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This research aims to: (1) differentiated biology learning tools with ethnoscience content, (2) determine the practicality of differentiated biology learning tools with ethnoscience content and (3) determine the effectiveness of differentiated biology learning tools with etnoscience content in improving critical thinking skills and environemantal literacy of phase E student. This study is a development research using the Design and Development Research model, which adopts the ADDIE development model comprising five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The research method used is the Quasi-Experimental Design with a Nonequivalent Control Group Design approach. Data analysis includes normality tests, Levene's homogeneity test, and the Normalized Gain Score (N-Gain Score) test. The limited trial involved 30 eleventh-grade students from SMA Negeri 1 Simpangkatis. The field trial involved tenth-grade students from the same school, consisting of 31 students in the experimental class and 30 students in the control class. The data collection instruments consisted of questionnaires to gather responses from experts, teachers, and students regarding the biology learning tools, as well as tests to measure students' critical thinking skills and environmental literacy. Instrument validity was ensured through content validation by subject matter experts and media experts. The practicality of the learning tools was evaluated based on feedback from teachers and students. The results of the study showed that: (1) the developed biology learning tools were rated as highly feasible by experts; (2) the tools were considered highly practical by both teachers and students; and (3) the tools were effective in improving students' critical thinking skills and environmental literacy. This effectiveness was supported by the average gain score analysis in the experimental class, which was 0.71 for critical thinking skills (high category) and 0.57 for environmental literacy (moderate category).

This study was motivated by the importance of dance in fostering aesthetic sensitivity, discipline, and cultural character in the younger generation. However, dance teaching practices in Indonesia are generally uniform and do not take into account the age and developmental stages of students, resulting in suboptimal learning outcomes. Several previous studies (Budiman et al., 2022; Da Ary & Markamah, 2024; Yuliyanti & Budiman, 2023) have shown the weaknesses of dance teaching methods that do not adapt to the characteristics of the participants, resulting in low mastery of techniques, motivation, and understanding of cultural values. Based on these issues, this study aims to examine the application of content, process, and product differentiation in dance learning at the Sobokartti Dance Studio in Semarang, which trains participants aged 4 to 25 years. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The results of the study show the application of teaching that is tailored to age characteristics, ranging from imitative movements in children to reflection on cultural values in adults. These findings prove that differentiated teaching methods are effective in improving the relevance and quality of traditional dance learning. The implication is that this model can be used as a reference for non-formal educational institutions in developing adaptive arts learning that is oriented towards the preservation of local culture.

Learning Hajj rituals requires innovation to overcome the limitations of available media, one of which is through the utilization of the integration of the Android platform with Augmented Reality technology. The Muslim Sadiq application on smartphones displays 3D objects related to the practice of Hajj rituals. This study aims to explain the design of interactive media based on Augmented Reality as an innovation in learning Hajj rituals, expected to improve student understanding through a more visual, interactive, and contextual learning experience. This media design method adopts two stages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), namely the needs analysis and media design stages. This study reveals that learning Hajj rituals requires interactive and applicable media to overcome the gap between theoretical understanding and the practice of Hajj worship in real life. The designed media utilizes AR technology to create a simulation of Hajj implementation and supports experience-based learning. Although the design has considered technical and pedagogical aspects, this media is still in the design stage and has not been tested or implemented directly. Therefore, further research is needed to assess the effectiveness of this media in learning Hajj rituals.

This community service activity aims to implement an interactive Tahfidz learning model to enhance students’ motivation and Qur’anic character at SDIT Az-Zahra Islamic School. The program was carried out for ten days and consisted of three main stages: observation and mapping of students’ memorization ability, implementation of interactive Tahfidz through small-group murojaah and memorization games, and evaluation through reflection and feedback. The method used was participatory, emphasizing student involvement, collaboration, and reward-based learning. The findings indicate that interactive Tahfidz learning increases students’ motivation, confidence, and discipline in memorizing the Qur’an. Furthermore, students showed improved Qur’anic character, including honesty, cooperation, and responsibility. This approach provides an enjoyable and meaningful learning experience that encourages spiritual growth and strengthens students’ attachment to the Qur’an. The implication of this program highlights that integrating interactive methods into Qur’anic education can effectively support moral and spiritual development in elementary-level students.

This research addresses the low student learning outcomes and the lack of facilitation of 4C competencies (Critical Thinking, Collaboration, Communication, and Creativity) in the Industrial Machine Electrical Systems (SKMI) subject for Grade XI TMI 1 students at SMK Negeri 1 Pariaman. The teacher-centered learning approach has led to passive student participation, low critical thinking, varying academic abilities, and difficulty in connecting theoretical concepts to real-life applications. The aim of this study is to improve students' 4C competencies and learning outcomes through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. Using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, the study was conducted in three cycles: planning, implementation, observation, and reflection. The subjects were 30 students from Grade XI TMI 1. Data collection included learning outcome tests and 4C competency observation sheets, with descriptive and quantitative data analysis. The results showed significant improvements: classical mastery increased from 27% to 90%, average learning scores rose from 67 to 81, and 4C competency mastery improved from 34% (low) to 82% (high). The study concludes that the TAI model effectively enhances both 4C competencies and learning outcomes in SKMI at SMK Negeri 1 Pariaman.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

Technological advancements in education have led to major transformations, particularly with the implementation of the Merdeka Curriculum, which emphasizes learning flexibility, student-centered approaches, and educator autonomy in developing innovative teaching methods. One of its essential aspects is the integration of technology for managing educational data, including student health records. At SMP IT Mutia Rahma, biannual student health monitoring has generated a growing volume of data, making it difficult to identify students experiencing psychological challenges. Adolescent mental health problems—such as learning stress, anxiety, and social pressure—can negatively affect academic performance if left unaddressed. This study aims to group students based on their mental health conditions to support more effective intervention strategies. The K-Means Algorithm, a data mining technique for clustering data by similarity, was employed to analyze student health data. The results show that in a three-cluster model, Cluster 2 represents students in a stable condition characterized by high resilience and low counseling needs, indicating good mental health and academic engagement. Meanwhile, Clusters 1 and 3 include students requiring further attention and support. This research demonstrates that the K-Means Algorithm can serve as an effective tool in identifying and categorizing student mental health conditions to improve school-based health management and early intervention programs.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

Mathematics anxiety is a psychological barrier that negatively affects students’ performance and self-confidence. A valid and reliable measurement tool is required to identify this condition accurately. This study aims to examine the construct validity of the Mathematics Anxiety Rating Scale 30 (MARS-30) using a Monte Carlo simulation approach. The research employed first-order confirmatory factor analysis (CFA) through R software with a simulated sample of 300 respondents. The findings revealed that the overall measurement model achieved excellent fit indices, as indicated by Normed χ², RMSEA, SRMR, and CFI, all within the optimal range. Nevertheless, only 8 out of 30 items (26.7%) met the validity criteria, while the remaining 22 items were found invalid. This result suggests that although the global model fit was adequate, most items of MARS-30 did not consistently represent the construct of mathematics anxiety. The implication of this study highlights the necessity of revising the instrument by refining item wording, adjusting indicators, and conducting further testing to ensure stronger construct validity. A more valid instrument will enable educators and researchers to design targeted pedagogical interventions for reducing mathematics anxiety and supporting students’ learning outcomes.

The modernization of smart grids through edge computing introduces significant cybersecurity challenges, most stemming from adversarial machine learning attacks that compromise distributed intelligence. Although Federated Learning is an appealing decentralized model training paradigm for edge smart grids, its resilience against coordinated injection and evasion attacks has not yet been thoroughly explored. To address this critical gap, we develop and evaluate a resilient Federated Learning model for edge-based innovative grid applications. Under a rigorous simulation-based experimental design, we created a controlled environment based on synthetic energy-demand data and implemented adversarial attack scenarios to ensure model robustness. We propose a resilience enhancement layer in our framework during the federated aggregation process to curtail malicious model updates and adversarial inferences. The results show significant improvement in the stability of the proposed model under attack, maintaining a robustness index above 0.62, whereas baseline approaches exhibit complete degradation. This corresponds to a reduction of approximately 34% in the attack impact rate across different-intensity attack scenarios, while maintaining high stability in aggregation. In addition to the adversarial testing framework in the domain of Federated Learning, this work provides a validated resilience model that secures analytics of smart grids without requiring access to raw data. Our methodology presents a resource-efficient alternative to physical testing and enables safe yet comprehensive security evaluation in critical infrastructure applications.

This study aims to develop a web-based Virtual Assistant to improve the efficiency of academic information services at SMA Negeri 1 Parittiga. The research was motivated by the delays and inaccuracies in information delivery caused by the manual system still used in the school. The system development was carried out using the Research and Development approach with the Waterfall model, which includes the stages of needs analysis, design, implementation, and evaluation. The main technologies used are Natural Language Processing (NLP) and the Long Short-Term Memory (LSTM) machine learning algorithm, which allow the assistant to understand and respond to user questions in natural language in a contextual way. The system architecture uses Flask as the backend, Vue.js as the frontend, and Laravel for administrative data management. The testing results show that the system has an accuracy level of 88.4% in providing correct answers and a user satisfaction level of 92%, surpassing the target success rate of 80%. These findings prove that integrating NLP and LSTM can enhance the system's ability to understand conversational context and speed up the distribution of academic information. The study concludes that a web-based Virtual Assistant is an effective solution for the digitalization of school information services and has the potential to support the implementation of artificial intelligence technology in secondary education in Indonesia.

In the context of modern education, performance assessment is a crucial instrument for measuring the effectiveness of the learning process. Unlike test-based assessments that generally focus on cognitive aspects, performance assessment highlights students' abilities in applying the knowledge, skills, and attitudes they have learned in various real situations. This is very relevant to the multidimensional characteristics of Islamic Religious Education (PAI) learning, including cognitive (knowledge), affective (attitudes and values), and psychomotor (practice of worship and skills) aspects. This study aims to: 1) To determine the concept and implementation of performance assessment in the context of Islamic Religious Education (PAI) learning. 2) To identify the types of performance assessments that are relevant and can be applied effectively in Islamic Religious Education (PAI) learning. 3) To examine the effectiveness of implementing performance assessments in improving understanding, practice, and character building. This study uses a qualitative approach with the model used being library research. The results of the study indicate that performance assessment in Islamic Religious Education (PAI) learning is a form of authentic evaluation that is very important to be applied in the learning process. Unlike traditional assessments, which emphasize cognitive aspects, performance assessments provide balanced attention to cognitive, affective, and psychomotor aspects. These assessments assess not only what students know, but also who they become. Therefore, it is crucial for teachers and educational institutions to optimally integrate performance assessments to shape a generation that is not only intellectually intelligent but also spiritually and socially mature.

This study aims to describe the characteristics of SMK Al-Azami students in emulating the morals of the Prophet Muhammad (peace be upon him) as part of character development based on Islamic values within vocational education. The background of this research lies in the urgency of character education that not only emphasizes academic competence and technical skills but also focuses on moral formation and professional ethics. This research employed a qualitative approach using a library research method by analyzing relevant classical and modern Islamic literature, supported by documentation of school activities. The results reveal that the moral values of the Prophet Muhammad have been well internalized in students’ daily behavior, which includes four core dimensions: Shidq (honesty), Amanah (trustworthiness), Istiqamah (discipline), and Rahmah (compassion). The value of Shidq is reflected in students’ honesty during vocational practice and in reporting work results; Amanah is demonstrated through responsibility for tools and group tasks; Istiqamah appears in punctuality, consistency, and work discipline; and Rahmah is shown through respectful, empathetic, and cooperative social interactions. The findings indicate that Islamic character education effectively shapes students with integrity, discipline, and social awareness, serving as a model for moral development in vocational schools. Furthermore, this research highlights the importance of strengthening teacher exemplarity, religious habituation, and curriculum integration of Islamic moral values in vocational learning to ensure sustainable character development.

This study aims to analyze and design Al-Islam learning media on the material of emulating the stories of the apostles Ulul Azmi through an engaging and effective digital storytelling approach to improve the understanding of fifth-grade students at SD MUTU Nunukan. Al-Islam learning, which emphasizes moral and spiritual values, requires innovative media to help students better understand and internalize exemplary attitudes from the prophets. The research method used is Research and Development (R&D) with the ADDIE model, which is limited to two stages: analysis and design. The analysis stage focuses on identifying student characteristics, learning needs, and curriculum requirements related to Al-Islam subjects. Meanwhile, the design stage involves planning digital storytelling-based learning media that integrates visual, audio, and narrative elements aligned with learning objectives. The designed media is expected to support student-centered learning, increase motivation, and make learning activities more meaningful. Through digital storytelling, students are encouraged to actively engage with the content, understand the moral values of the apostles Ulul Azmi, and apply these values in daily life.

Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.

The development of generative artificial intelligence has opened opportunities for strengthening Islamic legal learning through a digital forum that remains connected to authoritative textual references. This study aims to design and build a web-based bahtsul masail discussion system using a multi-agent AI architecture and the Retrieval-Augmented Generation (RAG) method. The proposed system simulates the deliberative roles commonly found in pesantren-based Islamic legal discussion, namely Moderator, Mubahits, Mu'aridh, and Mushahih. The research applies a Research and Development approach with the Waterfall model, covering requirement analysis, interface design, multi-agent workflow design, implementation, functional testing, and evaluation. RAG is implemented by allowing users to upload PDF documents of kitab kuning and assign the documents to particular agent roles. The uploaded texts are then used as contextual grounding so that each agent can formulate arguments, rebuttals, and final decisions based on traceable references rather than unsupported model memory. The application is implemented using HTML, CSS, and JavaScript on the front end, while the AI reasoning process is orchestrated through an API-based large language model. Functional testing shows that the system can complete five sequential stages of bahtsul masail, display role-based responses, manage uploaded references, and present discussion history. The main contribution of this study is a system design that combines pesantren deliberation procedures with AI-based retrieval support to provide an interactive learning medium for Islamic law, while emphasizing that the final authority of legal validation remains with qualified scholars

The main problem faced by MA Al Ulya Al Mubarok is the low level of financial literacy and the lack of understanding of the importance of early investment. Most students still perceive saving as the only form of financial management without recognizing the potential for asset growth through safe and well-planned investments. The absence of practical education on personal financial management and limited access to learning resources about investment are the main barriers to developing intelligent and future-oriented financial behavior. As a solution, this community service program is designed to improve financial literacy and foster investment intention among students. The program will be implemented through several stages of activities, including: needs and baseline analysis of students, development of a contextual-based financial literacy module, interactive socialization and training on the basic concepts of saving, personal financial management, and introduction to investment. The expected outcomes of this program include: an increase in students’ financial literacy level by at least 30% based on pre-test and post-test results, the initiation of a student investment awareness community, and the creation of a financial literacy learning module that can be used sustainably by the school. This community service program is expected to serve as a model for financial literacy development in secondary education institutions while supporting national efforts to build a financially literate, independent, and future-oriented young generation.

The flipped classroom model emerges as an innovative pedagogical approach that fosters active student participation and cultivates personal responsibility for learning, particularly within the context of distance education. This method presents a valuable alternative for delivering practical-oriented courses such as Applied Ethnomusicology. In practice, the instructor’s role shifts from a traditional knowledge transmitter to a learning facilitator whose responsibilities include guiding, inspiring, and supporting students in achieving optimal learning outcomes. This study aims to analyze the effectiveness of implementing the flipped classroom model in the online learning of the rapa’i musical instrument at the Department of Performing Arts, Syiah Kuala University. Additionally, it seeks to describe the subjective perceptions and responses of both students and lecturers toward this instructional approach. Online learning was conducted using Zoom Meeting as the primary platform for synchronous interaction, supported by WhatsApp for content distribution and communication. A formative research methodology was employed, involving 20 students enrolled in the Applied Ethnomusicology course. Qualitative data were collected through observations of each flipped classroom phase and in-depth interviews with participants. Quantitative analysis was conducted to assess effectiveness via N-gain calculations. Results indicate that all stages of the flipped classroom model were successfully implemented, and the online learning process proceeded adequately despite challenges such as limited internet access and the scarcity of personal rapa’i instruments. Quantitatively, the model demonstrated moderate effectiveness, with an N-gain value of 0.3. Overall, students displayed high levels of enthusiasm and consistent engagement during each learning session, reflecting a significant increase in learning involvement.

This study aims to determine the role of Community Service Program (KKN) students in increasing interest in learning Islamic Religious Education (PAI) at the Al-Muttaqin Foundation MDTA. The background of this study stems from the low enthusiasm and motivation of students in participating in religious lessons, so that learning innovations are needed that can rekindle their enthusiasm for religious values. KKN students, as part of the implementation of the Tri Dharma of Higher Education, have a social responsibility to contribute directly to society, one of which is through educational activities. In its implementation, students apply various creative, interactive, and fun learning methods, such as educational games, group discussions, and role-model-based approaches that make students more active and motivated. This study uses a descriptive qualitative method with observation, interview, and documentation techniques during the two-month activity. The results show that the presence of KKN students has a positive influence on increasing student interest in learning, seen from increased discipline, active participation, and curiosity about PAI materials. In addition to being teachers, students also play a role as moral guides who instill religious values ​​through positive behavior and habits.   

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.