especially slow learners, who often have difficulty understanding abstract concepts and are less motivated to learn. The GBL model was chosen because it can provide a fun, interactive learning atmosphere and motivate students to be more actively involved in the learning process. The research method used is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action implementation, observation, and reflection. The subjects of this study were fifth grade students of SDN 002 Kombeng who were identified as slow learners. The results of the study indicate that the application of the Game Based Learning model can improve the learning outcomes of slow learner students. This is indicated by an increase in the average value of learning outcomes in each cycle and an increase in student activity and motivation to learn. Thus, the Game Based Learning model can be an alternative effective learning strategy to help slow learner students understand Mathematics concepts in a fun and meaningful way.

This study aims to analyze the communication skills of early childhood students in class B1 at TK Negeri Pembina. The background of this study stems from the importance of early affective development, particularly communication skills, which form the foundation of children's social-emotional and cognitive development. The research method used a quantitative approach with seven children (3 boys and 4 girls) as subjects through checklist instrument observation, which was then analyzed descriptively and quantitatively. The results showed that most children (90%) had excellent communication skills, particularly in listening, storytelling, remembering, and self-expression. However, 10% of children still experienced difficulties in understanding and speaking, such as difficulty processing information, conveying ideas clearly, and asking for help when needed. These findings emphasize that children's communication skills need to be continuously developed through creative and interactive learning strategies, such as role-playing, storytelling, and providing a rich language environment. The role of teachers and parents is an important factor in facilitating children's communication development by creating positive interactions, setting a good example in language use, and creating a conducive learning atmosphere. Thus, the development of communication skills from an early age contributes greatly to children's affective, social, and academic development in a sustainable manner.

This study is motivated by the difficulty students face in understanding the concept of food chains, which is attributed to the conventional teaching methods still in use. Therefore, the researcher believes that the application of a new teaching model is expected to enhance student engagement in the teaching and learning process, ultimately improving learning outcomes. Natural Science is often considered difficult because of its many theories and the lack of variation in teaching methods, leading to poor student performance. Given these issues, an innovative teaching model is necessary. The aim of this study is to examine the impact of the Problem-Based Learning (PBL) model on students' knowledge in the Natural Science subject. The research method used is an experimental method with a quasi-experimental design. The study population consists of 50 fifth-grade students, with 25 students in the experimental group and 25 students in the control group. The hypothesis tested is that there is an effect of the Problem-Based Learning model on Natural Science learning outcomes. The results of the study show that the Problem-Based Learning model has a significant effect on students' knowledge. This is evidenced by the t-test results, which show a t-value of 12.400, greater than the t-table value of 2.01. Therefore, it can be concluded that the Problem-Based Learning model positively affects the understanding of food chain concepts in fifth-grade students. The findings of this study are expected to be beneficial for teachers in improving the quality of their teaching, for students to better understand the material through more engaging methods, and for the school environment in developing innovative and effective teaching practices.

On-task behavior problems are a common obstacle in the academic activities of school-aged children. Children often experience difficulty maintaining attention, are easily distracted, and exhibit frequent shifts of attention during learning. This has the potential to lead to decreased academic achievement and increased impulsive behavior. This study aims to determine the effectiveness of the shaping behavior modification technique in increasing the duration of on-task behavior. The subject of the study was a 4-year-old boy who exhibited attention problems while working on academic tasks. The research design used a one-group pretest-posttest design with a single-subject approach using an A-B-A data collection model. Data collection was carried out using a duration data sheet to measure the duration of on-task behavior through direct observation. Data analysis was conducted by comparing the average duration of on-task behavior before and after the intervention. The results showed that the shaping technique did not provide a significant increase in the duration of on-task behavior. Although there were fluctuations in the duration of increases and decreases during the intervention phase, these results were not sufficient to prove the effectiveness of shaping in this context. These findings indicate that the shaping approach is less than optimal when applied alone, and that additional intervention methods or other alternatives are needed that are more appropriate to the characteristics and needs of the child. This research provides implications for the importance of selecting appropriate and adaptive behavioral intervention techniques to help children improve focus and engagement in academic activities.  

This study aims to develop a contextual learning-based mathematics test instrument focused on Statistics and intended for eighth-grade junior high school (SMP) students. The instrument developed consists of essay questions designed by integrating real-life situations to make them more relevant and meaningful for students. This contextual approach is expected to help students understand statistical concepts more deeply and improve their ability to solve mathematical problems related to everyday life. In the instrument development process, a series of analyses were conducted to test the quality of the test items, including validity, reliability, discriminating power, and difficulty level. The validity of the test items was tested using the correlation between item scores and total scores, with the results showing that all test items had a correlation coefficient greater than the r value of the table, thus being declared valid. Meanwhile, the reliability coefficient obtained was 0.84, indicating that this instrument has a high level of consistency and is suitable for use in measurement. Analysis of the discriminating power showed that each test item had excellent ability to differentiate students with high and low abilities. The analysis of the difficulty level showed balanced variations, namely from easy, medium, to difficult categories. This variation is important to accommodate differences in student ability levels and reflect the diversity in the context of the problems presented. Overall, the results of this study indicate that the developed test instrument is of excellent quality and can be used as an evaluation tool to measure students' mathematical problem-solving abilities. Furthermore, this instrument supports more contextual, interactive, and meaningful statistics learning.

The role of Islamic Religious Education (PAI) teachers in shaping students' religious moderation is highly needed. The very diverse religious diversity in public schools is a challenge for PAI teachers compared to religious-based schools. The purpose of this study is to identify PAI learning based on Problem Based Learning (PBL) to improve students' moderate attitudes and national insight which includes; planning, implementation, evaluation, supporting and inhibiting factors as well as the impact of problem-based PAI learning to shape students' moderate attitudes and national insight. This study uses a qualitative approach using the case study method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis technique uses the Miles and Huberman analysis technique using the ATLAS.ti analysis tool. The results of the study found that: First, PBL learning planning is carried out by; setting learning objectives, compiling learning steps and learning evaluation. Second, implementation is carried out by; orientation stage, guiding stage, developing stage and conclusion stage. Third, evaluation is carried out by; holistic, diagnostic, formative and summative evaluation stages. Fourth, supporting factors include; student involvement, high teacher creativity, student collaborative learning, program collaboration, contextualization of issues in learning, support for infrastructure and school culture. Inhibiting factors include; difficulty in determining relevant problems, time availability, lack of teacher understanding, student diversity, difficulty generating ideas, social and cultural barriers, and resistance to change. Fifth, a moderate attitude is demonstrated by; tolerance, openness, respect for diversity, good ethics in interactions, wasathiyah, social harmony, critical and objective.

Volleyball underhand passing training is a process of coaching and developing volleyball players' skills through physical, technical, tactical, and mental exercises to improve performance in the game. This training can be conducted at various levels, from beginners to professionals, and covers several important aspects that support the improvement of basic skills. One of the basic techniques that must be mastered by players, especially in adolescence, is the underhand pass. This technique is the main foundation for controlling the ball and maintaining the continuity of the game. However, based on the results of initial observations on Ahmad Yani High School students, it was found that students' underhand passing ability is still relatively low. As many as 85% of students scored below average, indicating that they have difficulty mastering this basic technique. This problem presents a challenge in physical education learning, especially in volleyball. One contributing factor is the lack of variety and creativity in the teaching methods used by teachers, resulting in a lack of student motivation. This study aims to apply the VAK (Visual, Auditory, Kinesthetic) method in volleyball underhand passing training. The VAK method is a learning approach that combines three main learning styles: visual (sight), auditory (hearing), and kinesthetic (movement). This approach is believed to help students understand techniques more comprehensively, tailored to their individual learning styles. Integrating the VAK method into the training process is expected to significantly improve student learning outcomes, particularly in mastering volleyball underhand passing techniques. This research also aims to provide alternative, more innovative and effective learning strategies for physical education teachers in schools.

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' ability to review fictional works in class VIII of SMP Negeri 1 Gunungsitoli. This study uses a quantitative approach with a quasi-experimental method, with a non-equivalent control group design. The population in this study were all students of class VIII of SMP Negeri 1 Gunungsitoli, while the research sample consisted of two classes, namely class VIII-C as the experimental class and class VIII-F as the control class, each totaling 31 students. The research instrument used was a pretest and post-test in the form of essays. The results of the validity test showed that all test items were valid with a calculated r value > r table (example: question number 3 r count = 0.905 > r table = 0.367). The reliability test showed a value of α = 0.78 which means the instrument is reliable. The difficulty level ranged from 69.60% to 77.33% (moderate to easy category), and the discriminating power ranged from 0.20–0.32 (sufficient to moderate category). The average pretest score for the experimental class was 63.58, and the posttest score increased to 80.61. Meanwhile, in the control class, the average pretest score was 62.38, and the posttest score increased to 71.35. Based on the results of the independent t-test, t = 3.82 and t = 2.00 were obtained at a significance level of 5%. 

The purpose of this research is to determine the effect of Lectora Inspire-based learning media on student learning outcomes in Mathematics for 2nd grade students at SD Negeri 101788 Marindal I during the 2024/2025 academic year. This research adopts an experimental study with the True Experimental Design using a Pretest-Posttest Control Group Design. The population consists of all 2nd grade students at SD Negeri 101788 Marindal I, while the sample consisted of Class II A as the experimental group and Class II B as the control group. The research instruments were tested through validity testing, reliability testing, item discrimination analysis, and item difficulty analysis. Data analysis techniques used in this research is the normality test, homogeneity test, and hypothesis testing. The results of the hypothesis test on the pretest and posttest of the experimental class showed that tcount > ttable  is 41,223 > 1,713. While the results of the hypothesis test on the pretest and posttest in the control class showed that tcount >  ttable is 12,901 > 1,724. These results indicate that Ha is accepted, meaning there is a significant effect of Lectora Inspire-based learning media on student learning outcomes Mathematics for 2nd grade at SD Negeri 101788 Marindal I during the 2024/2025 academic year.

Mastery of the concept of multiplication is a fundamental ability that needs to be mastered by primary school students as a foundation for learning further mathematical material. Unfortunately, many learners have difficulty in understanding multiplication thoroughly, both due to the abstract nature of the material and the lack of varied teaching methods. One of the main challenges is the decreased motivation to learn when facing multiplication topics that are considered complicated and boring. This programme introduces the lattice method as an alternative to learning multiplication at the primary level. This visual technique breaks down the multiplication process into structured steps that are easier to understand. The activity involved grade IV students and mathematics teachers at SDN 31 Jati Tanah Tinggi Padang as an effort to innovate numeracy learning. Implementation included socialisation, training, practice, and collaborative evaluation between teachers and students. Assessment instruments included learning interest questionnaire, comprehension test, observation sheet, and group discussion. As a result, the lattice method was proven to improve not only comprehension but also students' participation, confidence, and enthusiasm. Thus, this approach can be a solution to create more interesting and effective learning.

The rare of English in Indonesia in communicating in everyday life one of the reasons students have difficulty in memorizing and understanding English. Because of this, the author made a study that aims ti find out how much influence the Total Physical Response (TPR) learning method hason the learning outcomes of fourth grade elementary school students at SDN Lemah Duhur III. This research uses a quantitative approach with a pretest-posttest experiment. Giving pretest ang posttest question, student interviews and observations during learning took place as a source of data that researchers obtained. A total of 10 fourth grade students who participated in English learning activities in memorizing and understanding Engtlish using the TPR method became research subjects. The research show the results of significant increase between before using the TPR methode and after using TPR method.

Mathematics learning in Elementary School is very important to form logical, systematic, and critical thinking skills. Mathematics learning is closely related to numeracy literacy. At the elementary school level, especially grade 1, literacy and numeracy problems are increasingly visible when students are faced with mathematical story problems. In grade 1 of SDN 1 Pedawang, the results of daily tests and end-of-semester tests show that students' ability to solve story problems is still low. This study aims to analyze the difficulties of grade 1 students at SDN 1 Pedawang in understanding mathematical story problems due to low literacy and numeracy skills. This study uses a qualitative descriptive research type. The population of grade 1 students at SDN 1 Pedawang is 14 students, consisting of 9 female students and 5 male students. The subjects used were 2 students to be analyzed using purposive sampling techniques because they showed striking difficulties in understanding story problems based on observation results and low test scores. Data collection techniques through observation, interviews, and documentation. Data analysis techniques using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in understanding mathematical story problems on five indicators according to Newman's theory, namely reading, understanding, transformation, process skills, and writing answers. The conclusion of this study shows that low literacy and numeracy of students are the main factors in the difficulty of understanding mathematical story problems.