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Learning strategies are a series of instructional actions that teachers must carry out in order for learning objectives to be achieved efficiently. The learning strategies used in the choir extracurricular activities at SMP Negeri 4 Sewon include direct learning strategies, indirect learning strategies, and inquiry-based learning strategies, utilizing demonstration, imitation, and drill methods.This research uses a qualitative method with a case study approach. The object of the research is the learning strategies employed in choir extracurricular activities, with the research subjects being the extracurricular teacher and students. Data collection techniques include observation, interviews, documentation, and literature study. Data validation is carried out using source triangulation and technique triangulation. Data analysis is conducted through data collection, data reduction, data presentation, and data verification. The results of the study show that the implementation of learning strategies in the choir extracurricular activities at SMP Negeri 4 Sewon uses demonstration, imitation, and drill methods in a structured and effective manner. These methods are combined with direct, indirect, and inquiry-based learning strategies to enhance students' vocal skills and creativity. The impact of implementing these strategies is an improvement in singing ability, the development of self-confidence, creativity, and independence, as well as increased student motivation to actively participate in choir activities. The teacher acts as a facilitator who creates a space for independent and collaborative learning, making the learning process more enjoyable. This activity not only develops musical skills but also builds students' confidence and professionalism in various performance opportunities. With regular practice schedules and relevant song material, this extracurricular activity makes a positive contribution to the development of students' talents and character at school.

Learning is dynamic process following development of society over time. Learning any material, including Islamic religious learning, is required to meet the demands of society. So that Islamic religious learning continues to run well in this digital era, a good strategy is needed. This article is the result of meta-analysis research which analyzed several articles in the last five years. This research maps Islamic learning strategies in the digital era. Apart from that, this research also maps the reasons why this strategy has become a mainstay strategy according to the authors of the articles analyzed. Based on the research results, it can be mapped that the strategies presented in these articles are blended learning, participatory and social media-based learning strategies. Furthermore, it was also found that to support strategies that are directly related to learning, there needs to be supporting strategies that must be implemented. These supporting strategies are increasing human resources, developing an integrated curriculum, optimizing digital libraries, improving the quality of education, and digital media literacy. In general, the reason of the article authors presents this strategy is to make learning about Islam more interesting and attractive to the generation in this digital era.

This research examines the optimization of brain plasticity in Arabic language learning through a neurolinguistic approach, using a literature review method. Brain plasticity, the brain's ability to adapt and change through learning and experiences, plays a crucial role in language acquisition. Neurolinguistic approaches, which integrate techniques such as task-based learning and the use of educational technology, have proven effective in enhancing language learning outcomes. Literature analysis indicates that learning techniques involving various sensory modalities and educational technology can stimulate new neural pathways, strengthening language comprehension and memory. Studies focused on Arabic language learning highlight that traditional approaches are less effective compared to more interactive and communicative methods. The use of technology such as mobile applications and augmented reality provides a dynamic and engaging learning experience for students. Practical recommendations include developing more interactive curricula, utilizing educational technology, and training educators in neurolinguistic techniques. This research emphasizes the importance of a multidisciplinary approach to enhance the effectiveness of Arabic language learning, providing insights and strategies to optimize language learning through a better understanding of brain plasticity and neurolinguistics.

This research examines the optimization of brain plasticity in Arabic language learning through a neurolinguistic approach, using a literature review method. Brain plasticity, the brain's ability to adapt and change through learning and experiences, plays a crucial role in language acquisition. Neurolinguistic approaches, which integrate techniques such as task-based learning and the use of educational technology, have proven effective in enhancing language learning outcomes. Literature analysis indicates that learning techniques involving various sensory modalities and educational technology can stimulate new neural pathways, strengthening language comprehension and memory. Studies focused on Arabic language learning highlight that traditional approaches are less effective compared to more interactive and communicative methods. The use of technology such as mobile applications and augmented reality provides a dynamic and engaging learning experience for students. Practical recommendations include developing more interactive curricula, utilizing educational technology, and training educators in neurolinguistic techniques. This research emphasizes the importance of a multidisciplinary approach to enhance the effectiveness of Arabic language learning, providing insights and strategies to optimize language learning through a better understanding of brain plasticity and neurolinguistics.

This research describes the application of collaborative learning in Indonesian language courses at universities, identifies its benefits, and identifies the challenges faced in its implementation. This research also aims to formulate solutions that can overcome these challenges, thereby strengthening the effectiveness and success of collaborative learning in the context of teaching Indonesian in higher education. Based on the results and discussion, the conclusion that can be drawn is that collaborative learning has a strong theoretical basis from social constructivism, constructivism, social learning, and cooperative theory (Vygotsky, Piaget, Bandura, Johnson & Johnson). The implementation of collaborative learning provides significant benefits for students and lecturers, including increased motivation, material knowledge, engagement, and better interpersonal relationships. Effective implementation strategies include clarifying learning objectives, forming effective groups, providing structured assignments, facilitating interaction, and providing fair assessments. Further training and provision is needed for students and lecturers in implementing collaborative learning effectively. The development of assessment instruments that are more detailed and sensitive to individual contributions in the group can increase the objectivity of the assessment. Further research is needed to identify more efficient strategies for overcoming challenges in collaborative learning. Stronger support from universities in providing the training and resources needed to optimize the implementation of collaborative learning models  

The digital era has significantly transformed the face of education. The integration of technology in learning through digital devices, online platforms, and multimedia resources has created a dynamic learning environment and enriched the learning experience for students. However, its implementation faces challenges such as technology access gaps, lack of technology skills among educators, data privacy issues, curriculum alignment, and negative internet content. Collaboration among stakeholders is needed to address these challenges. Technology-based education offers opportunities for improving accessibility, flexibility, personalized learning, and innovative teaching methods. Interpreting the results of technology use in education is important to optimize its benefits and formulate effective implementation strategies according to diverse educational contexts.  

Based on the learning process which is often monotonous and boring in classrooms between teachers and students, this research seeks to understand and implement the concept of Active, Innovative, Creative, Effective and Fun learning and Catholic Religious Education Learning Activities, as well as offering it to students. PAK teachers to carry out reforms in PAK learning strategies and methods. The method used in this research is a literature study approach or qualitative method. The results of this research are: there are still many PAK teachers who teach using conventional learning methods, the PAIKEM learning strategy is one strategy that can make the classroom atmosphere better in learning and can improve the quality of PAK learning, every PAK teacher is needed to learn various PAK learning models, strategies and techniques to improve the quality of learning and a new understanding that students are the center of learning activities in PAK.

Learning cannot be separated from the existence of strategies in learning to improve language skills in everyday life. The learning process must be accompanied by attracting students' interest and tactics in improving language skills including listening skills, speaking skills, reading skills and writing skills. The aim of this research is that every educator must have a systematic Indonesian language learning strategy so that the learning process can improve language skills in students and can provide good results and achievements for generations of the nation and state. Because good language skills can make it easier for individuals to communicate and interact in everyday life.

The focus of the article is to describe the use of a HOTS-based learning model that can improve the problem solving abilities of students in elementary schools as well as strategies that can be used in implementing HOTS learning in the classroom. This research uses a literature study method by examining several sources from journals and books related to the use of the HOTS-based learning model in improving the Problem Solving abilities of students in elementary schools. This research uses the Systematic Literature Review (SLR) method or literature review by systematically identifying journals. The steps in the SLR method are 1) Develop Research Questions, 2) Selection Criteria, 3) Developing The Search Strategy, 4) The Study Selection Process, 5) Appraising the Quality of Studies.

Strengthening knowledge and disaster preparedness for students, teachers, and the wider community can be achieved through community service activities packaged in the form of national seminars. This seminar is an educational and collaborative forum that brings together various related parties to share knowledge, experiences, and disaster mitigation strategies. Through this community service activity, geography learning becomes more relevant and applicable. Not only does it increase understanding of disaster mitigation, this seminar also builds community capacity in dealing with disasters, and encourages active participation of all parties in creating a safer and more sustainable environment. This community service activity was carried out in three stages: 1) Material solidification, 2) Q&A discussion, 3) Evaluation. The community service conducted through a resource person at the national seminar on geography education organized by the Master of Geography Education Study Program at Padang State University provides an overview of the integration of processes and projects that can be done to improve understanding of disaster mitigation through geography learning. This includes projects such as identification of disaster locations in the selection of materials, socialization in collaboration with related parties, simulations in schools, or through the development of learning media.

The digital age offers new possibilities for catechesis including the use of video as an effective learning tool. In the context of digital catechesis, strategies for the use of learning videos are becoming increasingly important that can provide religious and moral messages conveyed in ways that are interesting, creative, relevant, and accessible to the wider community. As for the challenges in making and using learning videos, the right strategy is needed. The aim is to provide understanding and expand the range of catechesis. The method used in this writing is a literature study by collecting data obtained from books and journals related to the problem being studied by the author. Digital catechesis is a powerful tool for making religious teachings and moral values available to the wider public and easily accessible anytime and anywhere. Therefore, the author expects strategies for using learning videos in the context of digital catechesis need to be developed to maximize their benefits for many people.

The digital age offers new possibilities for catechesis including the use of video as an effective learning tool. In the context of digital catechesis, strategies for the use of learning videos are becoming increasingly important that can provide religious and moral messages conveyed in ways that are interesting, creative, relevant, and accessible to the wider community. As for the challenges in making and using learning videos, the right strategy is needed. The aim is to provide understanding and expand the range of catechesis. The method used in this writing is a literature study by collecting data obtained from books and journals related to the problem being studied by the author. Digital catechesis is a powerful tool for making religious teachings and moral values available to the wider public and easily accessible anytime and anywhere. Therefore, the author expects strategies for using learning videos in the context of digital catechesis need to be developed to maximize their benefits for many people.

Phubbing comes from a combination of phone and snubbing, which is defined as an attitude of hurting the interlocutor by using a smartphone excessively. This study aims to determine the relationship or correlation between apathy and the phubbing phenomenon and identify the impact of the phubbing phenomenon on the Indonesian language learning process of high school / equivalent in Bandung. This research uses quantitative methods by using respondents as research subjects. The data source was obtained by the authors using a survey method where the authors distributed questionnaires to respondents directly and through an online questionnaire (google form). The results showed a correlation indicating that phubbing does not contribute to the increase of apathy in the adolescent population in the process of learning Indonesian language at SMA / equivalent in Bandung. The psychosocial implications of these findings open up room for the development of better intervention strategies in managing gadget use among adolescents to promote mental health and more positive social interactions.

The application of learning media in Arabic language subjects has become an important focus in contemporary education. With technological developments, learning media can become an effective tool in improving students' understanding of Arabic, as well as enriching their learning experience. In this introduction, we will discuss the significance of using learning media in the context of teaching Arabic, as well as the potential benefits that students can obtain through this approach. This research aims to explore effective learning media selection strategies in the context of Arabic language learning. The research method used is a qualitative approach through case studies in a secondary education institution These findings contribute to the development of more effective and innovative Arabic language learning strategies. This research also highlights the importance of understanding the cultural context and students' needs in choosing appropriate learning media, and emphasizes the need for training and developing teacher professionalism in implementing learning media effectively in Arabic language learning.

This research aims to describe: 1) forms of teacher creativity in the Indonesian language learning process, and 2) inhibiting and supporting factors in efforts to increase teacher creativity at SMA Negeri 1 Sinjai Borong, Sinjai Regency. This type of research is descriptive qualitative. Data collection techniques include: observation, interviews, and documentation. Data analysis techniques by: data reduction, data presentation and verification. The research results found were that teacher creativity in the Indonesian language learning process was generally able to make learning plans, carry out learning using various methods, and carry out assessments appropriately. Inhibiting factors (limited time allocation, lack of supporting facilities and infrastructure, lack of student awareness of the importance of Indonesian language material, and lack of teacher awareness in understanding the meaning and creative learning models in the classroom learning process). Supporting factors (teacher's ability to optimize facilities and infrastructure well, and cooperation between teachers is quite good). Efforts made by teachers to increase creativity (using assignment methods, understanding the importance of creative teachers, carrying out internal training, and activating MGMP forums. It is hoped that the implications of the results of this research can become reference material for the development of further learning strategies (development of designs, methods and class design), so that it is not focused on one learning model, but is varied, and does not bore students in class.

The aim of the research is to help teachers and educators understand how students learn and how to increase the effectiveness of the learning process. By understanding learning theories, teachers and educators can develop effective learning strategies and improve the quality of education. In synthesis, learning theories play an important role in understanding how students process information and how teachers can improve learning effectiveness. Teachers can use various strategies and techniques based on learning theories to improve the quality of learning and student learning outcomes.

In the learning process, strategy is a determining factor in the success ok learning. With this strategy, it is hoped that learning can achieve optimal results as desired. Based on data analysis, it can be concluded that the Islamic Religious Education learning strategy at SDN Loksado, Loksado District, Hulu Sungai Selatan Regency, can be said to have not been implemented well. This can be seen from the absence of strategies used by teachers in learning, and there are still factors that are less supportive, such as incomplete facilities, a school environment that is less supportive, and students' interest is still lacking.

This research discusses the potential in the learning process of affective strategies as an effort to improve student engagement and learning quality. The affective strategy approach emphasizes the development of students' social and emotional skills, as well as strengthening positive relationships between teachers and students. The research method involves analyzing the literature to understand the concept of affective strategies in the context of learning. Findings show that the implementation of affective strategies can result in improvements in learning motivation, social interaction, and academic achievement. However, challenges related to the integration of affective strategies in the curriculum and classroom management were also identified. Implications of this study include the importance of teacher training in the implementation of affective strategies, as well as the active role of students in utilizing the learning potential presented by this approach.

Effective and efficient learning will encourage the achievement of educational goals. Learning must be managed well by paying attention to various strategies that are appropriate to the material being taught. One of them is a contextual learning strategy, which is deemed appropriate to the implementation of the curriculum. Contextual learning is a learning concept that helps teachers link the material taught with students' real-world situations and make connections between the knowledge they have and its application in real life. This learning emphasizes the process rather than the results, so that knowledge is formed in real terms by what is done and not just by memorizing concepts. According to contextual learning, knowledge will be meaningful when it is discovered and built by students themselves. For this, teachers need to understand students' learning types so that their teaching style can adapt to students' learning styles

The main problem in this journal is to discuss Affective Learning strategies. Affective learning strategies can be interpreted as plans that contain activities to achieve more specific educational goals. In particular, strategy in an educational context is interpreted differently from strategy in a learning context. The aim of this journal research was to find out what Affective Learning strategies are. The research used in this journal is Literary Study research, namely research by reviewing a number of literature in the form of books, reading journals and also opening websites to obtain data, theories and concepts related to the discussion. So by using these data collection methods and techniques, the author can collect all the data needed to support writing this journal. The results of the research from this journal include strategies that a teacher can use in attitude or effective learning that can be applied to students in their lives.