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The implementation of active learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) at the junior high school level is often constrained by the complexity of instructional time management. This study aims to examine the role of the principal’s instructional leadership in addressing time management dilemmas in the implementation of active learning at SMP Negeri 6 Panyabungan. A qualitative approach with a descriptive method was employed in this study. Data were collected through non-participant observation and in-depth interviews with key informants, namely the school principal and an Islamic Religious Education (PAI) teacher selected as representatives of field conditions. The findings reveal three main results. First, teachers’ time management constraints are caused by weak control of learning activity transitions, noisy classroom conditions during group division, and low initial student learning readiness. Second, the principal implemented several concrete interventions, including the adoption of block scheduling, clinical supervision focused on classroom management, and the optimization of the Subject Teacher Forum (MGMP) or school learning community. Third, these interventions improved teachers’ instructional efficiency, strengthened classroom activity control, and created a more structured active learning process. However, sustainability challenges remain, particularly resistance from senior teachers who tend to prefer conventional teaching methods. This study concludes that adaptive and solution-oriented instructional leadership is a key factor in addressing the complexity of time management constraints in active learning implementation.

Abstract: The digital era demands that every individual possess visual literacy competencies, but in Islamic boarding schools (pesantren), access to technology is often limited to maintain focus on worship. The main problem at the Salafiyah Al-Furqon Islamic Boarding School in Sawangan, Magelang Regency, is the digital skills gap among 12th-grade students. This is caused by the boarding school's policy of only allowing mobile phone use during semester breaks, leaving students lacking practical multimedia skills prior to graduation. This community service activity aims to provide a solution through basic photography and videography training as a soft skill for alumni independence. The method used is a workshop that combines theoretical explanations and direct practice (experiential learning). The results of this activity show a significant increase in students' technical competency; participants are able to operate smartphone cameras with stable shooting techniques, understand the principles of visual composition (such as the rule of thirds and leading lines), and are able to perform basic video editing using mobile-based software applications. Through this training, Islamic boarding school graduates are expected to become individuals who are adaptive to technological developments and able to utilize visual media as a means of creative economics and digital da'wah after graduation.

This study focuses on examining the effectiveness of the metacognitive guidance approach in mathematics education using the Systematic Literature Review (SLR) method. Metacognitive strategies are considered a relevant approach in 21st-century education because they encourage students to plan, monitor, and evaluate their thinking processes independently. The literature search was conducted via Google Scholar using appropriate keywords and yielded 306 articles in the initial stage. Subsequently, the selection process followed the PRISMA flowchart, including the removal of duplicate articles, screening based on titles and abstracts, and eligibility assessment through full-text review. From these stages, 12 articles meeting the inclusion criteria were selected as the basis for analysis. The study’s findings indicate that metacognitive guidance has a positive impact on mathematics learning, particularly on students’ problem-solving skills, critical thinking, mathematical literacy, and learning outcomes. This approach also enhances metacognitive awareness, enabling students to be more focused in selecting strategies, monitoring the learning process, and evaluating the results. Thus, this strategy is worthy of integration by teachers to strengthen the quality of learning and higher-order thinking skills.

This study aims to examine the effects of applying a Problem-Based Learning (PBL) method combined with PhET simulation tools on enhancing critical thinking skills among eighth-grade students at SMP Negeri 4 Singaraja when learning vibration and wave topics. It adopted a quasi-experimental approach with a Pretest-Posttest setup and non-equivalent control group design. The participant cohort comprised 75 students distributed across two groups: the treatment group (n=38) who engaged in learning activities using PBL supplemented by PhET simulation, and the comparison group (n=37) who received PBL instruction without PhET simulation support. Data collection was conducted through essay-type assessment instruments containing 7 questions designed to evaluate critical thinking competencies based on Ennis' theoretical framework. Data processing employed descriptive statistical analysis, N-Gain Score computation and ANCOVA testing were conducted at a 0.05 significance level. Results showed the treatment group's average Posttest score at 84, compared to 66 for the control group. The ANCOVA produced an F-value of 103.701 (p < 0.001), confirming a statistically significant difference in critical thinking skills between the groups. The adjusted mean Posttest scores were 83.99 for the treatment group and 66.01 for the comparison group, reflecting a differential of 17.99 points. Consequently, the findings substantiate that the integration of PBL with PhET simulation demonstrates greater effectiveness in fostering students' critical thinking skills in comparison to conventional PBL implementation without technology-enhanced simulation assistance.

This study focuses on examining the effect of using the cooperative learning model type Teams Games Tournament (TGT) assisted by Kahoot in optimizing students’ problem-solving skills. The research method applied was Classroom Action Research (CAR), conducted through several cycles with stages including planning, action implementation, observation, and reflection. The subjects of this study were students of class X.B at SMA Negeri 2 Singaraja. The results of the study indicate a significant improvement in students’ problem-solving abilities after the implementation of the TGT model assisted by Kahoot. In cycle II, the students’ average score reached 88.15, with a learning mastery level of 84.21%. Therefore, it can be concluded that the majority of students had met the minimum learning mastery indicators. In addition, the learning process became more active, interactive, and enjoyable, which increased student engagement in the classroom. In conclusion, the cooperative learning model Teams Games Tournament (TGT) assisted by the Kahoot application has a positive impact on improving students’ problem-solving abilities. Therefore, the use of game-based digital learning models and media is recommended to enhance the quality of both the learning process and learning outcomes.

Learning motivation is very important for students’ academic success, especially at the senior high school level. At SMA Negeri 3 Tana Toraja, there are still problems that cause low student motivation. These problems include lack of interest in learning, low self-confidence, and the use of technology mostly for entertainment purposes. This study aims to identify ways to improve students’ learning motivation through technology-based group guidance services. The research uses a library study method by collecting and analyzing scientific sources such as books and previous research journals. The results show that learning motivation is influenced by both internal and external factors. Internal factors include self-efficacy, while external factors include the fulfillment of needs for autonomy, competence, and social relatedness. Technology-based group guidance services can be an effective alternative because they combine social interaction with digital media that are familiar to students. Through discussions, sharing experiences, and the use of digital platforms, students become more active, open, and motivated in learning. Guidance and counseling teachers play an important role as facilitators in creating a supportive group dynamic. They provide positive reinforcement and help students develop self-confidence. Healthy group dynamics encourage supportive interactions, which in turn enhance students’ intrinsic motivation. Therefore, the integration of group guidance services and technology can be an effective strategy to improve students’ learning motivation and support optimal learning outcomes.

This study focused on addressing the problem of low self-confidence among seventh-grade students at SMP In Tana Toraja. The issue was identified through several behaviors, such as difficulty in voicing opinions, lack of courage to stand in front of the class, and minimal participation during the learning process. To address the identified issue, the study was designed to enhance students’ self-confidence through group guidance activities incorporating the sociodrama technique. This investigation adopted a Guidance and Counseling Action Research approach implemented across two consecutive cycles, each involving planning, action implementation, observation, and reflection. The participants consisted of 30 students, while data were collected through questionnaires and observation instruments. The results indicated that students’ self-confidence developed progressively over time. In the initial condition, most students were still classified in the low-confidence category, but improvement began to appear in cycle one and became more significant in cycle two. These changes were reflected in students’ increased confidence in performing, better communication skills, and stronger active participation in group activities. The sociodrama technique provides direct social interaction experiences that help students develop their self-confidence. Based on the results, the use of group counseling activities incorporating sociodrama emerges as a viable strategy for school counselors to support the development of students’ self-confidence.

The low achievement of students in the subject of Islamic Religious Education (PAI) indicates the urgency of pedagogical innovations that can simultaneously escalate engagement and academic performance. In relation to this, this study aims to analyze the effectiveness of implementing the Problem-Based Learning (PBL) model in optimizing the learning outcomes of Islamic Religious Education (PAI) for 11th-grade students at SMAS Nurul Hikmah Jonggol. This study applies the Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles, where each cycle includes the phases of planning, action implementation, observation, and reflection. The subjects of the study consisted of 36 students, with data collection instruments in the form of learning outcome tests and instructional activity observation instruments. Data analysis was conducted using a mixed-methods approach; quantitative data were descriptively processed to calculate the class average and the percentage of classical learning completeness, while qualitative data were explored to represent the degree of participation and engagement of students during the learning process. The research results confirm a significant improvement in learning outcomes following the implementation of the PBL model. This is reflected in the fluctuation of the average class score, which increased from 72 at the pre-cycle stage to 80 in Cycle I, and reached 92 in Cycle II. In line with this, the percentage of classical learning completeness also experienced a progressive increase from 66.6% to 86.1% in Cycle I, and up to 97.2% by the end of Cycle II. These findings demonstrate that the PBL model is effective in stimulating learning outcomes, active participation, critical thinking skills, and collaborative skills in PAI learning. Based on this empirical evidence, PBL can be positioned as an innovative and contextual alternative learning strategy to continuously improve the instructional quality of PAI at the secondary education level.

Abstract: Lesson Study is a collaborative process where teachers identify learning problems, plan improvements, implement instruction with one teacher teaching and others observing, evaluate, revise, re-teach, re-evaluate, and disseminate results. This method serves as a reference for HOTS-based classroom instruction aimed at enhancing learning motivation, student achievement, and critical thinking. The community service was conducted at the Tadris Social Sciences Study Program, FTIK, UIN Sayyid Ali Rahmatullah, and MI Podorejo, Sumber Gempol, Tulungagung, through planning, implementation, and reflection stages. This study employed a descriptive qualitative method with a sequential design covering preparation, micro-teaching training, school mentoring, Lesson Study implementation, and comprehensive final evaluation. Observations from this Lesson Study revealed that students demonstrated critical thinking and active participation in learning. This activity is expected to foster synergy among lecturers, teachers, and pre-service teachers in designing, implementing, and evaluating teaching-learning activities, making instructional methods more creative, innovative, and adaptive to technological advancements.

This study aims to improve student engagement and learning outcomes in the subject of Natural and Social Sciences (Ilmu Pengetahuan Alam dan Sosial / IPAS) through the implementation of the Auditory, Intellectually, Repetition (AIR) learning model in a fourth-grade elementary school class. The initial problem indicated that student engagement in learning was still low, at 37.5%, with learning mastery reaching only 33.3% and an average class score of 68.0, which did not meet the Minimum Mastery Criteria (KKM) of 75. Therefore, improvement efforts were needed through the implementation of a more active and student-centered learning model. This study employed a Classroom Action Research (CAR) approach conducted in two cycles, where each cycle consisted of planning, action, observation, and reflection stages. The research subjects were 24 fourth-grade students. Data collection techniques included observation of student engagement, learning outcome evaluation tests, field notes, and documentation. Student engagement data were analyzed using percentages, while learning outcomes were analyzed through mean scores and the percentage of classical learning mastery. The results showed a significant improvement in each cycle. In Cycle I, student engagement increased to 62.5%, with learning mastery reaching 54.17% and an average score of 74.29, although it had not yet achieved classical completeness. In Cycle II, student engagement increased to 87.5%, with learning mastery reaching 100% and an average score of 85.42. These improvements indicate that the implementation of the AIR model was able to gradually and sustainably enhance both the learning process and outcomes. Based on these findings, it can be concluded that the Auditory, Intellectually, Repetition (AIR) learning model is effective in improving student engagement and learning outcomes in IPAS. This model can serve as an alternative learning strategy to create a more active, systematic, and student-centered learning environment.

Stunting remains a major nutritional problem in Indonesia, impacting the quality of children's growth and development, both in the short and long term. This impact not only affects physical growth but also affects children's endurance and future productivity. Although the national prevalence of stunting shows a downward trend, cases of stunting are still found in various regions, including Banyusari Village, Tegalrejo District. The stunting problem in this region is closely related to parents' low understanding of fulfilling balanced nutrition, especially protein intake, which plays a crucial role in the growth and development of toddlers. This community service activity aims to increase parents' knowledge and awareness in stunting prevention efforts through applicable nutrition education. The activity was carried out by students of the Community Service Program (KKN) of Tidar University. The method used was a socialization method of presenting material on stunting prevention combined with fun cooking practices as a learning medium for serving balanced nutritious meals. In addition, this activity was also accompanied by the provision of Supplementary Food (PMT). The results of the activity showed that participants participated enthusiastically and were able to understand the material presented. The educational approach of fun cooking has been deemed effective in increasing parents' understanding of balanced nutrition and encouraging a shift in mindset from the "just to get full" paradigm to ensuring quality nutrition. This activity is expected to become a practical and sustainable alternative for nutrition education in supporting community-based stunting prevention efforts.    

This study aims to improve students’ learning activities and learning outcomes through the implementation of the Problem Based Learning (PBL) model in the fuel injection system material for twelfth-grade Ototronik students. The background of this research is the low level of student participation and learning outcomes in the classroom. This research employed Classroom Action Research with two cycles involving 34 students. Data were collected using observation sheets to measure students’ learning activities and tests to assess learning outcomes. The results showed a significant improvement in both aspects. In the first cycle, 73.52% of students demonstrated active participation, which increased to 97.02% in the second cycle. Meanwhile, students’ average learning outcomes improved from 65.15 in the pre-cycle to 72.20 in the first cycle and reached 77.35 in the second cycle. These findings indicate that the implementation of the PBL model effectively enhances student engagement and academic achievement. Therefore, the PBL model can be used as an alternative teaching strategy to improve learning quality in vocational education, particularly in automotive subjects.  

History learning plays a strategic role in developing students’ critical, analytical, and reflective thinking skills. However, instructional practices that still emphasize memorization of facts often fail to foster higher-order thinking abilities. This article aims to examine the implementation of Higher Order Thinking Skills (HOTS)-based history learning as an effort to support the achievement of Sustainable Development Goal (SDG) 4, namely quality education. The HOTS approach in history learning emphasizes students’ abilities to analyze, evaluate, and create through activities such as interpreting historical sources, solving contextual problems, and engaging in critical discussions of past events. The method used in this study is a literature review by analyzing various sources related to HOTS-based learning strategies and their implementation in history education. The findings indicate that the application of HOTS enhances student engagement, deepens conceptual understanding, and fosters historical awareness relevant to contemporary life. In addition, HOTS-based learning encourages students to develop reflective thinking and make better-informed decisions. The implementation of HOTS in history learning aligns with the principles of SDG 4, which emphasize inclusive, equitable, and quality education. Therefore, integrating HOTS into history instruction not only improves the quality of the learning process but also contributes to the development of a generation that is critical, creative, and adaptive in facing global challenges.

This community service program aims to enhance teachers’ competence in developing Higher Order Thinking Skills (HOTS)-based assessment items to support improved performance in the Computer-Based National Assessment (ANBK) at SMP Negeri Kletek. The main problem faced by the partner school is the limited understanding of teachers in designing assessment instruments that measure higher-order thinking skills, as well as insufficient ability to develop literacy- and numeracy-oriented questions aligned with ANBK characteristics. This condition has resulted in suboptimal learning evaluation quality and limited student readiness for national assessment. The program employed a Participatory Action Research (PAR) approach, emphasizing the active involvement of participants throughout all stages. The implementation included the planning stage through needs assessment and problem identification, the action stage through training and mentoring in HOTS-based item development, the observation stage through evaluation of participants’ work, and the reflection stage to identify achievements and challenges. Data were collected using pre-test and post-test, observation, and reflective discussions. The results indicate an improvement in teachers’ understanding and skills in developing HOTS-based items, as reflected in higher post-test scores. Teachers were able to design competency-based blueprints, contextual stimuli, and analytical, evaluative, and creative questions. This program effectively strengthens teachers’ professional competence and school readiness for ANBK.

Education plays an important role in shaping the quality of human resources, particularly in developing students' critical thinking skills. In the learning process at school, teachers not only act as providers of information but also as facilitators who are able to create active, creative, and participatory learning environments. However, in practice, the learning process is still often dominated by one-way lecture methods, which tend to make students passive and less involved in the learning process. This condition affects the development of students’ critical thinking skills. Therefore, learning strategies that actively involve students are needed, one of which is through the implementation of Problem Based Learning (PBL).This study aims to analyze the strategies used by Islamic Religious Education teachers in implementing Problem Based Learning and its impact on students’ critical thinking skills at SMA Pembangunan V YAPIS Waena. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation, while data analysis used the Miles and Huberman model which includes data reduction, data display, and conclusion drawing.The results of the study indicate that the implementation of Problem Based Learning is carried out through several stages, including presenting problems related to daily life, group discussions, problem analysis, and the presentation of discussion results by students. The implementation of this learning model increases students’ activeness in the learning process and encourages the development of critical thinking skills, such as identifying problems, analyzing information, expressing opinions, and drawing logical conclusions. Therefore, Problem Based Learning can be considered an effective learning strategy for improving students’ critical thinking skills in Islamic Religious Education learning.

Academic anxiety is one of the problems commonly experienced by students due to the pressure of assignments, demands for achievement, and concerns about learning outcomes. This article aims to examine the effectiveness of mindfulness-based counseling in reducing students' academic anxiety and to explain the strategic role of guidance counselors in its application in schools. This study uses a literature review method with a literature review approach. Data were obtained from various national journals relevant to the topics of academic anxiety and mindfulness, then analyzed descriptively and qualitatively through a process of collecting, classifying, and synthesizing the results of previous studies. The results of the study show that mindfulness-based counseling is effective in helping students reduce their levels of academic anxiety through conscious breathing exercises, focusing attention, and accepting learning experiences without negative judgment. In addition, guidance counselors play an important role as facilitators, program developers, role models for mindfulness practices, mental health advocates, and liaisons between schools and parents in supporting the success of interventions. By applying the right methods, mindfulness-based counseling can be an effective alternative service in helping students overcome academic anxiety when implemented systematically and continuously  by guidance counselors in schools.

The Community Partnership Program (PKM) aims to improve the capacity of teachers at Rara Elementary School in understanding and implementing the National Assessment as an educational evaluation tool. The problems faced by partners are limited understanding of the concept of National Assessment and technical skills in managing instruments, analyzing data, and following up on assessment results. The methods used in this activity are participatory-based socialization and technical training involving teachers as active participants. Activities are carried out through material delivery, interactive discussions, and hands-on practice using assessment tools. The results of the activity showed an increase in teachers' knowledge and skills in understanding the National Assessment indicators, developing learning strategies in line with the Pancasila learner profile, and optimizing the use of assessment results to improve the quality of learning in the classroom. Thus, this PKM activity contributed to improving the quality of learning at Rara Elementary School while supporting the achievement of national education standards.

This study aims to examine in depth Problem Based Learning (PBL) as a highly relevant solution for history learning in the 21st century. In the ever-evolving landscape of digital education, history learning is increasingly required to adopt innovative approaches in order to effectively improve student engagement and conceptual understanding. To achieve this goal, this study relies entirely on a systematic literature review method. This article carefully outlines the basic concepts of Problem Based Learning (PBL) from various theoretical and practical perspectives found in scientific literature. Furthermore, it specifically highlights the strong relevance of PBL to the essential characteristics of 21st century history learning, which emphasizes not only mastery of facts but also the development of critical thinking, collaboration skills, and problem-solving abilities. Based on an extensive analysis of various publications, the results of PBL implementation in the context of existing history learning are also discussed, showing the significant potential of this method in developing students' analytical and interpretive abilities. However, the literature review also identified that the implementation of PBL still faces a number of challenges that need to be overcome. In response to these findings, a comprehensive strategy is proposed, based on best practices and recommendations from previous research, to address these challenges.

Explainable artificial intelligence (XAI) has become a critical requirement in cybersecurity due to the high-stakes nature of security decision-making and the limitations of black-box learning models. This study investigates the construction of an explainable cybersecurity knowledge representation by leveraging standardized terminology from the NIST cybersecurity glossary. The primary problem addressed is the lack of transparent and semantically grounded reasoning mechanisms in existing AI-driven cybersecurity systems, which limits trust, accountability, and analyst adoption. To address this challenge, we propose a NIST-based semantic knowledge graph that embeds explainability directly into its ontology structure and reasoning process. The proposed framework systematically extracts definitional entities and relations from NIST glossary entries to construct a domain ontology and a multi-relational knowledge graph. A rule-based semantic relation extraction method is employed to ensure faithful, interpretable, and reproducible reasoning paths. The resulting knowledge graph contains over 3,000 cybersecurity concepts and approximately 27,000 semantic relations, covering hierarchical, associative, dependency, and mitigation semantics. Experimental evaluation demonstrates that the proposed approach achieves a high level of explainability, with 92.4% of reasoning outcomes being fully traceable and only 1.4% classified as non-traceable. Most explainable reasoning paths are limited to two or three hops, indicating an effective balance between inferential depth and human interpretability. Structural analysis further confirms the presence of meaningful hub concepts that support multi-hop semantic inference. These results confirm that ontology-driven, standard-based knowledge graphs provide a robust foundation for explainable cybersecurity intelligence. The study concludes that explainability-by-design, grounded in authoritative standards, offers a viable and trustworthy alternative to opaque AI models for cybersecurity applications.

21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is the SLR with a prism procedure. The data were obtained from a search of scientific articles through Google Scholar using the keywords Problem-Based Learning, 21st-Century Skills, and history learning. From the initial 2,540 articles obtained, after screening based on relevance, quality, and year range, six key articles were obtained. The study results indicate that PBL is effective in enhancing 21st-century skills through discussions, historical source analysis, and contextual problem-solving. This approach is considered appropriate for the curriculum because it encourages student-centered learning, rather than teacher-centered learning. Although PBL still faces several challenges in its implementation, it remains a relevant and effective learning strategy for developing 21st-century skills.