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This study aims to evaluate the implementation of evaluation and assessment in mathematics learning at MAN 1 Padang, focusing on the gap between the ideal expectations and the reality in the classroom. Using a descriptive qualitative approach and semi-structured interviews with mathematics teachers of grades 10, 11, and 12 conducted in May 2025, this study analyzes the evaluation practices, challenges encountered, and the alignment between expectations and actual practice. The results indicate that mathematics evaluation is still dominated by written tests that inadequately measure students' comprehensive abilities, while time constraints, conventional teaching methods, and low student participation remain significant obstacles. Therefore, it is necessary to develop more varied and authentic evaluation instruments and enhance teachers' capacity through training to make assessments more effective in supporting the achievement of comprehensive and sustainable mathematics learning objectives.

This study aims to evaluate learning planning based on the Merdeka Curriculum and the 2013 Curriculum at MAN 1 Padang City. The method used is descriptive qualitative through field observation and in-depth interviews with mathematics teachers and vice principals of madrasahs for curriculum. The research instruments are in the form of observation guidelines and interview guidelines. Data analysis techniques are carried out descriptively with the steps of data reduction, data presentation, and drawing conclusions. The results of the study show that teachers have compiled teaching tools such as RPP and teaching modules collaboratively and systematically. The assessment is carried out with a formative and summative approach and is accompanied by remedial and enrichment programs. The Olympiad program, use of books, LKPD, and teaching materials are also quite effective even though there are still obstacles such as limited time and variations in student abilities. In general, learning has led to a contextual and flexible approach. Thus it can be concluded that the Learning planning is very effective, namely 92,55%. Therefore, further training is needed to improve the quality of learning planning based on the Independent Curriculum.

This research discusses the comparison of Mandarin curriculum in six ASEAN member countries, namely Indonesia, Malaysia, Singapore, Thailand, Vietnam and the Philippines. Mandarin is increasingly considered strategic in the ASEAN region as economic, educational and cultural ties with China increase. However, teaching approaches and curriculum policies in each country show significant variations. This research uses the literature review method to analyze the policies, curriculum structure, teaching methods, and challenges faced in each country. The results show that Singapore and Malaysia have the most structured and responsive approaches, while countries such as Indonesia and the Philippines still face various barriers in the provision of learning infrastructure and teaching staff. This study recommends the importance of regional collaboration in the development of curriculum standards, teacher training, and the development of contextualized teaching materials so that the quality of Chinese language learning in the ASEAN region can be improved equally.

This study aims to describe the curriculum-based learning planning at MAN 1 Kota Padang, focusing on the teaching materials used in grades X and XI (Merdeka Curriculum) as well as grade XII (2013 Curriculum). The approach used is descriptive qualitative with research instruments including interview guidelines and observation sheets. Data collection techniques include in-depth interviews, direct observations, and documentation. The research results show that the teaching materials are developed collaboratively through KKG forums and have been adjusted to the academic calendar from the Ministry of Religion. There are differences in the approach to developing teaching materials between the Merdeka Curriculum and the 2013 Curriculum, both in structure and flexibility. In general, teachers have been able to adapt the teaching materials to the needs of students, although there are still obstacles such as time constraints and variations in student abilities. Thus it can be concluded that the learning planning is very effective, namely 84.35%. Therefore, further training is needed to improve the quality of curriculum-based learning planning.

This study aims to describe the process of planning Mathematics learning at SMA Negeri 12 Padang in implementing the Independent Curriculum. A descriptive qualitative approach was used with interview techniques and observations of Mathematics teachers. The results of the study showed that teaching tools, such as teaching modules, assessments, remedial programs, enrichment, olympiads, textbooks, teaching materials, and LKPD, were arranged systematically and adaptively according to student needs. Based on the results of observations, the teaching tools achieved a success percentage of 98.54% in grades X and XI. The teaching tools support meaningful, contextual learning, and improve student competence. Evaluation and development of teaching tools are carried out continuously to be relevant to curriculum developments.

This study aims to describe the form and implementation of mathematics learning evaluation applied by teachers at SMA Negeri 12 Padang which is used in grades X and XI (Independent Curriculum). The method used is a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation, compiled collaboratively through the KKG forum and have been adjusted to the academic calendar of the Ministry of Religion. The results of the study indicate that mathematics teachers in grades X and XI consistently apply diagnostic assessments (especially cognitive), formative assessments, summative assessments, affective evaluations, and cognitive. Based on the results of observations, the teaching tools achieved a success percentage of 96.67% in grades X and XI. This evaluation is adjusted to the characteristics of students at each level and is carried out through various strategies, ranging from providing trigger questions to participant observation and conceptual understanding. Follow-up such as remedial and enrichment are also provided according to student needs. The evaluation carried out has reflected the principle of holistic assessment by considering cognitive, affective aspects, and the achievement of learning objectives.

The objective of this research is to assess the use of discovery learning techniques in enhancing students' engagement and critical thinking abilities in Pancasila and Citizenship Education courses. Discovery learning is a teaching method that encourages students to learn on their own by observing, exploring, and verifying what they learn. The study's findings suggest that the implementation of discovery learning may enhance students' engagement in debates, facilitate inquiry, and encourage the expression of viewpoints. Also, students' critical thinking abilities became better because they could examine material, come to conclusions, and solve issues in a logical way. However, there were several problems with its use, such as not having enough time, students being at different levels of preparation, and problems with managing the classroom. With careful preparation, good time management, and a lot of help for students, these problems may be solved. The discovery learning technique has been shown to be beneficial in enhancing the quality of learning. It is also particularly useful for helping students become active, critical thinkers who can solve issues on their own.

Expository learning is a teaching strategy that emphasizes direct, systematic, and structured delivery of content from teacher to students. Although it is considered efficient in conveying factual and procedural knowledge, its effectiveness in supporting 21st-century learning demanding active participation and critical thinking is still debated. This study aims to critically examine the effectiveness of expository learning through a literature review of national journals published between 2017 and 2025. The method used is library research with a descriptive-qualitative approach and content analysis technique. The findings reveal that expository learning is effective across educational levels for conceptual material, but its weakness lies in limited student engagement. Supporting factors such as teacher competence, instructional media, and student readiness significantly influence its success. This study also finds that expository learning remains relevant when combined with interactive methods such as discussions and projects. Practically, teachers are encouraged to design more adaptive expository learning to maintain its effectiveness in today’s educational context.

This study aims to describe the implementation of mathematics learning based on the Independent Curriculum at MAN 2 Kota Padang, focusing on teacher-student interaction and the overall effectiveness of the learning process. The observation covered three main phases: introductory, core, and closing activities. A phenomenological approach was applied using both qualitative and quantitative methods. Data were collected through direct classroom observations, interviews with mathematics teachers and students, as well as analysis of teaching documents. Instruments included Yes-No questionnaires, interview guidelines, and documentation review. The findings indicate that the learning process aligns with the principles of the Independent Curriculum, as reflected in the varied instructional strategies, active student engagement, and teacher readiness in applying learning modules. The effectiveness of learning was very high, with 95.21% in grade X and 92.99% in grade XI. Challenges included limited time and lack of participation from some students. Overall, the learning process fostered an active, meaningful environment that supports character development.

This study aims to analyze the implementation of learning at SMAN 12 Padang City, especially in the preliminary activities, core activities, and closing activities carried out by mathematics teachers while the teacher is teaching in class. This study uses a qualitative descriptive approach with a descriptive design method. The research instruments used are interview guidelines, observation sheets, and documentation. Data collection techniques are carried out through interviews with subject teachers, direct observation of the learning process in class, and analysis of learning device documents such as teaching modules and semester programs. The results of the study indicate that the implementation of learning at SMAN 12 Padang City has been going quite well, marked by the implementation of learning components in accordance with the Merdeka Curriculum. Based on the results of observations, the implementation of the learning achieved a success percentage of 81.22% in grades X and XI. However, several obstacles were found such as limited time in preparing teaching devices optimally and variations in the use of learning media. This study is expected to be a material for evaluation and improvement in the management of the learning process in schools.

This study examines the teacher's efforts in fostering learning motivation in students with disabilities at SLB Samudra Terra Athena. This research uses a qualitative approach with descriptive methods, with data collection techniques through interviews, observation, and documentation during the research. The results showed that the strategies used by teachers in fostering learning motivation of students with intellectual disabilities include an individualized approach, the use of customized learning media, providing positive reinforcement, and building emotional closeness with students. These strategies are proven to increase students' engagement and interest in learning. This finding confirms the importance of teacher creativity in creating personalized and empathic learning approaches in special education.

The learning method is a systematic and orderly process carried out by teachers or educators in delivering material to their students. Through the learning method, it is expected that the teaching and learning process can run well. Thus, it is very important for an educator to know the methods in learning so that students feel more enthusiastic when participating in learning in the classroom. In addition, choosing the right method makes students not quickly feel bored or tired when participating in teaching and learning activities in the classroom. The purpose of writing this article is to find out how a teacher chooses a learning method. The method in this study is qualitative narrative, with data collected from the results of semi-structured interviews with a teacher. The results of this study indicate that there are 2 factors that a teacher can consider in choosing a learning method, namely internal and external factors. Internal factors include student characteristics, facilities and infrastructure, teacher experience and skills, and learning objectives. Then external factors include the curriculum and learning environment.

This community service activity aims to improve the ability to read the Qur'an among children in Pengkol Hamlet, Ngrami Village, through guidance and the role of the Qur'an Education Park (TPQ). The background of this research is the low ability to read the Qur'an due to limited teaching methods, lack of intensive guidance, low motivation to learn, and inadequate TPQ facilities. This research uses a qualitative approach with descriptive methods and Participatory Action Research (PAR) involving TPQ managers, teachers, and students. The results showed that children in Pengkol Hamlet generally have low Al-Qur'an reading skills, with many errors in the pronunciation of makharijul letters and incorrect application of reading laws. The presence of KDLK students in assisting teaching has made the learning process more conducive and allowed for creative activities such as competitions. Factors influencing the effectiveness of TPQ include teacher quality and competence, curriculum and learning methods, and family and community support. The main obstacle found is the large number of children (40 children) which is not proportional to the number of teachers. This community service is expected to create significant social change in improving sustainable Qur'an reading skills and strengthening religious values in the community.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.

This study aims to explore the role of harakat in assisting beginner students at Pondok Pesantren Zainul Hasan Genggong in reading and understanding Arabic texts. Learning Arabic, especially for beginners, presents its own challenges, particularly in reading texts that use the harakat system. Harakat plays a crucial role in proper pronunciation and understanding the meaning of words. This study uses a qualitative descriptive method with a case study approach, involving 1) seventh-grade students and 2) the arabic language teachers in that class. The results of the study show that harakat significantly helps students in understanding Arabic grammar, improving reading skills, and comprehending the meaning of texts. Additionally, internal factors such as physical health, as well as external factors like family conditions, also influence students' ability to read Arabic texts. Based on the findings of this study, it is recommended that the use of harakat in teaching Arabic to beginners be maintained and enhanced.  

Education is a major pillar in sustainable community development. In this digital era, information and communication technology (ICT) has changed the learning paradigm, opening up new opportunities to improve the quality of education. One of the prominent innovations is the use of E-Bookmik as a learning tool in schools. The use of E-Bookmik has great potential to improve the quality of student learning. E-Bookmik allows easier access to learning materials, provides multimedia content, and facilitates interactivity in learning. However, to ensure the success of the implementation of E-Bookmik, effective curriculum management is needed. To describe this research, the author uses a qualitative approach with a case study research type and is supported by data collection techniques through observation, interviews and documentation. After conducting research based on the approaches and types of research mentioned, as well as the theories used, it emerged that the use of E-Bookmik has been implemented well, in addition EBookmik can help facilitate access to teaching materials and make learning more interesting. And students can learn anytime and anywhere. Student learning outcomes increase in understanding and active involvement. E-Bookmik also helps teachers compile and update teaching materials more efficiently, and supports effective and sustainable learning. The use of E-Bookmik in Islamic Religious Education Subjects has great potential to improve the quality of learning. Students are more enthusiastic and understand the material quickly.

The VUCA era (volatility, uncertainty, complexity, ambiguity) requires education systems to equip young people with adaptive, creative, and resilient competencies. One strategic response to this challenge is digital entrepreneurship education. This study reviews academic literature from 2015 to 2025 to explore how digital entrepreneurship education contributes to addressing the dynamics of the VUCA era. Using a literature review approach, sources were gathered from the Scopus database and selected based on relevance. The analysis, conducted descriptively and qualitatively, identifies key findings. The results show that digital entrepreneurship education supports the development of student resilience and adaptability, offers practical experiences through digitalized and project-based learning, and fosters entrepreneurial intention. However, challenges remain, including limited integration of entrepreneurial values and digital ethics, unequal access to technology, educator readiness, and weak cross-sector collaboration. This review highlights the need for innovation in teaching approaches grounded in constructivist pedagogy, along with stronger synergy between education, industry, and technology. When guided strategically and inclusively, digital entrepreneurship education holds strong potential to prepare the next generation for an uncertain and fast-changing world.

This article explores the strategies used by early childhood teachers at TK Pelangi in managing learning activities based on children’s needs and the outcomes of training programs they have attended. The main focus is on how teachers apply training outcomes into daily classroom practice while adjusting to each child's developmental stage and individual characteristics. At TK Pelangi, teachers plan learning activities by considering each child’s interests, talents, and specific needs. In practice, they create a dynamic, enjoyable, and contextual learning environment to help children better absorb the material. Training outcomes are used as a foundation to develop more innovative methods, media, and approaches. Continuous evaluation is carried out to assess the effectiveness of the strategies. The findings show that managing learning based on children's needs and training results significantly improves the quality of teaching interactions and positively contributes to the overall development of children at TK Pelangi.  

This study describes the role of leadership in improving the quality of education through School Based Management which is applied at S MI Roudlotul Jannah Prambon with the formulation of the research problem: What is the role of leadership in improving the quality of education, What are the supporting and inhibiting factors in improving the quality of education through School Based Management . The method used is a qualitative approach with a case study approach. Data collection techniques are used by observation, interviews and documentation studies. Data analysis techniques are made by data reduction, data display and conclusion (verification) and data validity. The results of this study indicate that school principals have implemented SBM to improve the quality of education with the following activities: First, madrasah heads have planned and evaluated school programs, curriculum management and teaching and learning processes, student services, human resource management, financial management, facility management and Infrastructure and School-Community Relations. Second; the head of the madrasa plays a role as; Supervisors, Managerial and Educators thus the leadership role of the head of the madrasa at MI Roudlotul Jannah in order to improve the quality of education, has been quite well demonstrated by the graduation standards which increase every year. Third; supporting and inhibiting factors include: Supporting: Visionary Leadership, Qualified Teachers, Relevant Curriculum, Parental and Community Participation and Adequate Facilities; Barriers: Technology and Globalization Challenges, Lack of Funding Sources, Inadequate Evaluation and Monitoring, Lack of Access to Technology and Infrastructure.

This study aims to explore the role of harakat in assisting beginner students at Pondok Pesantren Zainul Hasan Genggong in reading and understanding Arabic texts. Learning Arabic, especially for beginners, presents its own challenges, particularly in reading texts that use the harakat system. Harakat plays a crucial role in proper pronunciation and understanding the meaning of words. This study uses a qualitative descriptive method with a case study approach, involving 1) seventh-grade students and 2) the arabic language teachers in that class. The results of the study show that harakat significantly helps students in understanding Arabic grammar, improving reading skills, and comprehending the meaning of texts. Additionally, internal factors such as physical health, as well as external factors like family conditions, also influence students' ability to read Arabic texts. Based on the findings of this study, it is recommended that the use of harakat in teaching Arabic to beginners be maintained and enhanced.