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The development of vocational education requires Vocational High Schools (SMK) to align their competencies with student interests and industry needs. However, a mismatch between student interests and the competencies offered can result in low enrollment, requiring schools to consider closing certain programs. This study proposes the application of Artificial Neural Networks (ANNs) as a predictive method to determine the potential closure of vocational competencies based on an analysis of student interest patterns. The data used includes interest history, academic grades, and other preference indicators, which are then subjected to a preprocessing stage to ensure the quality of the model’s input. The ANN is trained to accurately recognize interest patterns, thus generating objective and adaptive decision-making recommendations. The results show that the ANN implementation provides high accuracy in predicting student interest trends and provides more precise The development of vocational education in Vocational High Schools (SMK) requires the ability to align skill competencies with students' interests and industry needs. A mismatch between students' interests and the competencies offered can lead to low interest in certain programs, which in turn may result in the decision to close those programs. This study proposes the application of Artificial Neural Networks (ANN) as a predictive method to determine the potential closure of skill competencies based on the analysis of students' interest patterns. The data used includes interest history, academic grades, and other preference indicators. This data is processed through a preprocessing stage to ensure the quality of input for the model. The ANN is trained to accurately recognize students' interest patterns, allowing it to generate more objective and adaptive decision recommendations. The results of the study show that the application of ANN has high accuracy in predicting students' interest trends and provides more precise recommendations compared to traditional methods. Therefore, this system can be an effective tool for schools to plan curriculum policies more strategically and sustainably, as well as support decisions regarding skill programs that align with students' interests and industry needs.  

Currently, Indonesia faces three major nutrition-related problems among adolescents, known as the triple burden of malnutrition, namely undernutrition (stunting and wasting), micronutrient deficiencies, and obesity. Children's cognitive development is greatly influenced by adequate nutrition, as physical and brain growth go hand in hand in the growth and development process. A balanced and high-quality diet supports optimal growth and development and influences children's nutritional status and intellectual intelligence. This study aims to analyze the relationship between nutritional status and intellectual intelligence in students. This study is an observational analytical study with a cross-sectional approach. The subjects of this study were 68 students aged 13–15 years at SMPN 2 Sumber, Probolinggo Regency. Primary data were obtained through IQ tests and weight and height measurements, while secondary data were in the form of student identities. Data analysis used a two-sample t-test. The results showed that out of 42 students with poor nutritional status, 38 students (90.5%) had low IQ (<100). Among 23 students with normal nutritional status, 11 students (47.8%) had low IQ and 12 students (52.2%) had moderate IQ (100–109). The statistical test results showed a p-value of 0.000 (p < 0.05), indicating a significant relationship between nutritional status and intellectual ability. In conclusion, nutritional status is associated with intellectual ability among students at SMPN 2 Sumber, Probolinggo District. Students with poor nutritional status have a higher risk of having an IQ below average.

This study aims to analyze the need for a flipbook as a teaching material for response texts integrated with the principles of politeness. The background of this research stems from the limitations of response text teaching materials, which are still integrated into printed textbooks without incorporating essential politeness principles. This research employed a qualitative method with data collected through questionnaires and interviews involving seventh-grade students at two junior high schools in Dander District, Bojonegoro Regency. The findings indicate that most students prefer response text material to be presented separately and packaged in the form of an engaging and easily accessible digital flipbook. Furthermore, students consider the integration of politeness principles into response text material important to help them express opinions politely and without offending others. Therefore, it can be concluded that a flipbook teaching material integrated with politeness principles is necessary to enhance the quality of learning.

This study aims to examine the effectiveness of the scientific approach in improving Natural Sciences (IPA) learning outcomes among Elementary School students. The method used is a literature review with a descriptive qualitative approach by analyzing various scientific sources such as journal articles, books, and relevant research reports from the past five years. The findings indicate that the scientific approach has a positive impact on students' understanding of science concepts, critical thinking skills, as well as motivation and engagement in the learning process. This approach encourages students to actively participate in scientific processes through the stages of observing, questioning, experimenting, reasoning, and communicating. These stages help make learning more meaningful, contextual, and aligned with students’ cognitive development. However, its implementation still faces several challenges, such as limited facilities and infrastructure, constrained instructional time, and the lack of teacher training in applying this approach effectively. Therefore, support from various stakeholders—including schools, government, and the community—is needed to overcome these obstacles and enhance the quality of science education. Overall, the scientific approach is considered effective in creating interactive, reflective, and student-centered science learning at the Elementary School level.

This study aims to analyze the effectiveness of using various learning strategies in improving the quality of learning in elementary schools. Learning strategies are an important component that teachers must prepare to create an effective, interesting learning process that is in accordance with the characteristics and needs of students. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation in several elementary schools. The results of the study indicate that the application of active, cooperative, contextual, and project-based learning strategies can significantly increase student participation, motivation, and learning outcomes. Teachers who are able to choose and adapt learning strategies according to the material and class conditions play an important role in creating a participatory and productive learning environment. In addition, teacher training and the use of discussion and interaction methods have been shown to improve the quality of learning management in the classroom. In conclusion, the effectiveness of learning strategies is greatly influenced by the ability of teachers to design and implement student-centered methods, as well as the support of a conducive learning environment. The implications of this study are expected to be a reference for teachers and schools in choosing and developing appropriate learning strategies to improve the quality of education in elementary schools    

This study aims to analyze the impact of online learning on students' learning independence at the secondary school level. The research is motivated by the significant shift in the education system due to the pandemic, which required students to adapt to technology-based distance learning. A descriptive qualitative approach was employed, utilizing data collection techniques such as observation, interviews, and documentation, supported by quantitative questionnaires from previous studies. The findings indicate that online learning has both positive and negative effects on students' learning independence. Positive impacts include increased student responsibility in completing assignments, ease of accessing learning materials anytime and anywhere, and enhanced parental involvement in supporting their children's learning at home. However, negative effects were also identified, such as students' tendency to engage excessively in gaming, reduced effectiveness of the learning process, and delays in task submission due to workload accumulation. Regression analysis results show a significant influence between online learning and learning independence, although the effect is moderate to low in some cases. Factors such as learning motivation, self-efficacy, and the support of the online learning environment play crucial roles in shaping student independence. The study recommends collaboration among government, schools, teachers, parents, and the wider community to improve the quality and quantity of online learning facilities, as well as more varied learning strategies to optimally support the development of students' learning independence.

This study explores the effectiveness of the implementation of blended learning at SDN 1 Labuhan Sreseh Sampang, with a focus on increasing students' interest and learning outcomes. Blended learning, which combines face-to-face and online learning methods, provides greater flexibility and accessibility, which has the potential to increase student engagement and participation in the learning process. Quantitative methods were used in this study to collect data from 45 students through questionnaires designed to measure interest and learning outcomes. The results of the analysis showed that the application of blended learning had a significant positive effect on increasing students' interest and learning outcomes. These findings confirm that blended learning can be an effective approach to improve the quality of education at the primary school level, especially in the face of the challenges of the digital era and technological advances in education.  

The English language learning process at SDN 064037 Medan Tembung faces challenges related to a lack of interactivity and optimal utilization of learning media, particularly in the topic My Family. This research aims to analyze the impact of implementing Wordwall media in enhancing student interactivity, understanding of the material, and learning motivation. This study employs a qualitative approach through methods of observation, interviews, and documentation involving 25 fourth-grade students at SDN 064037. The findings of this study indicate that the application of Wordwall in learning significantly improves student interactivity, material comprehension, and their motivation to learn. The interactive features of Wordwall encourage students to be more active during the learning process, positively influencing their learning outcomes. Based on these findings, it is recommended that teachers utilize more varied learning media, such as Wordwall, to enhance the quality of education in elementary schools.

This study aims to review in depth various literature related to the development of interactive PowerPoint (PPT)-based learning media in order to improve students' understanding of Civic Education (PKn) subjects at the elementary school level. Innovative and interesting learning media are considered to have an important role in creating a more enjoyable, active, and meaningful learning atmosphere for students. In the literature reviewed, interactive PPT media has been proven to be able to present material visually, audibly, and interactively, thus helping students understand abstract concepts in PKn more concretely. The method used in this study is a literature review of various national and international journals, scientific articles, and relevant research reports in the last five years. The results of the study show that the use of interactive PPT not only increases the attractiveness of learning, but is also able to encourage active student participation, strengthen memory, and build a deeper understanding of national values, democracy, and social responsibility. In addition, the development of this media requires careful planning, starting from the design of the display, the preparation of content that is in accordance with the curriculum, to the integration of interactive elements such as quizzes, animations, and multimedia links. Based on findings from various literature, it can be concluded that interactive PPT media is an effective alternative that can be used by teachers to significantly improve the quality of civics learning in elementary schools.

This study aims to analyze the role of Christian Religious Education (PAK) teachers in shaping the Christian character of students at SMK Negeri 1 Beringin. This study uses a qualitative approach with a literature study method and secondary data analysis. The results of the study indicate that PAK teachers have a strategic role as educators, mentors, facilitators, and advisors in instilling Christian values ​​such as love, honesty, responsibility, forgiveness, and concern for others. Character formation is carried out through the teacher's exemplary life, integration of Biblical values ​​in the learning process, application of real faith practices in everyday life, and a learning approach that prioritizes love and understanding of students' needs. In addition, PAK teachers are expected to continue to develop themselves spiritually and professionally to increase equal effectiveness. Suggestions from this study include the importance of improving the quality and competence of teachers, providing supporting facilities and infrastructure by schools, and developing contextual, interactive, and relevant learning methods to students' lives so that Christian character formation can take place optimally.

Bullying is one of the problems that often arise in the school environment and is a serious problem in education. In this case, the role of schools as educational institutions in preventing this problem is needed. Teachers as the main actors of the educational process are highly responsible for creating a safe and comfortable learning environment for all students. This study aims to determine the duties of teachers and provide strategic recommendations to improve the effectiveness of dealing with bullying in schools. This study also contributes to the development of more effective educational policies in the prevention and treatment of bullying cases at the secondary school level. The research method in this study used a qualitative approach with a case study design. Data recording techniques were conducted by in-depth observation and document analysis in relation to school guidelines related to bullying. Teachers have a huge influence in preventing bullying with important outcomes such as the creation of a respectful and safe school culture, increased student understanding of the dangers of bullying, positive changes in student behavior, increased courage to report bullying cases, and improved quality of life for students. Thus, providing support to teachers in bullying prevention efforts is fundamental to building a positive learning environment and effectively addressing bullying issues in schools..

Reading literacy skills are essential for all teachers, including mathematics teachers. Reading literacy is not only about the ability to comprehend texts but also plays a crucial role in supporting critical thinking, analytical reasoning, and problem-solving in the learning process. Acknowledging its importance, the author conducted a community service activity in the form of a training program aimed at strengthening reading literacy skills among junior high school mathematics teachers in Moa District. The training was held on Thursday, October 17, 2024, at the PSDKU Hall of Pattimura University, Southwest Maluku Regency Campus. A total of 17 junior high school mathematics teachers from Moa District participated in the activity.The training methods included the presentation of reading literacy materials in the context of mathematics learning, group discussions, and hands-on practice in analyzing and developing literacy-based math problems. The success of the training was measured using two instruments: a questionnaire assessing participants’ understanding of the material and a test measuring their reading literacy skills before and after the training. Data analysis revealed that participants generally felt they understood the material presented. Moreover, there was a noticeable improvement in their reading literacy skills following the training. These results indicate that the training was conducted effectively and achieved its intended objectives. This activity is expected to have a positive impact on improving the quality of mathematics instruction in schools by enhancing teachers' reading literacy as a key component in facilitating student learning.

Increasingly advanced developments have raised society's demands for quality education, forcing schools to manage their finances more effectively, efficiently, and transparently. Applying appropriate financial management principles is very important to ensure that funds are used optimally, to support the quality of education, and to build trust among all stakeholders. This research examines the principles of financial management in schools, focusing on transparency, accountability, effectiveness, and efficiency in managing educational funds. This research uses a literature review method with data collected from various academic sources such as Google Scholar, JSTOR, and ProQuest. The collected data was analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and concluding. Source triangulation was used to test the validity of the data. The results of this research underscore the importance of implementing the principles of transparency, accountability, effectiveness, and efficiency in school finance management. 1) Transparency ensures the disclosure of financial information to all stakeholders. 2) Accountability requires clear responsibility in the management of funds. 3) Effectiveness is determined by the extent to which funds support the achievement of educational goals, and 4) Efficiency emphasizes the optimal use of resources at minimal cost. By applying these financial management principles, schools can build trust, maximize returns on expenditures, and ensure that educational services are of high quality and sustainable. Proper application of these principles is an essential step for the success and sustainability of schools.

Literacy is a fundamental skill that is very important in the field of education, especially for students in Indonesia. This study aims to explore the understanding of 7th and 8th-grade students regarding the importance of literacy, the challenges they face in improving their literacy skills, and to provide recommendations for enhancing literacy programs in schools. The method used in this research is descriptive qualitative with semi-structured interviews conducted at SMP N 15 Medan. The results of the study indicate that although students are aware of the importance of literacy, they face various challenges, including low reading interest, lack of access to quality reading materials, and minimal environmental support. This research is expected to contribute to the development of more effective literacy strategies in schools through the suggestions and implications provided in this study. Keywords:;;;.

Inclusive education is a strategic approach in the national education system that aims to provide equal opportunities for all children, including children with special needs, to obtain quality education without discrimination. This study aimed to identify and analyse teachers' strategies in creating a pleasant learning environment for children with disabilities at Gamaliel Kindergarten in Palu, a private Christian value-based school that implements inclusive education. Through a descriptive qualitative approach, data was collected through observation, in-depth interviews and documentation. The results showed that teachers play a central role as facilitators, mentors and creators of an adaptive, contextualised and characterised learning atmosphere. The strategies used include adjusting learning methods, applying the values of love and acceptance, and utilising learning media that are interesting and friendly to children with disabilities. Despite facing challenges such as limited training and facilities, teachers at Gamaliel Kindergarten continue to create a conducive and inclusive learning space. The findings are expected to contribute to the development of inclusive education practices in Indonesia, especially in building child-friendly schools that uphold the values of justice and equality in learning.

This study aims to determine the influence of principal leadership and motivation on teacher performance in public junior high schools (SMP) in Keluang District, Musi Banyuasin Regency. The background of this research lies in the crucial role of school principals as leaders who guide, direct, and motivate teachers to carry out their duties and responsibilities effectively. This study employed a quantitative approach using a survey method. The population consisted of all public junior high school teachers in Keluang District, with samples selected through proportional random sampling. Data were collected using a questionnaire that had been tested for validity and reliability. The data were analyzed using multiple linear regression to determine the effect of leadership and motivation variables on teacher performance. The results revealed that principal leadership had a positive and significant effect on teacher performance, meaning that better leadership skills in managing and directing schools lead to higher teacher performance. Likewise, work motivation had a positive and significant impact on teacher performance, indicating that highly motivated teachers tend to be more disciplined, creative, and productive in their work. Simultaneously, principal leadership and teacher motivation significantly contributed to improving teacher performance in public junior high schools in Keluang District. These findings emphasize the importance of strengthening school leadership capacity and enhancing teacher motivation as key efforts to improve the overall quality of education.

The transformation of Indonesia’s educational evaluation system from the National Examination (UN) to the National Assessment (AN) is intended to improve education quality through a more comprehensive approach. This study examines the implementation of the National Assessment at SMA Negeri 21 Medan, with a focus on the disparity between the theoretical framework of formative assessment and its practical execution in the field. The research utilizes the discrepancy evaluation model with a qualitative methodology. Data were gathered through in-depth interviews, focus group discussions (FGD), participatory observations, and document analysis.The findings reveal that although the National Assessment is designed as a formative evaluation, in practice, it is still regarded as a summative assessment disconnected from the learning process. The execution of the Minimum Competency Assessment (AKM) continues to be dominated by multiple-choice questions, restricting the comprehensive evaluation of competencies. Moreover, the use of assessment results for educational enhancement remains suboptimal due to reporting delays and the insufficiently diagnostic format of the reports. Key supporting factors for implementation include strong school leadership, adequate infrastructure, and collaboration among schools. However, several obstacles persist, such as a limited conceptual grasp, inadequate teacher training, and administrative and curricular constraints. This study suggests reinforcing teachers’ conceptual understanding, enhancing the feedback system for assessment outcomes, and fostering deeper integration of formative assessment principles into school learning strategies. By doing so, the National Assessment can be more effectively leveraged to improve the quality of education in Indonesia.

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Good financial planning can create operational effectiveness in educational institutions. This article analyzes the importance of financial planning in school management, covering aspects such as the development of facilities and infrastructure, the improvement of student learning quality, and teacher welfare. The research method used is quantitative with a library research approach, where data is obtained from various scholarly articles and relevant books sourced from Google Scholar. The findings indicate that schools effectively apply for funding and evaluate fund utilization annually. Poor financial planning can disrupt school operations, leading to issues such as delayed teacher salaries, insufficient learning facilities, and other challenges. To achieve effective financial management, technological mastery is essential to ensure operations that are effective, efficient, and accountable.

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.