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This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This research primary objective is to describe the evaluation of Physical Education learning programs in inclusive elementary schools located in Purworejo Regency. The focus is on: (1) analyzing the preparation process for Physical Education learning in inclusive elementary schools, (2) analyzing the implementation process for Physical Education (PE) learning activities in inclusive elementary schools, and (3) analyzing the assessment methods for Physical Education learning in inclusive elementary schools. This research employed an evaluation research method with a Concurrent Embedded (unbalanced mixed) design. The data were analyzed by using the Countenance Stake Model. This model emphasizes two types of operations: description and judgment, distinguished three phases in the evaluation of Physical Education learning in inclusive elementary schools: (1) the antecedent stage, (2) the transaction stage, and (3) the outcomes stage. The research subjects were school supervisors, principals, Physical Education teachers, and parents of students. The data collection techniques used questionnaires, interviews, observation, and documentation. The data were analyzed by using descriptive quantitative and descriptive qualitative analysis techniques. The research findings indicate: (1) the preliminary stage (antecedent), the description of PE learning, is in the good category, because the learning objectives have been adjusted to the conditions of the students, teachers have the qualifications to be able to develop semester programs, syllabi, and lesson plans, the condition of supporting infrastructure, teachers' comprehension on learning strategies and mastery of PE learning materials; (2) the process stage (transaction), the description of PE learning, is in the good category because the implementation of PE learning is in accordance with the curriculum, using integrative thematic learning with a scientific approach and the implementation of authentic assessment; (3) the results stage (outcomes), the measurement of the results of assessments conducted by teachers covering aspects of attitude, knowledge, and skills in PE learning, is in the good category but has not been carried out comprehensively to assess input, process, and output/results.

This study aims to develop a contextual-based mathematics learning module to improve mathematical numeracy literacy among fourth-grade elementary school students, particularly on arithmetic operations. This research employed a Research and Development (R&D) design using the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were 22 fourth-grade students at SDN 2 Siryawangi. The instruments used included expert validation sheets, teacher and student response questionnaires, and numeracy literacy tests. Data were analyzed using a qualitative descriptive approach supported by the N-Gain test to measure students’ improvement after using the module. The findings indicate that the developed module meets the criteria of validity, practicality, and effectiveness. This is supported by the validation results from material and media experts, each obtaining an average score of 95%, which is categorized as highly valid. In addition, teacher responses of 75% and student responses of 88% show that the module is practical and feasible to be used in the learning process. Furthermore, the effectiveness test results, based on an N-Gain score of 84%, demonstrate a high-level improvement in numeracy literacy. Therefore, this module is feasible to be implemented as an alternative teaching material for contextual learning in elementary schools.

Sentiment analysis of guest reviews is a crucial aspect in improving the quality of hotel services. This study aims to analyze the sentiment of guest reviews regarding the services of Grand Diamond Hotel Yogyakarta using a machine learning approach with the Support Vector Machine (SVM) algorithm. SVM was chosen because it can handle high-dimensional data such as text and is capable of forming an optimal separating hyperplane between sentiment classes. The research data was obtained through web scraping from Traveloka, yielding 1,119 reviews, which were processed through preprocessing, translation, and sentiment labeling using the TextBlob library. After TF-IDF weighting, the data was divided into 80% for training and 20% for testing. The linear kernel SVM model achieved 80% accuracy in classifying the reviews into positive, negative, and neutral categories. The results of this study were implemented in a web-based application equipped with data visualization and model evaluation features, allowing hotel management to efficiently monitor and analyze guest sentiment and support data-driven service quality improvement.

In this study, an interactive learning medium was developed to practice German A1-level vocabulary with the theme “Freizeit”, based on a website created using Genially. This research is classified as development research, in which the development process of the learning medium employed the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The study was conducted in the German Language Education Study Program at Universitas Negeri Medan. The research data consisted of vocabulary on the theme “Freizeit”, taken from the Netzwerk textbook and other online sources. The research subjects were second-semester students of the 2024 cohort. The instruments used included questionnaires, pretest and posttest, expert validation sheets, and documentation. The results of the validation from media experts and material experts indicated that the medium was suitable for use in learning, with scores of 92% and 89%, respectively. The trial conducted with students showed a positive response with an average score of 91%. The students’ average pretest score was 58.3, which increased to 84.7 in the posttest. Statistical tests revealed that the calculated t-value (12.45) was greater than the critical t-table value (2.045), indicating a significant difference between the pretest and posttest results. Thus, the use of the Genially interactive learning medium proved effective in improving German A1 vocabulary mastery and was able to create a more engaging and interactive learning atmosphere while supporting independent learning.

This study aims to determine the effect of the combined learning model of Problem Solving with Numbered Head Together (NHT) on the character of mutual cooperation and critical reasoning abilities of fourth-grade students of SD Negeri Kanigoro 03. This type of research uses a quantitative approach with a Posttest Only Non-Equivalent Control Group Design. The research subjects consisted of two classes, namely class IV A as the experimental group and class IV B as the control group, each consisting of 23 students. The research instruments included an observation sheet of mutual cooperation character and a critical reasoning ability test. Data analysis was carried out through normality, homogeneity, and t-test using SPSS with a significance level of 5%. The results showed that the data were normally distributed and homogeneous. The t-test produced a calculated t value of 2.940 > t table 2.015 with a significance of 0.019 for the character of mutual cooperation and a calculated t value of 2.343 > t table 2.015 with a significance of 0.024 for critical reasoning abilities. These results demonstrate that the combined Problem Solving and NHT models significantly enhance students' mutual cooperation and critical reasoning skills. Therefore, implementing this model effectively develops students' cognitive competencies and character, aligned with the Pancasila student profile.

The era of globalization is an era of quality competition, where only thosebwith high competence will be able to compete in the free market. Therefore, developing high-quality human resources is something that cannot be compromised. Education that supports development in this era is education that can foster students’ potential’ enabling them toface and overcome life’s challenges. Thus, in the learning process, teachers should not only serve as models or sources of knowledge but also act as learning managers. As learning managers, teachers play an important role in creating a learning environment that allows students to learn confortably and effectively. Based on observations at SMA Negeri 2 Taniwel, it was found that students in class X-2 have low learning outcomes in sociology. The writer’s observation in class indicated that sociology learning was dominated by lecture methods, resulting in students being less active during the learning process. According to research conducted by Al Muchtar (1991), learning in social studies education does not sufficiently simulate students to be actively involved in the learning process. Furthermore, the teaching and learning process of social studies carried out bye teachers has not been able to faster a learning culture among students, wich in turn significantly affects their learning achievement and outcomes. To support active learning strategies, teachers can apply various relevant learning models. Therefore, the learning process will become more varied, innovative, and constructive, creating interaction between teachers and students, among students themselves, and between students and other learning resources.

The Teaching Campus Program provides students with direct experience in collaborating with teachers and principals to improve the quality of learning, particularly in literacy, numeracy, and technology adaptation. This study aims to evaluate the implementation of the Teaching Campus Program Batch 8 among students of the Faculty of Engineering, Padang State University (FT UNP). This study uses a program evaluation research type with a quantitative approach. The research population consisted of 35 students, all of whom were sampled using total sampling technique. The research variable was the evaluation of the implementation of the Campus Teaching Program based on the CIPP (Context, Input, Process, Product) evaluation model. Based on the results of the study, the evaluation of the implementation of the Campus Teaching Program among FT UNP students was overall “Fairly Good”. This provides learning experiences outside the campus and improves student skills. However, efforts to improve the quality of each evaluation dimension, especially in terms of student placement relevant to their study programs, clarity of guidelines, and preparatory curriculum, are necessary to achieve the “Very Good” category and maximize the program's contribution.

Bullying is a form of social violence that can hinder children’s psychological and social development, especially in orphanage settings where residents come from diverse backgrounds. This study aims to develop and implement an educational information system based on an interactive e-module as a learning medium to prevent bullying at Mizan Amanah Orphanage Surakarta. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase involved observation and interviews to identify the forms and causes of bullying within the orphanage. The e-module was designed with an educational approach focusing on empathy, positive communication, and conflict resolution. The implementation results show that the anti-bullying e-module effectively improves students' understanding of bullying and fosters positive behavioral changes. This educational information system is considered effective as a digital learning medium that promotes a safe, harmonious, and bullying-free environment within the orphanage.

This study explores the function of the scientific approach and learning assessment as elements that strengthen the quality of education through a structured literature review. The review of various sources shows that the continuous application of the scientific method has a positive effect on improving students’ critical thinking, creativity, learning independence, and character development. Findings from several studies over the past decade support the effectiveness of implementing the scientific method at various educational levels, despite challenges such as limited time and learning resources. In addition, comprehensive learning evaluation not only measures final outcomes but also considers context, input, and process (CIPP model), thereby enhancing the relevance of learning objectives and student motivation. The literature review also highlights the importance of guidance and counseling (GC) as an integrative component that supports students’ academic, social, personal, and character development at both primary and secondary education levels. However, some studies identify challenges in implementation, such as students’ low reading interest and the dominant role of teachers, which can be addressed through STEM-based and blended learning models. Overall, the integration of GC with learning evaluation has the potential to realize holistic education that balances intellectual, emotional, social, moral, and spiritual intelligence, while preparing students to contribute effectively to society and the future workforce. These findings encourage the development of educational policies and learning practices that are more process-oriented, context-based, and focused on the holistic development of student competencies.

The moral crisis affecting adolescents in the modern era poses a serious challenge to the world of education, particularly Islamic Religious Education (PAI). Phenomena such as declining morals, deviant behavior, and low moral awareness demonstrate the need for strategic efforts in developing adolescent character. This article aims to examine various PAI strategies in addressing the adolescent moral crisis, including strengthening religious values, implementing interactive and participatory learning methods, teacher role models (uswah hasanah), utilizing social media as a means of moral education, collaboration between schools and parents, and developing religious-based extracurricular activities. Through the implementation of these strategies, it is hoped that PAI learning can be more effective in instilling moral and spiritual values ​​in adolescents, thereby forming a generation with Islamic character, noble morals, and capable of facing the moral challenges of the digital era.

The rapid growth of social media has yielded vast digital traces with high potential for improving corporate forensic auditing. Their utilization, however, lags behind through technological reliability, privacy, and adherence to the law. The aim of this study is to explore effective utilization of social media digital traces in forensic auditing and develop a functional framework that lags neither behind through technological efficiency nor adherence to the law and ethics. A mixed-method design was utilized, combining quantitative machine learning analysis with qualitative document analysis and semi-structured interview insight. Quantitative data drawn from social media digital traces were processed using Random Forest algorithm with SMOTE for class balancing, while qualitative data were processed using thematic analysis. The results indicated high model performance with 91.3% accuracy and AUC-ROC of 0.94, together with three emergent themes: digital integration, ethics and privacy, and regulation and legality. The results demonstrate that digital footprints may serve as an effective early and reliable indicator for fraud detection, provided they are accompanied by clear regulatory and ethical frameworks. Its principal contribution lies in the development of an operational model that combines machine learning with legal and ethical perspectives, a new strategy which matures methodological refinement and practical application in today's forensic auditing.

This article traces the evolution of modern public administration from Weberian rational bureaucracy to contemporary ideas of adaptive bureaucracy. We synthesize four classic books and eleven peer‑reviewed journal articles to map paradigm shifts from traditional bureaucracy to New Public Management (NPM), New Public Governance (NPG), digital‑era governance, complexity leadership, collaborative governance, and organizational resilience. Using an integrative literature review, we (1) compare core design logics (structure, coordination, decision rights, and accountability) across paradigms; (2) distill a five‑pillar conceptual model of adaptive bureaucracy—ambidextrous structure, agile learning processes, networked/collaborative governance, data‑driven/digital capabilities, and resilience/risk governance; and (3) advance actionable propositions for reform. We argue that adaptive bureaucracy reconciles rule‑bound reliability with continuous adaptation by coupling Weberian legality and due process with exploration, co‑creation, and digital enablement. The model clarifies how public organizations can meet volatility and complexity without sacrificing legitimacy. Implications include redesigning roles and incentives for exploration–exploitation balance, codifying agile yet auditable routines, scaling collaborative platforms, and investing in socio‑technical data infrastructure and resilience exercises. The article contributes a structured bridge between classic administrative rationality and contemporary adaptive governance suitable for volatile, uncertain, complex, and ambiguous (VUCA) contexts.

The doctrine of Sola Scriptura, which positions Scripture as the supreme authority in matters of faith and practice, has been a foundational pillar for Protestant Christianity. However, its application within the dynamic context of modern Christian Religious Education (CRE) faces significant challenges that necessitate a critical evaluation. This study employs a qualitative research method with a descriptive-analytical approach to comprehensively investigate the interplay between this theological principle and contemporary educational praxis. The research is conducted by systematically gathering and analyzing a wide range of textual sources, including seminal theological works on Sola Scriptura, current CRE curricula, relevant scholarly articles, and educational policy documents. The analysis describes the core tenets of the principle as historically understood, followed by an examination of its practical implementation in educational settings. The study identifies and elucidates key challenges, such as the rise of historical-critical biblical interpretation, increasing religious pluralism, the pervasive influence of secularism, and the pedagogical shift towards student-centered learning models that prioritize personal experience. The findings reveal a critical tension between the exclusive truth claims inherent in Sola Scriptura and the inclusive, relativistic environment of the modern world. The study concludes that for CRE to remain relevant and effective, it must develop thoughtful pedagogical strategies that faithfully uphold the authority of Scripture while simultaneously engaging with these contemporary challenges. This necessitates a move beyond a mere transmission of doctrine towards fostering a critical and reflective faith among learners, enabling them to navigate the complexities of the modern age.

The development of information technology and digitalization has transformed almost all aspects of human life, including the world of education. The era of the Industrial Revolution 4.0 to Society 5.0 has given rise to new demands on the education system, including in the field of Islamic Religious Education (PAI). In PAI learning can no longer be maintained with a traditional approach that only focuses on lectures and memorization. Along with technological developments and changing demands of the times, especially the era of Society 5.0, PAI learning faces new challenges that require innovation and adaptation in learning approaches. Within this framework, the deep learning approach or in-depth learning is one strategy that can improve the quality of learning (Suwandi et al., 2024) including in the field of Islamic Religious Education (PAI). This study aims to describe the basic concepts and principles of deep learning in PAI learning, describe the transformation of PAI learning based on deep learning, describe the benefits, opportunities, and challenges faced in implementing deep learning in PAI learning and describe a PAI learning model based on deep learning that can improve students' 21st-century competencies without eliminating Islamic spiritual values. This study employed a library research method to analyze and understand the transformation of deep learning-based Islamic education in the digital era, based on relevant literature sources. The study results indicate that the Deep Learning Approach to Islamic Religious Education (PAI) offers significant potential as a learning innovation relevant to the digital age. With a model that incorporates mindful, meaningful, and joyful learning, Islamic Religious Education (PAI) can be a lesson that is not boring but transformative, developing students' intellectual and spiritual well-being. Successful implementation depends heavily on teacher preparedness, a flexible and relevant curriculum, technological support, and a school culture that encourages active participation and reflection.

This study aimed to analyze the application of Sinclair and Coulthard’s verbal and nonverbal model in teaching descriptive text to 11th-grade students. Using a qualitative descriptive approach, this research was conducted through Classroom Discourse Analysis based on a recorded English teaching session at MAS Darul Azhariyun. The data consisted of the teacher’s and students’ verbal and nonverbal interactions, transcribed and categorized according to Sinclair and Coulthard’s (1975) framework, including exchange, move, and act. The findings revealed that the classroom interaction was predominantly teacher-centered, structured through the Initiation–Response–Feedback (IRF) sequence. However, despite the teacher’s dominant role, interactive moments occurred through group discussions, presentations, and questioning sessions that encouraged student participation. Nonverbal communication such as gestures, facial expressions, and tone were found to reinforce meaning, support comprehension, and maintain engagement. The study identified that while students’ responses were often short, the teacher’s scaffolding and feedback effectively maintained communicative flow and ensured lesson coherence. These findings suggest that the integration of verbal and nonverbal discourse based on Sinclair and Coulthard’s model contributes to clearer instructional structure, improved classroom interaction, and increased student attentiveness. It also highlights the potential of discourse analysis as a reflective tool for teachers to evaluate communication strategies and promote more interactive, meaningful language learning environments.

This study aims to develop, validate, and test the effectiveness of a scaffolding-based e-module integrated with educational games on the topic of market equilibrium to improve students’ problem-solving skills in economics learning. The research utilized the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 72 students from SMA Negeri 1 Kelapa participated in the study, divided into experimental and control groups. Data were collected through validation questionnaires, pre-tests, and post-tests. The results showed that the e-module obtained a very high level of feasibility, with average validation scores of 3.86 from material experts, 3.88 from media experts, 3.95 from teachers, and 3.49 from students, indicating that the product met the quality criteria for instructional media. Furthermore, effectiveness testing revealed that students in the experimental class achieved an N-Gain score of 0.56, categorized as moderate, which was significantly higher than the control class score of 0.30. These results suggest that the scaffolding-based e-module integrated with educational games is both feasible and effective in enhancing students’ problem-solving skills and learning engagement in economics education.

This study aims to determine the feasibility, practicality, and effectiveness of Electronic LKPD Supporting on PjBL on  in improving creative thinking skills and environmental literacy of students at SMAN 1 Tarakan. This type of research is research and development (Research and Development) with the ADDIE model (analyze, design, development, implement, evaluate). The analyze stage includes initial analysis, competency analysis, constructional analysis, and content analysis. The design stage includes compiling an electronic LKPD outline and designing learning content in the LKPD. The development stage includes developing data collection instruments. The data collection instruments in this study were a feasibility sheet for expert lecturers, a practicality sheet for biology teachers, a student readability sheet, and pretest and posttest questions for creative thinking skills and environmental literacy. This instrument was developed based on the review of the supervisor, assessment of expert lecturers, biology teachers, and trials on students. The implement stage includes the application of electronic LKPD that has been developed on class X students of SMAN 1 Tarakan. The experimental design used is the pretest-posttest control group design. The evaluate stage includes the form of evaluation carried out at each stage of ADDIE. The data analysis technique uses the manova test. The results of the study show: (1) The electronic LKPD supporting PjBL that was developed meets the criteria of being very valid for use in learning activities with an average value according to media experts of 3.55, material experts of 3.89 and learning experts of 3.96. (2) Practicality with a very practical category for use based on the results of student and teacher responses. (3) Effectiveness based on the Multivariate Analysis of Variance test with a significance level of 5% shows that there is an influence on students' creative thinking skills and environmental literacy after treatment using electronic LKPD supporting PjBL.

This study aims to explore the use of classroom talk in Indonesian EFL classrooms, specifically when teaching descriptive texts. Utilizing Sinclair & Coulthard's (1975) discourse analysis theory, the study focuses on the Initiation-Response-Feedback (IRF) model, which offers a framework for analyzing classroom interactions. By applying this model, classroom discourse can be broken down into a hierarchical structure that includes Exchanges, Moves, and Acts. This structure allows for a detailed examination of teacher-student communication, making its subtle nuances more explicit and accessible for analysis. The IRF model is widely recognized for its applicability and effectiveness in identifying the functional roles of utterances in classroom talk. One key observation from this study is that teacher-led initiation and questioning often dominate the discourse, with students primarily responding to the teacher’s prompts. The study suggests that the implications of the IRF model can help teachers reflect on their communication patterns and improve their teaching methods. By transforming teacher-centered scaffolding into a more student-centered approach, teachers can foster more effective interactions that enhance student engagement and learning. The study also highlights the importance of using the IRF model as a diagnostic tool for improving classroom communication practices and encouraging more dynamic and student-oriented teaching methods.

This study employs the 4-D development model (Define, Design, Develop, and Disseminate) adapted from Thiagarajan et al. (1974) to develop a Digital Storytelling medium using Canva for the topic “Family” in Senior High School (SMA/MA). A needs analysis was conducted in the Define phase, revealing that students experienced difficulties in listening and speaking. In the Design phase, a context-based story medium with illustrations, texts, and German audio narration was created. During the Develop phase, the product was validated by two experts. A German language instructor reviewed the material and deemed it suitable for use without revisions. The material validation results showed that the medium is usable without revision, as the material was rated clear, systematic, complete, engaging, and easy to understand. The material expert’s evaluation covered five categories, resulting in a total material score of 95. A media expert evaluated the medium along with audio and video content. The media expert’s assessment included ten categories, resulting in a total media score of 95. Meanwhile, data validation indicated that the medium can be further used with minor revisions, such as enhancing visual elements to make it more dynamic and adjusting audio quality to improve listening comfort. The results of this study show that the development process of the Digital Storytelling medium using Canva for the “Family” topic in Senior High School successfully produced an engaging and communicative product that matches the characteristics of beginner German language learners. This medium contains a story on the theme “Family,” complemented by illustrations, texts, and audio content. The developed video has been uploaded to the YouTube platform to facilitate access for teachers and students.