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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.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

This study aims to analyze the influence of parenting styles on the cognitive development of early childhood children at KB AN-Nisa, South City District, Gorontalo City. The background of the study highlights that some children face difficulties in recognizing shapes, colors, and numbers, which are critical components of early cognitive development. A quantitative research approach was employed, utilizing observation and documentation techniques, involving a sample of 5 children out of a total of 35 students. The study explores how different parenting styles, including authoritarian, permissive, and democratic, impact the cognitive development of young children. The results demonstrate significant variations in cognitive abilities among children, influenced by the type of parenting they receive. Specifically, children raised in a responsive and supportive environment tend to show better cognitive development, particularly in areas such as shape and color recognition. These findings emphasize the crucial role of parenting style in providing cognitive stimulation for early childhood. They also highlight the importance of collaboration between parents and schools to optimize the cognitive development of young children, suggesting that a balanced, supportive approach to parenting can positively influence children’s learning outcomes. Therefore, this research contributes to understanding the connection between parenting and cognitive development in early childhood.

The development of digital technology has made social media an integral part of children's lives, including students of Madrasah Ibtidaiyah (MI). This study aims to explore the impact of social media on the language patterns of class 5C students at MI Hasyim Asy'ari. Using a qualitative method with a case study approach, data were obtained through semi-structured interviews and participant observations of 14 students who regularly access social media. The findings show that platforms such as TikTok, Instagram, and YouTube are the main sources of new vocabulary acquisition, such as the terms "kepo", "narsis", and "anjir". These words reflect changes in students' language styles that are increasingly informal and often deviate from standard Indonesian language rules. Although social media can contribute to enriching vocabulary and increasing children's interest in communicating, negative impacts such as the dominance of slang, misuse of meaning, and reduced concern for the correct use of Indonesian are also very real. Therefore, the role of educators and parents in supervising and directing the use of social media is very important. The language learning curriculum in schools needs to be adjusted to the development of the digital era without abandoning appropriate linguistic values. With the right strategy, social media can be used as a useful language learning tool without reducing the essence of Indonesian as a national identity.

Parenting style in adolescents with hedonism behavior: Nowadays developments continue to occur so that many changes in technology and learning appear, one of the behaviors that is happening nowadays is hedonism behavior. One that can influence hedonistic behavior is parenting style. Parenting is one of the things that influence how a child's behavior. Hedonism is one of the behaviors of a child that can be caused by how parents raise a child. The purpose of this literature review is to find out what parenting styles lead a child to have hedonistic behavior. The method used is a literature review. The articles used in conducting this literature range from 2017-2022 which were searched for by the online research database. There are several types of parenting styles applied by parents. This study also explains what is the relationship between parenting style and the hedonistic behavior of a child. The results of research that hedonism behavior in a child can be caused by permittive and authoritative parenting styles. If the permittive and authoritative parenting style is high, the possibility of a person's hedonistic behavior will also increase.

This community service activity aims to help teachers and education staff manage burnout while improving the ability of the 4Cs (Creativity, Critical Thinking, Communication, and Collaboration) in the school work environment. The training was held at SMP Muhammadiyah 2 Banjarbaru with the involvement of 11 participants, using a participatory approach that included interactive lectures, group discussions, reflections, and role play simulations. The main objective of this activity is to build the adaptive capacity and psychological well-being of educators through strengthening 21st century skills. The evaluation was carried out by comparing burnout scores before and after the training. The results showed a significant decrease in the average burnout score from 71.6 to 57.4, or by 14.2 points. This decline reflects an improvement in participants' psychological well-being and adaptive ability in the face of work pressure. In addition, training also has a positive impact on improving creative thinking, collaborative, and positive communication skills in the context of school work. These findings show that participatory-based interventions are effective in building a healthier and more productive work environment for educators. This activity recommends replicating similar training in other educational institutions as a preventive and promotive strategy to overcome burnout and strengthen teachers' professional competence in facing contemporary educational challenges.

This community service program aimed to enhance the understanding and skills of teachers and educational staff in implementing anti-bullying classroom management to create a safe and effective learning environment at SD Negeri Pasar Lama 6 Banjarmasin. The training consisted of four stages—preparation, implementation, application, and evaluation—and applied a participatory approach through interactive lectures, case studies, group discussions, and role-play simulations. The evaluation showed significant improvement in participants’ competencies, with the average score increasing from 59.78 (pre-test) to 87.17 (post-test), a gain of 27.39 points. Participants’ satisfaction also reached an average score of 4.78, categorized as excellent. These results demonstrate that the Anti-Bullying Classroom Management Training effectively improved teachers’ ability to prevent and handle bullying cases, while also enhancing classroom learning effectiveness and promoting a positive and collaborative school climate.

This study aims to comprehensively describe the implementation of differentiated learning in classroom management and analyze its impact on students’ learning outcomes, particularly in mathematics subjects. The research method employed is a literature review by examining various scholarly sources such as national and international journals, educational textbooks, and relevant research articles. The findings indicate that differentiated learning is a pedagogical approach that places students at the center of the learning process by accommodating individual differences in terms of readiness, interests, and learning styles. This approach has proven effective in enhancing students’ motivation, active engagement, and conceptual understanding of mathematical content. Although its implementation presents several challenges, including classroom management complexity, time constraints, and limited learning resources, numerous studies report significant improvements in post-test scores, learning activities, and overall learning achievement following the application of differentiated learning strategies. Therefore, differentiated learning can serve as a strategic solution to create an inclusive, adaptive, and learner-centered educational environment, ultimately improving the quality of teaching and learning, especially in mathematics education.

This study aims to analyze the variation skills possessed by students of the Religious Arts Education program in the Microteaching course at the State Christian Institute of Theology (IAKN) Kupang in 2025. This research is descriptive qualitative, aimed at exploring and understanding the basic skills of applying variations implemented by students as prospective teachers. The analysis not only provides a general overview but also reveals the complexity of the basic skills applied in teaching practice. The results of the study show that out of seventeen students who conducted microteaching practices, 90% of them understand and master the skills of applying variations, particularly in teaching style variations such as the use of voice variation, attention focusing, and silence. This study also found that a dynamic teaching style can enhance student engagement. Furthermore, variations in the use of media and teaching materials, including those that can be seen, heard, and touched, provide a more comprehensive learning experience for students. This research is expected to contribute to the development of students' teaching skills in the future.

This study aims to describe students’ mathematical critical thinking skills in terms of their learning styles based on the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic). The research employed a descriptive qualitative approach involving four seventh-grade students of SMP Negeri 9 Gresik, each representing one type of learning style. Data were collected through a learning style questionnaire, a mathematical critical thinking test based on Facione’s indicators, and in-depth interviews to strengthen the analysis. The results revealed that each learning style demonstrates distinct characteristics of critical thinking. Visual learners excelled in interpretation and self-regulation, auditory learners performed well in evaluation and verbal explanation, reading/writing learners showed strength in analysis and written reasoning, while kinesthetic learners were better in concrete activities but weaker in evaluation and inference. Overall, interpretation and analysis indicators were more dominant than evaluation and inference. These findings highlight the importance of implementing differentiated instruction aligned with students’ learning styles to foster optimal and comprehensive development of mathematical critical thinking skills.

In teaching mathematics subjects, a teacher must be competent in designing innovative learning materials so that they can develop students' potential, which is expected to affect their learning outcomes and which is one of the influencing factors in student success in mathematics lessons is learning style. This study applies a descriptive method. The purpose is to describe the form of learning difficulties experienced by grade VIII students at MTs SA Al Murtadho Kedungwaru in learning mathematics on phytagoras theorem material referring to aspects of each student's learning style. In determining a subject in a study, it is carried out using the purpose sampling technique. There are three learning styles that will be studied further in this study, namely visual, auditorial, and kinesthetic learning styles. The research subjects of six students were taken representatives from a total of 34 students, in each class two representatives will be taken for those who have a visual learning style, two students also with an auditorial learning style, and two more students with a kinesthetic learning style. The techniques used to obtain the necessary data will be distributed questionnaires, test questions, interviews with students, and documentary evidence. This study applies two ways by comparing data from observation results with interview results and will also compare a person's assessment with various points of view with other people's perspectives. The results found in the study stated that there are difficulties in students including difficulties in understanding concepts, problems, and answering questions related to the Pythagorean theorem. So teachers need to find a learning style that is suitable for each student in order to help students understand the material so that students can solve the questions given appropriately.

Learning style theories have long been used to understand individual differences in learning processes. Models such as VAK (Visual, Auditory, Kinesthetic) and Multiple Intelligences offer frameworks for adapting instructional strategies to students’ preferences. However, these approaches have been criticized for their reductionism and limited empirical validity, often neglecting the holistic nature of human learning. In contrast, the Islamic concept of fitrah provides a more comprehensive perspective, encompassing intellectual, spiritual, moral, and emotional dimensions in an integrated manner. This conceptual article aims to analyze and integrate Western learning style theories with Islamic perspectives to develop a more holistic learning paradigm. Through an extensive literature review and theoretical analysis, the article proposes an integrative model that bridges empirical approaches with spiritual values. Theoretically, this integration enriches academic discourse by connecting two distinct knowledge traditions. Practically, it offers a framework for educators and institutions to design adaptive learning processes that address learner diversity while fostering spiritual and moral development.

Digital books are a transformation from printed books into digital media that can be accessed through devices such as computers, tablets, or smartphones. Digital books not only display text but can also contain multimedia elements such as images, audio, video, animations, and interactive quizzes. This makes the learning process more engaging and less monotonous. In the context of learning Hajj and Umrah material, digital books can display simulations of Hajj rituals, videos of worship in the Holy Land, and maps of Hajj and Umrah journeys, all of which can strengthen students' understanding. This study aims to explore the use of digital books as a learning medium for Islamic Religious Education (PAI) on Hajj and Umrah material at the Junior High School (SMP) level. Digital books are considered capable of overcoming the limitations of conventional learning media, which are static and less interactive. By utilizing multimedia elements such as manasik simulations, videos, prayer audio, interactive maps, and educational quizzes and games, digital books provide a more contextual, visual, and enjoyable learning experience. In addition, advantages in terms of accessibility, portability, and the ability to be adapted to students' learning styles make digital books relevant to the demands of 21st-century learning. The implementation of digital textbooks in learning was carried out through online, face-to-face, and blended learning models. Effectiveness evaluations included improvements in students' conceptual understanding, learning motivation, and digital skills. The study results indicate that digital textbooks play a significant role in improving the quality of Islamic Religious Education (PAI) learning, particularly on the topics of Hajj and Umrah, and supporting digital transformation in education.

This study aims to improve the inspirational story writing skills of ninth grade students at SMP Negeri 1 Paliyan, Gunungkidul Regency, through the SAVI (Somatic, Auditory, Visual, Intellectual) approach. The background of this research is the students’ low ability to express ideas coherently, meaningfully, and attractively in the form of inspirational stories. The SAVI approach is expected to make the learning process more enjoyable, active, and meaningful by involving various student learning styles. This research employs a Classroom Action Research (CAR) method conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of the research were 32 ninth-grade students. Data were collected through observation, interviews, documentation, and writing skill tests. The data were analyzed using both qualitative and quantitative descriptive methods to assess the improvement in students’ writing skills. The results of the study indicate that the SAVI approach effectively enhances students’ inspirational story writing skills. In the first cycle, students showed initial improvements, though they had not yet reached the success criteria. After revisions in the second cycle, students' writing skills significantly improved and met the expected indicators. The improvements were evident in aspects such as text structure, language use, and idea development. Therefore, the SAVI approach is effective in teaching inspirational story writing.

Elementary education is the fundamental stage in shaping students’ character, attitudes, and learning motivation. Learning interest plays a vital role in determining students’ success in understanding and mastering the lessons. However, differences in background, abilities, and learning styles often cause significant variations in students’ interest. Therefore, it is necessary to apply an analytical method that can group students based on their level of learning interest so that teachers can provide appropriate learning strategies. This study aims to implement the K-Means Clustering algorithm to identify the learning interest of students at Sekolah Dasar Negeri Puu Naga. The research method used is a quantitative approach with data collected through questionnaires consisting of several indicators of learning interest, such as perseverance in completing assignments, enthusiasm during lessons, attention to teacher explanations, and participation in class activities. The collected data were then analyzed using the K-Means algorithm to form several clusters of learning interest. The data processing stages included determining the number of clusters, selecting the initial centroid, calculating the distance of data to the centroid, grouping data, and iterating until a stable clustering result was achieved. The results of the study show that the K-Means algorithm successfully grouped students into three main categories, namely high, medium, and low learning interest. Students in the high-interest group consistently demonstrated active learning behavior and strong intrinsic motivation, while those in the medium group showed fluctuating interest influenced by external factors such as the learning environment and teaching methods. Meanwhile, students in the low-interest group displayed a lack of attention and motivation, thus requiring special interventions. These findings provide valuable insights for the school, especially teachers, in designing adaptive and personalized teaching strategies. In conclusion, the application of the K-Means algorithm is proven effective as an analytical tool to identify students’ learning interest.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.

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.

Adapting to students’ learning styles is a key factor in enhancing the effectiveness of higher education, particularly in Informatics programs where learning preferences vary widely. This study aims to segment students based on their learning styles using the K-Means clustering algorithm, guided by the VARK model (Visual, Auditory, Read/Write, Kinesthetic). Data were collected from 130 Informatics students, including information on their learning preferences, and processed through normalization techniques. The optimal number of clusters was determined using the Elbow Method and Silhouette Score, and subsequent cluster interpretation was conducted. The results identified three dominant clusters, each representing distinct learning behavior patterns. These clusters were analyzed to recommend tailored instructional strategies for each group. Specifically, Visual learners were found to benefit from graphic-heavy materials, Auditory learners preferred lectures and discussions, Read/Write learners thrived on written content and detailed notes, while Kinesthetic learners responded best to hands-on activities. The findings support the development of adaptive, data-driven teaching approaches that align with the actual learning tendencies of students in Informatics. Moreover, the study demonstrates that the K-Means method is effective in systematically identifying student learning profiles, which can be used to inform instructional improvements. This personalized approach to teaching could significantly enhance learning outcomes by providing students with the most effective educational experiences tailored to their individual learning styles

Learning Indonesian for Foreign Speakers (BIPA) requires structured, communicative, and internationally standardized teaching materials. One widely used teaching material is Sahabatku Indonesia Level 4, which is intended for the intermediate level. The urgency of this research lies in the importance of ensuring that the teaching materials not only convey language formally, but also align with the needs of learners' communicative competence and recognized standards, such as the Common European Framework of Reference (CEFR) level B2 and the Indonesian Language Proficiency Test (UKBI). The purpose of this research is to evaluate the structure and linguistic aspects of the Sahabatku Indonesia Level 4 teaching materials by reviewing the integration of the material, clarity of discourse, vocabulary diversity, and grammatical accuracy used. The research method used is descriptive qualitative. Data were analyzed using an evaluation rubric based on CEFR B2 and UKBI components. The focus of the analysis includes the integration of presentation between units, the logical flow of learning, and the consistency of language use in supporting receptive and productive skills. The results show that the material presentation structure reflects a logical, progressive learning sequence and supports language skill mastery. The language elements used are generally appropriate for the intermediate level, although discrepancies were still found, such as the use of irrelevant illustrations and inconsistent language style. Furthermore, the syntactic complexity in some sections still needs to be adjusted to align with the abilities of B2 learners. 

Modern Islamic boarding schools not only focus on religious education, but are also required to improve the academic quality of students, including in mathematics subjects which are often challenging due to differences in students' learning styles, motivations, and abilities. This study aims to design and implement a Decision Support Sistem (DSS) based on the VIKOR method to analyze students' mathematical understanding and provide recommendations for more adaptive learning strategies. The study uses a descriptive quantitative approach with data obtained through documentation of students' grades, as well as interviews with mathematics teachers. The VIKOR method is used to evaluate students' understanding based on five main criteria, namely exam scores, report card scores, attendance, attitudes and behavior, and skills, through a process of normalization, weighting, calculation of S, R, and Q scores, and ranking students. The results show that there are five students with the lowest level of mathematical understanding, namely A11, A4, A17, A1, and A12, who have the lowest VIKOR index scores. This low level of understanding is influenced by factors such as learning attitudes, attendance, report card scores, and skills, so they require further attention and guidance from teachers. The application of the VIKOR method in SPK has proven effective in optimizing the analysis of students' mathematics achievements and providing recommendations for more targeted personal learning strategies, thereby helping to improve the quality of education and maximize students' academic potential.