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This study aims to analyze the use of the storytelling method in improving the listening skills of class III students. The storytelling method was chosen because it can stimulate students' imagination and creativity, and help them understand and capture stories better. This study uses a qualitative approach. The research subjects consisted of 46 grade III students from 3 elementary schools. The research was conducted in three cycles, where each cycle consisted of planning, implementing, observing, and reflecting. The storytelling method is applied in each research cycle. Teachers use various storytelling techniques, such as the use of sound, movement, and visualization, to convey fairy tales to students. After each storytelling session, students are asked to do listening activities, such as answering questions about the story, retelling the story in their own words, or drawing story scenes. The results showed that the use of the storytelling method significantly improved the listening skills of grade III students. This improvement can be seen from significant changes in students' ability to understand stories, remember important details, and express their understanding orally and in writing. This study provides evidence that the storytelling method is effective in improving the listening skills of grade III students. It is hoped that this research can contribute to the development of interesting and interactive learning methods, as well as assist teachers in teaching and improve students' ability to listen and understand stories.

Project-based learning encourages students to develop collaboration, communication, problem solving, critical, and creativity skills. This model is widely used at the level of educational units such as junior secondary education and upper secondary education and even higher education. The aim of this research is to capture the research landscape related to Project-Based Learning in high school. The method used is bibliometric analysis. The data is obtained from the enhanced Scopus database. The results showed that the number of publications related to Project-Based Learning in high school increased every year from 2017 to 2022. The highest number of documents were in Indonesia and the United States, the highest number of documents were in institutions or universities in Indonesia. The research focuses are 1) Problem-Based Learning and Student; 2) Project-Based Learning, e-learning and STEM; 3) high school and inquiry based discovery learning.

Education is expected to produce quality, moral and responsible human beings and be able to welcome progress in the future. The quality of education at every level and one educational unit can be seen through the learning outcomes obtained by students because these learning outcomes can indicate the extent to which students have mastered the subjects they are studying. One of the successes in forming self-efficacy and children's creativity is influenced by the parenting model. Parenting parents are divided into three types, namely authoritarian, permissive, and authoritative. Each of these parenting styles has an impact on child development. Authoritative parenting is the best way to develop children's self-efficacy and creativity. Because this authoritative parenting style is characterized by parents who are democratic, respect and understand the child's situation with its strengths and weaknesses so that the child can become a mature, sociable person, and can adapt well to the surrounding environment. The research method used is classroom action research by collecting through observation and questionnaires as well as analysis techniques using qualitative descriptive analysis. Based on the results of observations and student questionnaires, it showed that there was a significant increase in the results of authoritative parenting to increase student self-efficacy and creativity in Cycle I, where the results of student observations and questionnaires about self-efficacy and student creativity were good, namely 10 students with a percentage (83.33%) of 12 students. It can be concluded that there is an increase in self-efficacy and student creativity through authoritative parenting.    

This study aims to determine the ways to develop short story writing skills of vocational high school students, the factors causing the lack of such skills, innovative and effective strategies to be applied, the effectiveness of applying such strategies, and the benefits that students can obtain in developing their short story writing skills. The research method used is qualitative research with data collection techniques through interviews, observations, and literature review. The results show that factors such as lack of motivation, limited vocabulary, and lack of understanding of short story structure can cause the lack of short story writing skills among vocational high school students. Innovative and effective strategies that can be applied include the use of visual and audio media, vocabulary development, and short story writing techniques application. The implementation of these strategies is effective in improving short story writing skills of vocational high school students and can provide benefits in developing critical thinking skills, creativity, as well as improving language and literacy skills of students.

This study aims to analyse the implementation of literacy programs in three primary schools, namely SDN 8 Bandar Laksamana, SDN 14 Teluk Mesjid and SDN 92 Pekanbaru. The research method used was observation and document analysis of literacy activities conducted by these schools. The results show that the three schools have implemented various types of literacy, such as literacy in reading and writing, digital literacy, science literacy, financial literacy, numeracy literacy and cultural-civic literacy. Through habituation, development and learning, students are given the opportunity to develop literacy skills holistically. Keywords relevant to this study are literacy, literacy program, primary school, observation, document analysis. This study shows that the successful implementation of literacy programs is supported by the commitment and efforts of schools in providing varied literacy experiences and actively involving students. The literacy programs help students improve their skills in reading, writing, using digital technology, understanding science, managing finances, understanding mathematics, and appreciating culture and citizenship. The findings provide important insights for educators and policy makers in improving the quality of basic education and students' literacy development.

The purpose of this study aims to find out the improvement with the application of coloring activities based on Papuan local wisdom for the 2022/2023 academic year. This research is a classroom action research and was carried out for 2 cycles. Each cycle consisted of 4 stages, namely planning, implementation, observation, and reflection. The research subjects were group B children of TK Melati Sanggar Merauke Learning Activities for the 2022-2023 school year, a total of 12 children consisting of of 6 boys and 6 girls. Data collection techniques used observation and documentation. The instruments used were observation sheets of children's creativity abilities and observation sheets of student and teacher activities. Data analysis used descriptive statistical data analysis. The results showed that through coloring activities based on Papuan local wisdom it could improve children's creative abilities. This could be shown from the success of learning in the minimal category of developing according to expectations or three stars increasing from 16.67% in pre-cycle to 83.33% in cycle I and 83 .33% in cycle II. In addition, there was also an increase in student activity with an active category of 50% in cycle I, an increase of 83.33% in cycle II, and teacher activity in the learning process increased with a good category of 85.71% in cycle I to 100% in cycle II. So it can be concluded that coloring activities based on Papuan local wisdom can improve creativity abilities in children aged 5-6 years at Melati Kindergarten, Merauke Learning Activity Center.

The teaching campus is a program from the Ministry of Research and Technology that provides opportunities for students to study off campus for one semester. Through the campus teaching program, students have activities that are their responsibility in assisting learning activities at school. In this program, students become partners with teachers to improve literacy and numeracy in schools that are targeted for campus teaching. The main task of this teaching campus program is to assist teachers in implementing learning in schools, especially to improve literacy and numeracy, increase students' creativity and help students adapt technology. The Teaching Campus Program by sending students as school change agents has helped the implementation of teaching and learning activities.

:  Limitations in komputer network practicum, causing only relying on theory and tests. During the pre-test, there were 8 students whose learning outcomes had not been completed. This study aims to improve student learning outcomes using project-based learning models. The object of this research is students in the 4th semester of komputer education, FKIP, Universitas Mulawarman. The software used in making the project is a Cisco packet tracer with a choice of komputer network projects. The type of research used is classroom action research in the form of projects and tests to get maximum learning outcomes. Learning outcomes are obtained from a combination of project scores and tests from cycle I and cycle II. Based on the research results in cycle I and cycle II, it can be concluded that there is an increase in student learning outcomes through the application of project-based learning. Suggestions for research need to examine other variables such as creativity and learning activities because project-based learning requires a lot of observation of group work in monitoring. in the classroom

Current technological developments are closely related to the millennial generation learning system and from elementary schools to tertiary institutions. This phenomenon is closely related to the use of learning software based on information and communication technology. Technology development with the Quizizz application is the right choice because Quizizz makes learning fun, challenging and interactive and adds to the knowledge, education and creativity of participating educators. A paradigm shift where learning develops with the application of technology that continues to grow rapidly, so it is not outdated and boring. This learning requires active learning, interactive communication and participation between students and teachers. Learning activities must also be created to achieve learning objectives.

Based on survey results, school-age children generally lack an entrepreneurial spirit. Therefore, it is necessary to provide basic education regarding the importance of instilling an entrepreneurial spirit from an early age to students at SD Negeri Kauman 2. So that the expected solution from this dedication is to provide basic education and the benefits of having an entrepreneurial spirit. The method for this dedication activity is to use the Observation Method. The results achieved in this community dedication activity. First, there is awareness among students about the importance of entrepreneurship from an early age; Second, the development of students' creativity which is manifested in the form of handicrafts such as beads and tie dye batik. Third, students are inspired to do entrepreneurship as a form of appreciation for the results of their hands.

Writing skills are a skill on which the text is carried on. Writing also has the advantage of being an indirect means of communication but only one - way communication between the writer and his reader. The flap book's lift leads to a teaching based on the creation of interactive illustrated books, and it has pictures and texts in it by means of a paper technique that can close or can be referred to by a windowless book. The purpose of this study is to know the increasing skill of writing the story from the flap book of the class iii students in the teachers' swing. The approach used in this study is a quantitative approach using a type of experimental design quasi with a non-invasive control group design. The design has two randomly selected groups, each given the same treatment in pretests, treatment and posttests. The study subject is a class iii student of 52 children with details of 26 children as an experiment group and 26 children as a control group. The validity of the instrument using brivate Pearson. The data collection technique used is the tests and observations used to measure the students' storywriting skills. The normality and homogenity tests Shared colmogorov snov and the levene test for equality. Hypothetical testing USES the independent formula of t-test samples with help SPSS 15 for Windows with value value < 0.05. Hypothetical testing identified the value of sig. (2-tailed) by 0.004 < 0.05, the basis for decision-making in the independent test of t-tests can be concluded that there is a significant and correct difference between the experimental group and the control group. Experimental groups get a much higher value increase compared with the control group. The experimental group with a 10/15 27 pretest while its posttest scores rose to 14.08. The control group pretest scores 10.12 while its posttest scores are 12.23. This proves that the flap book's elevator teaching materials can provide an increased listening skill for class iii students. With the use of the flap book's lift, students are able to re-foster students' attention, interest, and creativity in learning, sharpening and getting used to storywriting skills.

Malewang 41 Elementary is one of the schools located in Polongbangkeng Utara sub-district, Takalar district, South Sulawesi Selatan Province. In carrying out its activities, this school is under the auspices of the ministry of education and culture. Teaching Campus is part of learning and teaching activities in basic education units from the Merdeka Learning Merdeka Campus (MBKM) program which aims to provide opportunities for students to learn and develop themselves through activities outside the classroom. The Teaching Campus aims to equip students with a variety of expertise and skills by partnering with teachers and schools in developing learning models, as well as fostering creativity and innovation in learning so that it has an impact on strengthening literacy and numeracy learning in schools.Reading and counting is a skill that must be possessed by every person and taught from an early age. Each student has a different level of reading ability, AKM can be used to evaluate students in reading and counting skills. Therefore, the purpose of this study was to determine the ability to read and numeracy, the factors that influence literacy and numeracy skills, and the way in solving literacy and numeracy problems of the fifth-grade students. This research uses a qualitative descriptive method with a case study approach. The location of the research is at SDN 41 Malewang. The research subject was fifth-grade students and the teacher who was responsible for AKM at SDN 41 Malewang. The research subjects were fifth-grade students and 5th batch of campus teaching students who was responsible for AKM at SDN 41 Malewang. The results showed that most of the fifth-grade students at SDN 41 Malewang who followed AKM include in the basic category. Their reading literacy and numeracy abilities are influenced by internal factors from within students and external factors from the family and school. The way that students solve AKM literacy questions is by doing easy questions first.

This study examines the effectiveness of STEM (Science, Technology, Engineering, and Mathematics) education in enhancing problem-solving skills among high school students. With the increasing demand for critical thinking and problem-solving abilities in the workforce, STEM education has become a crucial approach to preparing students for future challenges. The study aims to evaluate how project-based STEM curricula impact students' creativity, analytical skills, and overall problem-solving capabilities. Using a quasi-experimental design with a control group, the research was conducted with high school students who participated in STEM-based lessons involving the 5E instructional model. Data collection involved pre- and post-tests, classroom observations, and semi-structured interviews to measure changes in student skills. The findings indicate that students exposed to STEM education demonstrated significant improvements in problem-solving, creativity, and analytical thinking compared to their peers in traditional lecture-based classes. The study highlights the advantages of project-based learning in promoting active student engagement and fostering skills necessary for addressing real-world problems. These results suggest that STEM education can be more effective than traditional methods in cultivating essential 21st-century skills. The study recommends the broader implementation of STEM strategies in secondary education and further exploration of the long-term impact of STEM learning on various skills required in the professional world.

Visual aids are tools that can stimulate students' thoughts, skills, attention and willingness so that they can encourage the learning process in students, besides that using teaching aids can provide space for students to be actively involved in every learning process. In fact, in Toyang State Junior High School, mathematics learning has not used visual aids. The props created and used are number pattern boxes made of used cardboard, which are designed in such an attractive way to form several number pattern boxes consisting of: square, rectangular and triangular boxes. This visual aid is used in the learning process for class VIII students of SMP Negeri Toyang. This training aims to help foster the creativity of students and improve students' ability to use teaching aids. The result of this training is that students get new experiences by learning to use visual aids, this can be seen from the enthusiasm of the students who are very large and students more easily understand the concept of number patterns

The Teaching Campus Program provides opportunities for students to learn outside the classroom by becoming teacher partners in the learning process at the educational level. Through this program the role of students is needed to provide better learning to schools and hone creativity. In addition, during the assignment, students are also given the task of assisting the administration at the school where the assignment is. As for what we do on the sidelines of the activities that we program, we also help with school administration in accordance with directions from the school and school operators.

In accordance with the title of this community service program "Digital Video Editing Training for Youtube Publishing in the Tanjung Mulia Hilir Village Community". Skills training activities are supported by lectures, questions and answers and of course direct practice in the computer laboratory. Training modules will be provided to participants as a tool for practical activities in the laboratory. The aim of implementing this community service program is to improve students' skills in using the internet and the benefits and activities that can be carried out using the internet, so that it can increase students' creativity in using the internet, especially to have a positive impact on internet use for students. This form of training is a very effective form of providing refreshment and additional insight and new knowledge in the field of information technology outside of the learning process received at each school.  

The implementation of the 2013 curriculum learning which is now being held in several schools, emphasizes the learning process based on the development of students' cognitive activities that are creative and productive. Puskurbuk (retnawati, 2016) argues that the 2013 curriculum is required to be able to produce productive, creative, innovative and affective human resources, through strengthening attitudes, knowledge, and skills competencies. Think creatively so innovations and ideas will emerge including using puzzles, puzzles are a method that is very enjoyable and is able to make class consistency in learning creative, innovative and fun, the puzzle method is also very stable when combined between thinking learning and puzzles which hopefully can become a good collaboration and effect in a lesson. The purpose of this research is to find out the collaboration of thinking learning and puzzles in increasing the creativity of students at the smpit at taisiriyah sukabumi after using this method. This research method is a qualitative research conducted on October 23, 2022 to October 26, 2022. The place of this research is at the taisiriyah school of Sukabumi. The object of research is class VIII at smpit at taisiriyah Sukabumi. The results of the collaborative thinking learning and puzzles themselves can increase student learning creativity, this can be seen from the achievement of very high indicators of creativity. For students who have advantages or tend to learn more easily by means of audio less portion because this learning character focuses more on pictures or illustrations. The material is appropriate for learning other general subjects. Conclusion Collaborative thinking learning and puzzles can help students better understand various concepts, improve memory, and simply make learning more interesting. It is very beneficial to apply mind mapping to various fields of teaching and study

This study aims to describe coloring extracurricular activities in developing the creativity of grade I Min 2 students in Palangka Raya City. The method used in this study is a descriptive qualitative data collection tool in the form of interviews. The results obtained in this study were that the coloring extracurricular activities which were attended by grade I students and carried out every Saturday at MIN 2 Palangka Raya City were quite effective in increasing creativity and also training students' imaginations.

In accordance with the title of this community service program "Utilization of Information Technology to Increase Student Creativity". Skills training activities are supported by lectures, questions and answers and of course direct practice in the computer laboratory. Training modules will be provided to participants as a tool for practical activities in the laboratory. The aim of implementing this community service program is to improve students' skills in using the internet and the benefits and activities that can be carried out using the internet, so that it can increase students' creativity in using the internet, especially to have a positive impact on internet use for students. This form of training is a very effective form of providing refreshment and additional insight and new knowledge in the field of information technology outside of the learning process received at each school.

The 5.0 era is marked by rapid technological advances and social changes, affecting various aspects of life, including the field of education. Christian religious education plays an important role in shaping the character and morals of the younger generation. But in reality, the lack of emphasis on developing soft skills can be a problem, because the teacher's ability to interact empathetically, have creativity, leadership, and adaptability becomes very important in guiding students in a spiritual, moral, and emotional context. In addition, an excessive focus on hard skills, such as understanding theology and religious practice, can ignore the importance of developing soft skills in dealing with the changes faced in the 5.0 era. In this study, the authors used a literature study, therefore to achieve the objectives of this study, superior teacher quality was needed, which had a balance between software and hardware. The purpose of this study is to present software and hardware in improving the quality of Christian religious education teachers in the 5.0 era. Soft skills include interpersonal, communication, leadership, empathy, and adaptability skills, which support teachers in interacting with students, colleagues, and a changing environment. While hard skills include specific knowledge, information technology, teaching methodology, as well as expertise in the field of Christianity.