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This research aims to describe the implementation of singing methods in enhancing the musical intelligence of early childhood at RA Fatipa and to analyze its impact on the holistic development of children. Using a descriptive qualitative method with participatory observation techniques, in-depth interviews, and document studies, this research finds that the singing method at RA Fatipa is implemented integratively through various techniques, such as singing together, singing with movements, and using songs as learning media. The research results show a positive impact of the singing method on children's musical intelligence, cognitive development, language, socio-emotional, and motor skills. However, the study also identifies several challenges, namely limitations in facilities and infrastructure, the need for teacher training, the importance of parental support, as well as the need for a more systematic integration of the curriculum and strengthening of the evaluation and documentation system. This study recommends improving facilities and infrastructure, continuous training for teachers, active parental involvement, better curriculum integration, and the development of a structured evaluation and documentation system to optimize the implementation of singing methods and their impact on children's development.

Food hygiene and sanitation are crucial in the culinary industry to prevent contamination and protect consumer health. However, foodborne diseases remain a global issue due to poor food handling practices. Traditional lecture methods are often ineffective in improving students' practical skills related to food safety. This study evaluates the effectiveness of Role-Playing Cards as an interactive learning tool. A quasi-experimental design with a pre-test and post-test was conducted on 70 culinary students enrolled in a food hygiene and sanitation course. Participants were divided into two groups: Cross-Contamination and Foodborne Illness. The findings showed a significant improvement in understanding, with post-test scores increasing from 58.2 to 87.6 (p < 0.001) and from 60.4 to 89.2 (p < 0.001). Additionally, 99% of students found the method relevant, and 97% considered Role-Playing Cards engaging and easy to apply. In conclusion, this method effectively enhances students' understanding, promotes critical thinking, and provides a more interactive learning experience in food safety education.

This study discusses the role of holistic and comprehensive education in shaping the Islamic character of students through an integrative approach that includes physical, intellectual, emotional, social, and spiritual aspects. This study aims to evaluate the extent to which a holistic educational approach can contribute to the formation of Islamic character rooted in the values ​​of Islamic teachings, while supporting the goals of Islamic Religious Education (PAI) in the context of formal education. The method used is descriptive qualitative research with a literature study approach, which involves analysis of various scientific sources, including journals, reference books, and relevant articles. The results of the study indicate that holistic and comprehensive education is able to shape the Islamic character of students comprehensively and contextually, in line with the principles of PAI. This study also emphasizes the importance of integrating character values ​​through the curriculum, learning methods, and the role of teachers and the environment as the main supporters of the success of Islamic character education. Thus, character education based on a holistic and comprehensive approach can be an effective model in responding to the moral and spiritual challenges of students in the modern era.

This study aims to describe and analyze the representation of Indonesian culture in Fiersa Besari's novel Arah Langkah using Roland Barthes' semiotic approach. This novel presents the narrative of the journey of the novel's characters who discover the diversity of Indonesian culture through geographical descriptions, customs, and social interactions that occur. Using descriptive qualitative methods and literature studies, the study examines the cultural signs that appear in the text in depth at the level of denotative, connotative, and cultural myth meanings. Barthes' approach allows the disclosure of layers of symbolic and ideological meanings hidden in the novel's cultural representation. The results of the analysis are expected to enrich literary and cultural studies, increase readers' appreciation of Indonesian cultural values, and contribute to the preservation of the nation's cultural identity amidst the flow of globalization. This study also emphasizes the role of the novel as a medium for reflecting socio-cultural life and a means of learning life values through the experiences of characters in the story.

Children are the next generation and the hope for the nation's future. However, not all children have the opportunity to grow up in a complete and supportive family environment. The Menara Kasih Indonesia Orphanage Foundation serves as a social solution for children who have lost their parents or are in a state of neglect. This research aims to examine how the background, social services, and caregiving patterns are implemented in this orphanage. The methods used were literature study, descriptive qualitative with observation, and direct interviews with the orphanage administrators and one of the children from the orphanage. The research results show that this orphanage applies a warm and supportive familial parenting style, where the staff actively play the role not only as parental substitutes but also as companions in the children's learning process. The caretakers help the children with their schoolwork and provide emotional support. However, in terms of funding and facilities, the Menara Kasih Indonesia Orphanage Foundation still has limitations.

Artificial Intelligence (AI) can be a transformational tool in Christian Religious Education in the digital era. Technological advancements bring significant changes to the way we learn and teach, including religious education, which demands innovative methods to remain relevant to the younger generation increasingly connected to technology. AI offers various opportunities to enrich the learning experience and deepen the understanding of Christian values through a more personal and interactive approach. This article discusses several AI applications in Christian religious education, such as virtual assistants for spiritual guidance, in-depth Bible text analysis, and adaptive learning platforms that can tailor materials to the needs of learners. With AI technology, Christian religious education can provide more interactive and responsive modules, allowing learners to delve into religious teachings both individually and in groups. Additionally, the use of AI in analyzing learning behavior allows for more effective curriculum personalization according to the spiritual needs of each individual. This approach can address the challenge of maintaining the relevance of religious values amidst the rapid influx of digital information. This article also examines the potential of AI in aiding faith development, for example through spiritual reflection applications tailored to the user's spiritual growth. This transformation is expected to prepare a generation of Christians who are not only technologically savvy but also spiritually strong, and empowered to face moral and ethical challenges in the future. Thus, AI-based Christian Religious Education can be a pathway to building a relevant and dynamic spiritual future in the digital era.

This study explores the influence of social interactions in the school environment on the emotional development of fifth-grade students at SDN 060875 Medan. Using an explanatory sequential mixed-methods design (30 participants), data were collected through participatory observation, emotional intelligence scales (EIK), and interviews. Results revealed a significant positive correlation between social interaction and emotional regulation (r = 0.62; p < 0.05). Cooperative interactions (65% of total interactions) and partner diversity were critical for developing empathy and self-awareness. Teachers functioned as emotional models through emotion coaching techniques, while a mastery goal-oriented classroom climate strengthened this relationship. Practical implications include integrating social-emotional learning (SEL) into cross-group collaborative activities and structured peer mentoring programs. This research affirms social interaction as a constitutive foundation for emotional development in Indonesia’s socio-cultural context.

This study looks at the English sound system from a phonological standpoint, emphasizing successful teaching strategies and the difficulties non-native speakers have pronouncing words correctly.  This study examines the effects of native language interference, identifies particular phonological challenges, and assesses instructional methods for improving pronunciation using qualitative research with fourth-semester English education students.  The results show that although explicit phonetic teaching greatly helps pupils, they still struggle to manage spelling-pronunciation inconsistencies and discern vowel lengths.  By offering insights into phonological learning processes and suggesting evidence-based teaching strategies, the research advances the field of applied linguistics.  Although individual sound distinctions require tailored treatments, the results show that systematic pronunciation education improves student confidence and communicative skills.

Learners are continually faced with choosing appropriate courses or making career choices due to increased educational opportunities. The emergence of machine learning-based course and career recommender systems has the potential to address this issue, offering personalized course recommendations tailored to individual learning pathways, preferences, and learning history. The optimization and feature engineering techniques and practical deployment environments have not been collectively examined in the previous research, despite the significant advancements in this area of research. Furthermore, previous research has rarely synthesized how these technical components help students choose appropriate courses and careers. This systematic review was carried out to investigate the current state of machine learning-based course and career recommender systems, focusing on key elements, such as primary data sources, feature engineering methods, algorithms, optimization techniques, evaluation metrics, and the environments where the existing course recommendation models are deployed. The PRISMA method for conducting a systematic review was used to choose studies that met the requirements for inclusion and exclusion. The study findings show significant reliance on interpretable and traditional machine learning algorithms, such as K-Nearest Neighbor and Random Forest, to develop recommender models. Feature engineering remains basic, as most studies rely on normalization, while optimization processes are often underreported. Also, evaluation metrics varied widely, impeding comparability, while most of the recommender models are deployed in an e-learning environment, leaving the traditional learning environment underrepresented. Furthermore, the study findings identified issues including data sparsity and diversity, data security and privacy, and changes in learner preferences that may have an impact on the performance of recommender systems while recommending further studies to make use of standardized optimization methods, and automated domain-informed feature engineering frameworks, benchmark and annotated datasets in developing models the gives priority to learners’ success and educational relevance.

The development of information technology has had a major impact on the world of education, especially for prospective teachers and students interacting in the teaching and learning process. However, in many educational units, the utilization of educational learning technology is not fully optimal. This study serves to analyze the effect of technology-based learning media utilization on student learning outcomes at SMKN 4 Medan. This research uses a descriptive qualitative approach with data collection methods through interviews with the principal, one teacher, and three students. The interview instrument consisted of ten questions designed to explore the use, constraints, and impact of technology in the learning process. The results show that the school has provided technological facilities and encouraged teachers to utilize them, although not all teachers are able to integrate technological media to the fullest. Teachers acknowledge that digital media helps solve educational problems that occur at SMKN 4 Medan. From the students' side, technology-based learning is interesting and helps understanding, but there are still obstacles in the availability of devices and distraction of learning focus.

Mathematics education in Indonesia still faces various challenges, one of which is students’ low conceptual understanding due to predominantly conventional teaching methods. Amid the advancement of digital technology, the MathSolver application emerges as an alternative solution to assist students in understanding mathematical material through its automatic problem-solving feature and step-by-step explanations. This study aims to examine the utilization of the MathSolver application as a mathematics learning medium using a literature review approach. Data sources were obtained from relevant journals or scientific articles published between 2018 and 2024. The review findings indicate that the use of MathSolver can enhance students' conceptual understanding, support independent learning, and increase motivation to learn mathematics. However, there is also a risk of misuse, where students may rely on the application merely to obtain answers without understanding the underlying processes. Therefore, active teacher involvement is essential to guide the wise use of such applications. In conclusion, MathSolver holds significant potential as an effective and adaptive learning tool in the digital era.

Social changes due to technological advancements have transformed the way people relate and associate with one another. Relationships can now be developed more easily, more affordably, and more quickly. As a community, the church is "forced" to re-evaluate whether the methods of learning and faith formation that have been applied so far still meet the needs of today’s congregation. Using a qualitative method with a literature-based approach, the researcher investigates the biblical perspective on this issue and finds that close relationships among members are a key indicator in learning and faith formation, as exemplified by the early church. Bringing the church back to its original design as the family of God (oikos), while utilizing current technological advancements, will make the church a constructive place for learning and nurturing the faith of its members.

The implementation of the PAKEM (Active, Creative, Effective, and Enjoyable Learning) model in Christian Religious Education (PAK) has shown significant potential in improving students’ understanding of Christian values ​​in elementary schools. This qualitative descriptive study analyzes the implementation of the PAKEM model and its effectiveness in fostering a deeper understanding of values ​​such as compassion, honesty, and forgiveness among students. Although conventional teaching methods are often used in PAK, the PAKEM model encourages active participation, creativity, and a fun learning atmosphere. Research shows that the model has a positive impact on students’ motivation and academic achievement. However, challenges such as limited teacher training and inadequate facilities hinder its optimal implementation. Solutions include ongoing professional development for teachers and adaptation of the curriculum to the local context. The study emphasizes the need for collaboration between educators, parents, and the community to support the effective implementation of the PAKEM model. Ultimately, the PAKEM approach not only improves cognitive outcomes but also contributes to students’ moral and spiritual development, preparing them to embody Christian values ​​in their daily lives.  By cultivating an engaging and supportive learning environment, the PAKEM model aims to create a generation of morally resilient individuals who integrate their faith into their actions.

The advancement of information and communication technology in the era of the Industrial Revolution 4.0 has given rise to various digital innovations, one of which is deepfake technology that utilizes artificial intelligence and machine learning to manipulate audio-visual content convincingly. Although it has positive potentials in entertainment and education, the misuse of deepfake on social media has caused various legal and ethical issues, such as the spread of hoaxes, defamation, privacy violations, and non-consensual pornography. This study aims to analyze the use of deepfake from the perspective of Indonesian law, particularly through Law Number 11 of 2008 on Electronic Information and Transactions (ITE Law) and its amendments. Using a qualitative descriptive approach and literature study methods, this research examines the technical aspects of deepfake development, the relevance of ITE Law articles in regulating manipulative content, and the challenges of law enforcement amid low digital literacy in society. The findings show that although there are no explicit provisions concerning deepfake in the ITE Law, several articles can serve as a legal basis to prosecute offenders, albeit with interpretative and technical implementation challenges. Therefore, regulatory updates and improvements in digital literacy are necessary to prevent and effectively handle the misuse of deepfake technology.

This research aims to improve the learning outcomes of fifth grade elementary school students in Natural and Social Sciences (IPAS) subjects through the application of the Role Playing method.  The Role Playing method was chosen because it is considered effective in improving students' conceptual understanding and critical thinking skills, as well as motivating students to actively participate in the learning process. This research uses an experimental method with a quasi-experimental pretest-posttest control group design. The research sample consisted of two fifth classes in an elementary school, namely an experimental class taught using the Role Playing method and a control class taught using conventional methods. Data was collected through student learning outcomes tests before and after treatment. Data were analyzed using the t-test to compare the differences in average learning outcomes between the experimental class and the control class. The research results showed that there was a significant difference between the learning outcomes of experimental class and control class students after the Role Playing method was applied.  The average learning outcomes of experimental class students increased significantly compared to the control class.  In conclusion, the Role Playing method is effective in improving the learning outcomes of fifth grade elementary school students in science and science subjects.  This research recommends that teachers can apply the Role Playing method in science learning to increase students' understanding and interest in learning.

The difference in educational background of UIN Sultan Maulana Hasanuddin Banten students, especially between pesantren and public school graduates, becomes an obstacle in the learning process of intensive Arabic classes. Students who come from public schools often feel left behind compared to their friends who come from pesantren or Madrasah Aliyah. Therefore, it is important to conduct this study to examine the effect of pesantren graduates‘ background on motivation to learn Arabic, so as to provide a better understanding of the factors that influence students’ learning motivation. The researcher used a quantitative method with data collection through questionnaires. The collected data were analysed systematically to identify patterns and meanings related to the influence of pesantren education background on motivation to learn Arabic. The results showed a significant effect of boarding school education on students' motivation to learn Arabic. Thus, boarding school education background can increase motivation to learn Arabic. The implication is that educational institutions need to consider the background of students in designing effective learning methods. Future research is recommended to include additional variables that have the potential to influence Arabic language learning motivation.

This study examines various proactive and reactive classroom management strategies and approaches to create a conducive learning environment. Effective classroom management is crucial for minimizing disruptions, enhancing student engagement, and supporting their academic and socio-emotional development. The literature review covers preventive measures such as establishing clear expectations and routines, building positive teacher-student relationships, and creating physically and emotionally safe learning spaces. Additionally, reactive strategies for addressing disruptive behaviors—including verbal and non-verbal interventions, conflict resolution, and de-escalation techniques—are discussed. The study emphasizes the importance of consistent, fair, and culturally responsive approaches tailored to student diversity and needs. The analysis reveals that the effectiveness of approaches such as authoritative, democratic, and behavioral modification varies depending on the context, with recommendations to flexibly combine multiple methods. Challenges like student heterogeneity, limited facilities, and teacher preparedness are identified, along with innovative solutions such as differentiated instruction and technology integration.

Character Education, especially in terms of discipline, is a major concern in the learning process that occurs in schools. The role of teachers is not only limited to teaching, but also includes being role models, motivators, and mentors who can build a disciplined atmosphere among students. This study adopted a qualitative approach with data collection methods including observation, interviews, and documentation. The research findings indicate that the culture of discipline in madrasas is greatly influenced by the implementation of strict rules, the provision of rewards and punishments, and the persuasive approach and role models from teachers. In addition, there are supporting factors such as the existence of madrasa regulations and good examples from teachers, as well as inhibiting factors such as environmental influences and the use of gadgets. In conclusion, the development of a culture of discipline in madrasas requires cooperation between teachers, students, and the environment, as well as the right strategy to create a conducive and disciplined learning atmosphere.

This study aims to: 1) Identify the methods used by instructors in developing religious character through Qur’anic education at Taman Pendidikan Al-Qur’an (TPQ) Miftahul Huda, located in Segaralangu Village, Cipari District, Cilacap Regency; 2) Describe the implementation of religious character-building methods at the institution; and 3) Analyze the supporting and inhibiting factors in applying these methods. The research employs a descriptive qualitative approach with field research as its design. Data collection techniques include observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results indicate that the methods used for developing religious character include habituation, exemplary behavior, lectures/advice, as well as rewards and punishments. The learning process at TPQ involves habitual practices such as praying before and after lessons, disciplinary measures for tardy students, and promoting respectful behavior toward teachers and peers. Supporting factors include the presence of competent instructors, many of whom are alumni of TPQ Miftahul Huda, motivated students who actively participate in learning, adequate learning facilities, and a conducive learning environment. Inhibiting factors include unmotivated teachers, students with low learning motivation or who are prone to joking during lessons, lack of student preparedness (e.g., not bringing learning materials such as the Qur’an), and limited infrastructure, particularly classroom space, which necessitates a two-session system (day and afternoon classes).

The use of GeoGebra-assisted interactive e-modules in mathematics learning has great potential to improve students' concept understanding through dynamic and interactive visualization. This study aims to provide a bibliometric review of 20 publications over the period 2018-2024, with two main focuses: (a) reviewing the growth trajectory of studies on the use of GeoGebra in interactive e-modules; and (b) identifying the themes and topics that appear most frequently in related publications. The study was conducted using bibliometric methods on 20 selected publications during 2018-2024. Data was obtained from Google Scholar using the Publish or Perish application and analyzed using VOSviewer. The results show an increasing trend of publications since 2021. Themes such as mathematical representation and interactive learning dominate, while topics such as media validity and integration in learning models are still rarely discussed. These findings provide an important basis for the development of technology-based learning media as well as a direction for future research to be more focused and innovative. This study supports the development of technology-based digital learning media.