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Splinting training aims to improve everyone's ability to perform emergency care. The purpose of this study was to analyze the extent to which splinting training influences the ability to manage upper extremity injuries in adolescents using the splinting simulation method. This study was a quantitative study using a one-group pretest-posttest design with a sample of 40 adolescent medical students using a purposive sampling approach. Data were analyzed using the T-test. The results of this study showed that there was a significant difference in the skill level of the simulation group between pre and post (p <0.005). So it was concluded that splinting training using direct simulation can improve the ability to manage upper extremity injuries. Therefore, it is hoped that training using this simulation method can be used for all topics, learning types, and every domain; cognitive, affective, psychomotor and interpersonal.

The scientific journal writing training held at the Imam Syafi'i Islamic Boarding School in Brebes is part of a strategic effort to improve academic literacy and scientific writing skills among students and teaching staff. The background to this activity is the low ability and confidence in scientific writing, which has resulted in minimal involvement of students in academic publications, both at the local and national levels. This training activity involved 30 participants, consisting of final-year students and teachers, using an approach that integrates theory and practice in a balanced manner. The material presented included understanding the structure of scientific journal writing, citation techniques using reference applications, publication ethics, and direct practice in drafting scientific articles. The training was conducted in several intensive sessions, followed by evaluations through pre- and post-tests. The evaluation results showed a significant increase in participants' understanding, where the average score increased from 55 to 80. Not only from a cognitive perspective, participants also showed increased confidence in expressing ideas and systematically compiling scientific writing. Some participants were even able to produce article manuscripts worthy of submission to scientific journals. Although this activity faced several challenges, such as limited training time and access to the latest scientific literature, overall, the training was deemed successful in fostering a stronger academic culture within the Islamic boarding school environment. It is hoped that this training program can be continued and developed sustainably as part of a strategy to strengthen academic capacity and scientific literacy within Islamic boarding schools.

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

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.

The ability to recognize numerical symbols is a crucial aspect of cognitive development that should be stimulated from an early age. This study aims to describe the process of using the stick box learning media by a teacher in introducing numbers to children aged 5–6 years and to explore its impact on children's understanding of numbers. This research employed a qualitative approach with a narrative design, focusing on the personal experiences of a teacher as the main participant. Data were collected through observation, interviews, and documentation. Observations were conducted four times to examine the learning process and children's responses to the media, while interviews were conducted twice to explore the teacher's insights regarding children's numerical understanding before and after using the stick box. Supporting documents such as lesson plans and activity photos were also collected. Data analysis involved reduction, presentation, and verification stages to generate a systematic narrative of the learning process. The results indicate that the creative use of the stick box media significantly improved children's ability to recognize numbers in an enjoyable and interactive way. The children showed increased learning motivation and were able to identify numbers more easily without notable difficulties. In conclusion, the stick box media serves as an effective alternative tool in supporting early childhood cognitive development, particularly in introducing numbers.

Cultural diversity demands communication skills that extend beyond verbal communication and encompass an understanding of cross-cultural values, emotions, and identities. This article examines cultural communication in a pluralistic society through a psychological approach, focusing on perception, stereotypes, empathy, and cognitive openness. Cultural perception shapes how individuals interpret social reality, but often results in stereotypes that simplify the characteristics of a group, which can hinder healthy communication. On the other hand, empathy—both affective and cognitive—plays a crucial role in building emotional understanding and perspectives toward people from different cultural backgrounds. Cognitive openness strengthens the ability to accept differences, avoid quick judgments, and increase awareness of social complexity. This combination of empathy and openness is the primary foundation for building effective and inclusive intercultural communication competencies. This article emphasizes that these competencies can be developed through education, cross-cultural experiences, and psychosocial training. In the era of globalization and digitalization, cross-cultural understanding is crucial for creating a harmonious environment in educational settings, organizations, and communities. Therefore, building empathetic, open, and stereotype-free communication is key to successful interactions in a multicultural society.  

Long-distance marriages are increasingly common due to economic and work demands. This presents challenges in maintaining the commitment of married couples. This study aims to describe the nature of marriage commitment in long-distance relationships, examining it from personal, moral, and structural perspectives. Data collection techniques used in-depth interviews, observation, and documentation. The research informants were married couples in long-distance marriages. The results show that couples in long-distance marriages still have a strong commitment. The personal commitment aspect is reflected in the intensity of communication, maintained love and attraction, and is identified as a couple that is internalized in each other. The moral aspect shows from ethical awareness and cultural and religious values that strengthen responsibility towards partners. Meanwhile, structural commitment is identified through the presence of children, financial responsibility, and external obstacles that support maintaining the relationship. The psychological dynamics of couples are characterized by the ability to regulate emotions, cognitive adjustment to distance, and strong intrinsic motivation. These findings suggest that marital commitment can be maintained in long-distance marriages if supported by shared awareness, quality communication, and strong shared values.

This classroom action research aims to improve students' memory in learning the "Degree of Comparison" material by implementing the Numbered Head Together cooperative model. The study was conducted at SMAN 2 Pamekasan with 34 students of class XI-C1 as subjects. The research was carried out in two cycles consisting of planning, action, observation, and reflection. Data were collected through observation, test, and documentation. The indicators measured included two cognitive aspects, namely: (1) ability to recall comparative and superlative structures, task completion accuracy, cooperation in group work, and adherence to instructions. The results showed a significant increase in students' memory levels. At the pre-cycle stage, only 11.8% of students were in the high category, in cycle I increased to 44.1%, and in cycle II reached 73.5%. This proves that the NHT model is effective in improving students' memory and understanding of English grammar topics and is expected to develop collaborative learning.

This research is based on the condition of students who are less enthusiastic and tend to be passive during learning. Students consider social studies  to be boring and difficult, resulting in low student activeness. This low activeness affects students’ cognitive abilities. An effort that can be made is to create a fun learning atmosphere by using appropriate and interesting learning strategies, one of which is the Think Talk Write learning strategy. This strategy makes students active and more enthusiastic, so they achieve satisfying cognitive ability scores. The problem formulation in this research is how much influence the Think Talk Write strategy has on cognitive abilities, student activeness, and both in social studies subjects. This research uses a quantitative approach with a Quasy Experimental Design and a nonequivalent control group design. The sample consists of 29 students in the control class and 26 students in the experimental class. The sampling technique used is purposive sampling, with data collected through cognitive ability tests and student activeness sheets. Data analysis was performed using the Independent Sample T-Test and MANOVA. The results show that the Think Talk Write strategy influences students’ cognitive abilities and activeness, with a significance value of 0.000 < 0.05.

This research aimed to know how does puzzle game conduct in developing children cognitive in age 5 to 6 years old at TK Negeri Pembina of Sorong Regency. The result of this research indicated that there was an influence on puzzle game toward cognitive development of before and after using puzzle game. It meant that the use puzzle game can help to stimulate the childrens’ cognitive development, especially on the ability if problem solving for students in age 5 to 6 years old. For this research had function to describe the effectiveness of puzzle game ini increasing childrens’ cognitive development in age 5 to 6 years old. To collect the data, this researcy used observation sheet, interview and documentation. The result of observation sheets and interview, the research applied puzzle game to be able improve cognitive development of students class B in age 5 to 6 years old.

  This research is motivated by the importance of disaster education from an early age, particularly in disaster-prone areas such as Indonesia, and the need for innovative learning media to enhance students' preparedness. Therefore, the researcher chose documentary films as a learning medium, as they present objects, concepts, or processes in a concrete and realistic manner. Consequently, documentary films serve not only as a learning resource but also as a means for students to understand appropriate actions for disaster mitigation and adaptation.The objectives of this study are to determine the effect of documentary film as a learning medium on students' cognitive abilities, to examine the effect on students' psychomotor skills, and to assess the extent to which cognitive abilities influence psychomotor skills.The research method used is quantitative with an experimental approach. The subjects of this study were students of class XI-H at SMAN 1 Karangan, Trenggalek. The instruments used included cognitive ability tests, psychomotor project assessments, and reports. Data analysis techniques involved the use of t-tests and regression analysis, calculated using IBM SPSS Statistics 26. The results showed that the use of documentary film as a learning medium had a positive effect on students' psychomotor abilities. This is supported by the results of a simple linear regression test, which produced a significance value (Sig. 2-tailed) of 0.015 < 0.05, indicating that H₀ is rejected and H₁ is accepted.

Learning evaluation is a process of assessing the achievement of learning objectives. The research aims to determine the cognitive domain contained in the questions created by the class XII Indonesian language teacher at Al-Furqon Bantarkawung Vocational School. This research method uses qualitative methods. The data source for this research is Indonesian PSAJ questions. Data collection techniques in this research used observation, interviews, and question documents. The researcher's technical data analysis using the assessment of PSAJ questions was carried out using the cognitive domain. This cognitive domain consists of 6 levels which cover students thinking abilities from the lowest to the highest. Teachers can plan learning and determine the types of questions that suit students' abilities in analyzing Indonesian language evaluations. The cognitive domain outlines six levels of response in the thinking process, namely: The results in this study contain 6 questions, the first is knowledge, knowledge based on cognitive level indicators, the ability to name is a characteristic of category (C1), Second, comprehension, there are two questions, this question is included in comprehension, the cognitive objective of this question is the stage of understanding (C2), Third the application of data based on cognitive level indicators (C3), Fourth Analysis (analysis) the ability to explain is a characteristic of the category (C4), Fifth Synthesis: There is one data based on the question above which is included in the cognitive domain category because students are asked to combine the correct parts to make one unit (C5). The six assessments (evaluation) and one question data above are included in the category (C6), because students are asked to compare texts 1 and 2 in the analysis of Indonesian PSAJ questions.

This study aims to determine the effectiveness of teaching science material on plants as a source of life on earth through the joyful learning strategy in grade IV at SDN Poris Pelawad 5. Education plays an important role in shaping the cognitive, psychomotor, and affective abilities of students. This study employs a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The results indicate that teaching science about plants as a source of life using the joyful learning strategy can have a positive impact on students. The joyful learning strategy can be implemented as an effort to create an enjoyable and meaningful learning process in elementary schools.

Language ability is a cornerstone in early childhood development, influencing almost every aspect of life, from social interaction to cognitive skills. A rich vocabulary, the ability to understand instructions, and clear self-expression are important indicators of successful language development. Language plays a very important role in helping children build relationships with others. The process of language acquisition is not something that happens naturally without stimulus, but is highly influenced by the environment where a child grows and develops. The two main environments that play a crucial role in shaping a child's language skills are the family and the school environment.

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students’ learning outcomes by reviewing 15 national journal articles published between 2018 and 2024. The results show that PBL significantly enhances students’ abilities in cognitive, affective, and psychomotor domains, with improvements ranging from 7.1% to 83.3%. PBL encourages students to think critically, participate more actively in learning, and develop problem-solving skills through real and relevant situations. However, its implementation still faces several challenges, such as limited teacher training, inadequate facilities, and difficulties in shifting from conventional methods to this new approach. Based on the analysis, three main factors determine the success of PBL: appropriate learning design, the teacher’s ability to guide the PBL process, and the availability of supporting learning resources. The most significant positive impacts are seen among fifth-grade students and in schools located in the Java region. In conclusion, PBL is highly effective when supported by proper teacher training and adaptation to field conditions. Therefore, further teacher development programs and additional research on the long-term effects of implementing this model are strongly recommended.

This study aims to identify the numeracy ability of grade I students of Madrasah Ibtidaiyah Based on Cognitive Level. The research method used is quantitative with a descriptive approach. The population used by all students of MIN 4 Medan. Sampling from the population used the Issac Michael technique which obtained a result of 249 from the entire population. Furthermore, samples were taken using cluster sampling which was specifically for classes I, A and I B, a total of 56. The test instrument is in the form of an objective description of the "filling" and the results are in the form of scores. The data analysis in this study is a descriptive quantitative data analysis. The results showed the numeracy ability of students in class I MIN 4 Medan, namely: 1) the level of remembering for the "high" category was 37 students or 75.51%; for the "medium" category: there are 4 students or 8.16%; and the "low" category there are 8 students or 16.32%. 2) the level of understanding for the "high" category was 28 students or 57.41%; the "medium" category has 16 students or 32.65%; and the "low" category there are 5 students or 10.20%. 3) the application rate for the "high" category was 18 students or 36.73%; the "medium" category has 29 students or 59.18%; and the "low" category has 2 students or 4.08%. The implication in this study is to increase the practice of contextual questions and carry out game-based learning.

Education serves as a cornerstone in the learning process of students to enhance intelligence, develop skills, and foster moral character in advancing the nation. Islamic Religious Education and Character (Pendidikan Agama Islam dan Budi Pekerti) plays a vital role in helping students shape noble character, cultivate responsibility, and behave in accordance with the values of Islamic faith. In this modern era, the teaching of Islamic Religious Education and Character faces various challenges that hinder the learning process. Therefore, teachers have an essential role in guiding, educating, and directing students to develop their cognitive, affective, and psychomotor abilities to achieve effective learning outcomes. This study aims to: (1) identify the problems faced in the teaching of Islamic Religious Education and Character; (2) explore the efforts or roles of Islamic Religious Education teachers in addressing these problems; and (3) examine the supporting and inhibiting factors that affect the role of teachers in overcoming the challenges of teaching Islamic Religious Education and Character at SMPN 3 Kalikajar. This research employed a qualitative method with a field research approach. Data were collected through interviews, observation, and documentation techniques. The findings of the study indicate that: (1) the problems in the teaching of Islamic Religious Education and Character at SMPN 3 Kalikajar include students’ low ability in reading the Qur'an, moral degradation, limited learning time allocation, and the diversity of students’ religious understandings; (2) the efforts or roles of Islamic Religious Education teachers in overcoming these problems include the use of active, innovative, and creative learning strategies, utilization of technology and digitalization, preparation of systematic teaching modules, implementation of learning evaluations, collaboration with fellow teachers to solve unresolved issues, involvement of parents, and reinforcement of religious values through Madrasah Diniyah programs; (3) the supporting factors include the shared Islamic background among students and the availability of adequate facilities and infrastructure, while the inhibiting factors are generally insignificant and mainly technical or situational in nature.

Negative thinking represents a type of cognitive distortion that can negatively impact an individual's mental health and impede their ability to adapt effectively in daily life. This study aims to explore the effectiveness of three cognitive strategies self-talk, reframing, and thought stopping in managing such negative thoughts. Utilizing a qualitative research approach, this study conducted a literature review alongside participatory observation. Data were gathered by analyzing various academic articles, books, and journals focusing on these three techniques in the context of controlling negative thought patterns. Findings reveal that each technique offers unique benefits: self-talk helps in cultivating a more positive internal dialogue, reframing enables individuals to interpret problems from a more constructive angle, and thought stopping effectively halts the recurrence of negative thoughts through conscious intervention. These results indicate that these cognitive techniques can serve as practical psychological interventions for managing negative thinking.

This study aims to examine the significance of developing interpersonal intelligence in early childhood as a fundamental basis for supporting their social, emotional, and cognitive growth. Interpersonal intelligence which involves the ability to understand and interact effectively with others plays a vital role in forming positive relationships, promoting cooperation, and resolving conflicts in a healthy way. Through an in-depth literature review, this study explores various strategies and approaches that can be implemented to foster interpersonal intelligence from an early age, such as play based activities, group interactions, and the application of specially designed curricula. The findings show that a warm and supportive environment, interactions that are sensitive to children's needs, and opportunities to interact in meaningful social activities greatly contribute to improving children's interpersonal abilities. Therefore, this study recommends the importance of including strategies for developing interpersonal intelligence in early childhood education programs in order to form individuals who are able to interact socially and emotionally well in the future.

This research is motivated by the phenomenon of low assessments of other people towards children with special needs (ABK), because children with special needs (ABK) have differences from children in general.And requires special handling according to developmental disorders and differences that are possessed, cognitive, speech, vision, hearing, social and emotional. Parents must have the ability to handle their child's life processes more optimally. The goal of the endeavor itself is an effort or effort in order to achieve everything that is desired or desired in life,With the attitude of parents' efforts towards the behavior of children with special needs, this can be the best way for children to be well accepted in their surroundings. The method used is descriptive qualitative with data collection through observation, in-depth interviews, and questionnaires.