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This study aims to compare the effectiveness of the Deep Learning and Differentiated Instruction models in improving junior high school students’ mathematical problem-solving and reasoning abilities. The background of this research stems from the low level of mathematical literacy among Indonesian students, which demands innovative and reflective learning approaches. A quasi-experimental method was used with a Nonequivalent Control Group Design. The sample consisted of two eighth-grade classes at SMP Negeri Satu Atap 01 Ciseeng, each receiving different instructional treatments: one class was taught using the Deep Learning approach, and the other using the Differentiated Instruction approach. The instruments employed included mathematical problem-solving tests, observation sheets, and student perception questionnaires. The data analysis results indicated that the class taught with the Deep Learning model experienced a more significant improvement in mathematical reasoning ability compared to the class using Differentiated Instruction. These findings suggest that Deep Learning-based instruction is more effective in promoting students’ higher-order thinking skills. It encourages deeper engagement with mathematical concepts, fosters critical and analytical thinking, and allows students to construct knowledge through meaningful learning experiences. However, Differentiated Instruction remains relevant in providing learning comfort and addressing diverse student needs, making it beneficial in inclusive classroom settings. The theoretical and practical implications of this research highlight the importance of integrating both depth of thinking (Deep Learning) and flexibility in learning (Differentiation) within mathematics instruction. Such integration could offer a balanced learning environment that supports both cognitive development and emotional engagement, leading to more effective and equitable mathematics education. In conclusion, this study recommends educators and curriculum developers to consider incorporating Deep Learning strategies to enhance students’ mathematical reasoning while maintaining the adaptive and student-centered principles of Differentiated Instruction. Future research could explore hybrid learning models that combine the strengths of both approaches to maximize student outcomes in mathematics learning.

This study examines the effectiveness of implementing a democratic classroom management model in enhancing student learning motivation at Jambu Public Elementary School 3. A descriptive qualitative approach was employed, with data collected through direct classroom observations and interviews involving teachers and students. The aim was to understand how democratic principles applied in classroom settings could influence students’ motivation, behavior, and engagement in learning activities. The findings reveal that adopting democratic leadership in classroom management creates an inclusive, respectful, and participatory learning environment. Students are encouraged to express opinions, collaborate in decision-making, and take ownership of their learning process. This approach significantly enhances intrinsic motivation, responsibility, and student independence. It also helps reduce passive behavior and fosters a sense of belonging and self-worth among students. The results are in line with several prominent educational theories. According to Self-Determination Theory (Deci & Ryan), autonomy and relatedness are key drivers of motivation, which are facilitated through democratic practices. Vygotsky’s Social Development Theory emphasizes the role of social interaction in learning, which is actively promoted in this model. Carl Rogers’ humanistic approach also supports the creation of a learning climate centered on empathy and student potential, while Rudolf Dreikurs’ Adlerian classroom model advocates for respectful teacher-student relationships and cooperative behavior. Overall, the implementation of a democratic classroom management model is considered effective in promoting both academic achievement and character development at the elementary level. The study recommends broader application of this model in primary education settings to support holistic student growth and to foster a learning culture rooted in mutual respect, responsibility, and student agency.  

This study aims to understand, review, explore, and describe the implementation of policies regarding the enforcement of teacher and student discipline in elementary schools and is expected to find policies that support the success of enforcing teacher and student discipline. This study was conducted using a Systematic Literature Review (SLR) in journals that are appropriate for Elementary Schools, subjects consisting of principals, teachers, educational staff, and students. Data in this study were obtained through Identification of Literature Sources, Determination of Inclusion and Exclusion Criteria, Tools (Mendeley). The findings of the study conducted by the author indicate that the enforcement of teacher and student discipline is carried out through a number of policies, namely: 1) Policies related to the enforcement of teacher and student discipline, 2) Establishing rules at school and in the classroom, 3) Monitoring the disciplinary behavior of teachers and students by making a monitoring book of their daily activities, 4) Imposing sanctions for violations, 5) Involving the principal, teachers, and educational staff. Furthermore, parental involvement and collaboration with external parties are also supporting factors in creating an orderly, safe, and conducive learning environment. Regular evaluation of implemented policies is also crucial to ensure their relevance and effectiveness. Fair and transparent reward and punishment practices contribute to increased student awareness and motivation to comply with school regulations. A culture of discipline consistently cultivated from an early age significantly contributes to positive character development and the overall improvement of the quality of basic education. Implementation requires ongoing training and mentoring for teachers and other educational staff to equip them with the capacity to implement a humanistic yet firm approach.

This study aims to improve the understanding of macapat songs by applying the Jigsaw cooperative learning approach. Although macapat songs have high moral and intellectual values, students often dislike them because they are considered complex and irrelevant. This study used the McTaggart model consisting of two cycles, combined with the Classroom Action Research (CAR) method. Data were collected through various techniques, including observation, tests, interviews, and note-taking, and then analyzed qualitatively and quantitatively. The results showed that students' understanding of the meaning of macapat songs increased significantly when the Jigsaw model was applied. The learning completion rate increased from 56% to 100%, while the average student score also increased from 72.33 in the pre-cycle to 86.6 in the first cycle. These findings demonstrate the effectiveness of the Jigsaw approach in improving student understanding. In addition, this method also succeeded in encouraging active student participation, increasing their confidence in class discussions, and fostering respect for the rich local culture. Thus, teaching local Javanese language through the Jigsaw cooperative learning paradigm can be considered an interesting and effective alternative approach. This approach not only helps students understand the material better but also strengthens their social and cultural skills. This research provides an important contribution to the development of more innovative and relevant teaching methods in the context of regional language learning, and encourages teachers to implement strategies that can increase students' interest and understanding of the valuable and diverse local culture. Through the application of this method, it is hoped that students will gain a greater appreciation for their cultural heritage.

This study aims to examine the extent to which social media is utilized in agribusiness learning among students at Universitas Adzkia. A quantitative descriptive approach was employed, using a Likert scale-based questionnaire as the research instrument. The collected data were tabulated and classified into score percentages to determine the category of social media utilization. The research was conducted from June to July 2024 using a census method, involving all 38 students enrolled in the Agribusiness Study Program at Universitas Adzkia. The findings indicate that overall, the use of social media in agribusiness learning falls into the moderate category, with a score percentage of 55.76%. When broken down into agribusiness sub-systems, the results show that the use of social media in the agricultural input supply sub-system was 55.76%, in farming activities 56.14%, agricultural product processing 49.67%, marketing 44.08%, and agribusiness support services 47.20%. These results suggest that although social media has been used in the learning process, its utilization is still at a moderate level and not yet evenly distributed across all agribusiness sub-systems. This presents both opportunities and challenges for lecturers and educational institutions to develop more innovative, technology-based learning strategies. To enhance the effectiveness of agribusiness learning, it is recommended that lecturers actively encourage students to use social media in a productive manner. This could be implemented through the assignment of structured tasks that require the use of social media platforms for academic discussions, information searches, and the creation or sharing of relevant agribusiness content. Such efforts are expected to make social media not only a tool that enriches students' learning experiences but also a means to deepen their understanding of the dynamic and ever-evolving field of agribusiness. Ultimately, integrating social media into learning can support the development of digital competencies and practical insights among agribusiness students in higher education.

The problem in this research is formulated into three main questions: (1) How to develop "PAPIN" (Smart Board) learning media on ethnic and cultural diversity for Grade IV students at SD Negeri 101767 Tembung? (2) How to validate the "PAPIN" learning media to ensure its appropriateness and quality for use in the classroom? (3) How effective is the use of the "PAPIN" (Smart Board) learning media in improving students' understanding of ethnic and cultural diversity in a primary school setting? The main objectives of this research are: (1) To develop feasible and relevant "PAPIN" learning media that supports the learning of ethnic and cultural diversity in accordance with the needs of Grade IV students at SD Negeri 101767 Tembung. (2) To produce a practical and user-friendly digital learning tool that can be integrated into classroom activities. (3) To evaluate the effectiveness of the media in improving learning outcomes, particularly students' knowledge, engagement, and appreciation of cultural diversity. This research adopts the 4D (Define, Design, Develop, and Disseminate) development model, a systematic method for creating and validating educational products. The research subjects are fourth-grade students from SD Negeri 101767 Tembung, selected as they represent the target users of the media. Data were collected through classroom observations, documentation, expert validation sheets, student response questionnaires, and evaluation instruments to measure the learning outcomes. The findings of this research are expected to contribute to the development of innovative, technology-based instructional tools in elementary education, particularly in promoting multicultural awareness and inclusive learning environments.

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.

This study aims to develop and produce a product used as a learning medium in grade V, namely a learning video media based on the Canva application in the Science lesson Harmony in Ecosystems to improve student learning outcomes. This type of research and development (RnD) uses the ADDIE model which includes analysis, design, development, implementation, and evaluation. The instrument used is a questionnaire. The product developed must go through a validity test conducted to determine the feasibility, effectiveness and practicality before being used in learning. The feasibility test was obtained from the review of media experts obtaining a score of 90% and material experts obtained 85% in the very feasible category, the practicality of this media was obtained from the review of practitioner experts with a score of 96% in the very practical category. The effectiveness of the learning media product was obtained from the results of student tests that before using the product, 6 out of 29 students completed with a percentage of 20% completion, after using the product the percentage increased to 93% experiencing an increase of 73% with a total of 27 out of 29 students completing. This shows that the media developed is effective in improving student understanding as seen from student learning outcomes. The developed media is feasible, practical, and effective for use in the Harmony in Ecosystems learning material.

Mental health is a crucial aspect of modern life, with stress and anxiety being among the most common and impactful psychological disorders. This research proposes a stress and anxiety monitoring system based on the Internet of Things (IoT), integrating biometric sensors and Deep Neural Networks (DNN) for early detection and in-depth analysis. The system is designed using MAX30102 (heart rate and SpO₂), GSR (Galvanic Skin Response), and DS18B20 (body temperature) sensors, managed by an ESP32 microcontroller and communicating through the MQTT protocol. Physiological data is collected in real-time, formatted in JSON, and transmitted to both Android and web-based applications for visualization. The DNN model is developed using the TensorFlow framework with a layered architecture and ReLU activation functions to classify four mental states: relaxed, calm, anxious, and highly stressed. The training dataset comprises both primary and secondary data, including the WESAD dataset. Model performance is evaluated through k-fold cross-validation, showing high accuracy and strong generalization capabilities. The results indicate that the integration of sensor technology and deep learning significantly improves the effectiveness of stress and anxiety detection compared to traditional methods. This system demonstrates great potential for the development of AI-based wearable devices for autonomous, real-time, and adaptive mental health monitoring. 

This study aims to describe the effectiveness and efficiency of the management of School Operational Assistance (BOS) funds at SMAN 2 Sidrap. BOS funds are a government program aimed at supporting the financing of school operational needs at the elementary and secondary education levels. This program is expected to improve access and quality of education, but its implementation is still faced with various obstacles such as delays in disbursement of funds, lack of transparency, and a suboptimal reporting system. This study uses a qualitative descriptive approach, with data collection techniques through in-depth interviews, field observations, and documentation studies. Informants in this study consisted of the principal, treasurer, teachers, and BOS fund management staff. The results of the study indicate that in general the management of BOS funds at SMAN 2 Sidrap has been running quite effectively and efficiently. Effectiveness is reflected in the use of funds that contribute to improving the quality of educational services, such as the procurement of learning facilities and the implementation of extracurricular programs. Efficiency is seen in the use of funds that refer to the priority scale of school needs. However, obstacles are still found such as delays in disbursement of funds from the central government that impact the smooth implementation of school activities, and financial reporting that has not been fully documented systematically and periodically. This research provides an important overview of the real conditions of BOS fund management in schools and is expected to provide input for related parties in order to improve the education financial governance system to make it more transparent, accountable, and sustainable.

This study aims to evaluate the effectiveness of the use of Canva and Nearpod digital platforms in supporting the strengthening of students' character at the elementary school level. Character education is a fundamental aspect in the formation of students' personalities who have integrity, toughness, and adaptability to the development of the times. In the digital era, interactive learning media is an important means to instill character values in a more interesting and contextual way. The method used is Classroom Action Research (PTK) which is carried out in two cycles, with the research subjects consisting of teachers, class V students, and students' parents. The learning process is designed to blend character education content with the use of Canva as a creative visual medium, as well as Nearpod as an interactive presentation tool that allows students to be active through online quizzes, assignments, and reflections. The results of the study showed a marked increase in students' learning motivation, attitude of responsibility, discipline, cooperation in groups, and the ability to make decisions independently. Parental involvement in digital learning also supports the consistency of character strengthening at home. However, the study also noted several challenges, such as the limitations of technological devices, unstable internet networks, and variations in students' and parents' digital literacy abilities. Recommended solutions include intensive training for teachers in the use of digital media, improved support facilities in schools, as well as a collaborative approach between teachers and parents. Thus, the integrated use of Canva and Nearpod not only supports mastery of academic materials, but also significantly strengthens students' character values holistically. This study is expected to be a reference in the development of digital learning innovations oriented towards character education at the elementary level.

This community service activity was carried out as an effort to improve the effectiveness of reporting and withholding of Income Tax (PPh) Article 21 at the Kosayu Credit Cooperative through accounting-based technical assistance. The main problem identified during the Field Work Practice (PKL) activity was the potential for tax overpayments caused by inaccurate estimates of employee annual income and limitations of the payroll system used by the cooperative. To address these problems, the implementation team implemented several methods, namely direct observation of the tax administration process, technical training for related staff, tax calculation simulations based on actual data, and evaluation of the existing tax recording and reporting system. The results of the activity showed that although the cooperative had used the Average Effective Rate (TER) method for withholding PPh 21, its implementation was still not optimal because it was not supported by an integrated information system and a regularly updated employee database. This resulted in inaccuracies in tax calculations and withholding. Therefore, this assistance recommended several improvements, including updating the payroll system, improving employee data, integrating the digital tax reporting system, and increasing the capacity of the cooperative's human resources through ongoing training related to tax regulations. In addition to having a direct impact on the efficiency of cooperative tax management, this program also provides contextual learning benefits for students in linking tax accounting theory with real conditions in the field.

This research aims to comprehensively explore the strategic role of educators in improving the quality of learning at the elementary school level. In the context of basic education, teachers play a central role as agents of change and the main drivers in the learning process. The main focus of this research includes three important aspects, namely the professionalism of teachers in carrying out their duties, the challenges faced in the implementation of teaching and learning activities, and optimization strategies carried out to improve the quality of learning. The research was conducted at SDN 2 Kerso, Jepara Regency, using a descriptive qualitative approach. Data collection techniques include in-depth interviews with educators and principals, direct observations in the classroom, and documentation of learning implementation plans and other supporting activities. The results of the study showed that the teachers in the school applied the practice of professionalism through work discipline, mastery of materials, pedagogical skills, and a humanist approach to students. In addition, they also use learning strategies that are adaptive, creative, and based on student needs. However, in practice, teachers face various challenges, including the diversity of student characters, low learning motivation, the influence of the family environment, limited learning facilities, and the lack of periodic training. To answer these challenges, teachers make various optimization efforts, such as participating in professional training, establishing collaboration between teachers, implementing reflective supervision, and building active communication with parents and the community. Support from school principals, committees, and social environments is also an important factor in supporting learning effectiveness. This study concludes that the improvement of the quality of learning in elementary schools is largely determined by the capacity, commitment, and ability of teachers to manage challenges creatively and professionally. With systemic support and sustainability of competency development, the role of teachers can be significantly optimized to create meaningful, effective, and sustainable learning.

This research aims to investigate the effectiveness of utilizing Augmented Reality (AR) technology in Science and Social Studies (IPAS) learning, specifically focusing on local wisdom material, to enhance the learning interest of fourth-grade students at SD 4 Srobyong. Conventional teaching methods often face challenges in fostering student enthusiasm for abstract or culturally specific material. AR, with its ability to integrate the real world with virtual elements interactively, offers significant potential to overcome these problems. The subjects of this study were fourth-grade students at SD 4 Srobyong. Data were collected through observation, a learning interest questionnaire, and interviews. The results indicate that the implementation of AR in IPAS learning, particularly for local wisdom topics, creates a more immersive and engaging learning experience, which significantly correlates with an increase in students' learning interest. It was found that students participated more actively in learning activities, demonstrated higher curiosity, and had a better understanding of concepts related to their local heritage.

The low level of active student participation in rural learning environments poses a significant challenge to the education system. This study aims to examine the role of Gerakan Mengajar Desa (GMD), a community-based non-formal education initiative, in fostering students’ social capital at SD Negeri 1 Sedong Lor, Cirebon Regency. Employing a qualitative case study approach, data were collected through observation, in-depth interviews, and documentation, and analyzed using Miles & Huberman’s interactive model. The findings reveal that the GMD program significantly enhances students’ self-confidence, social interaction, and active engagement in collaborative learning activities. Through contextual and participatory learning methods, GMD cultivates essential social values such as mutual cooperation, empathy, responsibility, and teamwork. These findings highlight GMD’s effectiveness as a transformative model for strengthening student character and building social capital in areas where formal education access remains limited.

Modern education has undergone significant transformation with the integration of technology into learning. Technology plays a crucial role in enhancing motivation, creativity, and learning effectiveness through interactive media, digital applications, and online platforms. This review employs a literature study method to analyze the impact of technology on learning processes. The analysis reveals that technology facilitates access to information, increases student engagement, and enriches teaching strategies. However, challenges such as technological access gaps in remote areas, limited teacher competencies, and potential negative impacts like internet addiction and reduced communication skills persist. Hence, strategic approaches, including teacher training and infrastructure development, are needed. This study highlights the importance of wise implementation of technology to support inclusive and sustainable education.

Educational supervision serves as a key instrument in improving educational quality; however, its implementation in elementary schools often faces systemic challenges that affect teacher performance and learning quality. This study aims to analyze the implementation of educational supervision by school principals to improve the performance of Catholic Religious Education (CRE) teachers in enhancing educational quality at Inpres Natarita Elementary School. The research employs a descriptive qualitative approach with the school principal and CRE teacher as research subjects. Data collection was conducted through in-depth interviews, participatory observation, and documentation. Data analysis used the interactive model of Miles and Huberman with stages of data reduction, data presentation, and conclusion drawing.The findings reveal significant disparities between the implementation of administrative supervision and academic supervision. Administrative supervision is consistently implemented but remains procedural-mechanistic in nature, while academic supervision experiences systematic deficits with minimal frequency (once per semester). This condition impacts the competence-performance gap phenomenon in CRE teacher performance, characterized by the dominance of lecture methods, limited learning innovation, and minimal professional initiative. Educational quality shows acceptable achievement in graduation rates but has not been optimal in potential realization and educational value-added.Educational supervision at SDI Natarita has not achieved optimal effectiveness due to a paradigm that remains compliance-oriented rather than development-oriented. A fundamental reorientation toward holistic and transformative supervision is needed to optimize teacher performance and educational quality.

The cultivation of holistic character in elementary school students is a fundamental component in shaping individuals who are morally, socially, and spiritually grounded. This study aims to describe the effectiveness of interactive educational approaches in fostering character development among elementary students at Pondok Pesantren At-Tausyiah, Blitar. A qualitative descriptive method was employed, involving observation, interviews, and active participation during the character-building program. The activities implemented included inspirational storytelling on heroism to foster nationalism and a “water-carrying game” designed to teach values of cooperation and responsibility. Observational data indicated a high level of enthusiasm and active participation from the students throughout the program. Reflections from the students and interviews with facilitators supported the finding that experience-based learning, educational games, and two-way communication significantly enhance both understanding and practice of character values. Beyond strengthening students' character, the program also fostered a joyful learning environment and strengthened the bond between student facilitators and the participants. The findings affirm that interactive education is an effective strategy for holistic character formation, particularly in Islamic boarding school settings.

This study reveals how difficult it is to teach poetry appreciation to students. The research used in this study is research and development (R&D). The subjects in this development research were 30 fifth-grade students of SD Negeri 137957 Tanjungbalai in the 2024/2025 Academic Year. While the object of this research and development is the Indonesian Language module based on local wisdom of Tanjungbalai city on poetry material for fifth-grade elementary school. The data collection technique for this study used interviews, questionnaires, and tests. The analysis technique of this study tested the validity analysis module, and the effectiveness analysis of the module. Based on the results of the study, it was concluded that simple teaching materials based on local wisdom in Indonesian Language learning chapter 10 topic b "Creativity" material "Poetry" for fifth grade was delivered "very appropriate" with a percentage of 90.4%, thus it can be used as a supporting tool in teaching and learning activities in fifth grade of SD Negeri 137957 Tanjung Balai city. Regarding the effectiveness of the teaching materials, it can be concluded that the improvement in student learning outcomes before and after the use of simple teaching materials based on the local wisdom of the Tanjung Balai community was 73.34%, which was considered "very effective" for use. The results of the responses from educational practitioners obtained a score of 45 out of a maximum score of 48, with a percentage of 93.75%, categorized as "very practical." Based on the results of the student response questionnaire, a percentage of 92.12% was categorized as "very practical." This indicates that the teaching materials successfully attracted students' attention, facilitated their understanding of the material taught, and had a positive impact on the learning process in the classroom.

This research analyzes the application of a holistic approach in teaching Arabic at Pondok Pesantren Bustanul Ulum Ketanggungan Brebes. The holistic approach emphasizes the integration of knowledge, feelings, and physical skills to improve students' overall Arabic language proficiency.This research uses a descriptive qualitative method with data collection techniques such as observation, interviews, and document collection. The subjects of the research include Arabic language teachers, students, and educational staff involved in the teaching and learning activities. Data is analyzed through the steps of data reduction, data presentation, and conclusion drawing.The research results show that a holistic approach is implemented through project-based learning, group discussions, and the use of audio-visual media. The main supporting factors include the active role of teachers in guiding and motivating students, a comfortable learning atmosphere, and the availability of various learning media. However, there are challenges such as the lack of available teaching time and the differences in students' abilities to understand the material being taught. However, a holistic approach has proven successful in improving students' Arabic language skills if supported by appropriate teaching methods that meet their needs. This research recommends strengthening the role of teachers in the teaching and learning process, optimizing the use of learning resources, and developing flexible strategies to enhance the effectiveness of Arabic language learning in the future.