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Elementary education is the fundamental stage in shaping students’ character, attitudes, and learning motivation. Learning interest plays a vital role in determining students’ success in understanding and mastering the lessons. However, differences in background, abilities, and learning styles often cause significant variations in students’ interest. Therefore, it is necessary to apply an analytical method that can group students based on their level of learning interest so that teachers can provide appropriate learning strategies. This study aims to implement the K-Means Clustering algorithm to identify the learning interest of students at Sekolah Dasar Negeri Puu Naga. The research method used is a quantitative approach with data collected through questionnaires consisting of several indicators of learning interest, such as perseverance in completing assignments, enthusiasm during lessons, attention to teacher explanations, and participation in class activities. The collected data were then analyzed using the K-Means algorithm to form several clusters of learning interest. The data processing stages included determining the number of clusters, selecting the initial centroid, calculating the distance of data to the centroid, grouping data, and iterating until a stable clustering result was achieved. The results of the study show that the K-Means algorithm successfully grouped students into three main categories, namely high, medium, and low learning interest. Students in the high-interest group consistently demonstrated active learning behavior and strong intrinsic motivation, while those in the medium group showed fluctuating interest influenced by external factors such as the learning environment and teaching methods. Meanwhile, students in the low-interest group displayed a lack of attention and motivation, thus requiring special interventions. These findings provide valuable insights for the school, especially teachers, in designing adaptive and personalized teaching strategies. In conclusion, the application of the K-Means algorithm is proven effective as an analytical tool to identify students’ learning interest.

This study aims to explore the implementation of the Resource-Based Learning (RBL) model in enhancing the critical thinking skills of tenth-grade students in Islamic Religious Education (PAI) at SMA Negeri 1 Sangatta Selatan. It also examines the factors that support or hinder the use of the RBL model among these students. A qualitative approach was used, with field research as the research type. Data sources included both primary and secondary materials. Informants consisted of Islamic Religious Education teachers and tenth-grade students. Data collection methods involved observation, interviews, and document analysis, and the data were analyzed descriptively. The findings reveal that the RBL model enables students to analyze information critically, engage more actively and reflectively with the material, enhance their logical thinking, deepen understanding, and develop the ability to find and evaluate appropriate solutions. Supporting factors for the model’s success include the availability of diverse learning resources, engaging teaching methods, teacher support as facilitators, and effective group collaboration and discussion. On the other hand, limited active participation from some students was identified as a barrier. Overall, the application of the RBL model significantly improved students’ critical thinking skills compared to traditional teaching methods. This was evidenced by an increase in the average critical thinking test scores in the experimental group. Therefore, the RBL model proves to be an effective alternative strategy for enhancing both the quality and outcomes of Islamic Religious Education at the high school level. Moreover, students showed greater engagement, improved collaboration skills, and increased independence in accessing and utilizing learning materials. These results highlight the effectiveness of the RBL model in fostering critical thinking and meaningful learning experiences in PAI subjects.

The Children’s Reading and Learning Corner program is a community service activity implemented by Group 7 of the Community Service Program (KKN) from Universitas 17 Agustus 1945 Jakarta in Kalibaru Subdistrict, North Jakarta. This program was designed to address the challenge of low reading interest and the limited access to learning facilities among children in the local community. The main target of the activity was children aged 5–8 years, with the objective of increasing reading interest, strengthening basic cognitive skills, and fostering positive learning habits from an early age. The program was carried out through interactive learning methods with a thematic approach, combined with group discussions, question-and-answer sessions, shared reading, and simple practices that encouraged active participation. The learning materials covered Basic Mathematics, Indonesian Language, and General Knowledge, all adjusted to the children’s comprehension levels. In addition, a coloring competition was held to foster creativity, train fine motor skills, and create a fun and engaging learning atmosphere. Evaluation results indicated a significant improvement in children’s enthusiasm for learning, better understanding of the provided materials, and more active involvement during the sessions. The children also demonstrated increased self-confidence, particularly when asked to read aloud or answer questions in front of their peers. Furthermore, the provision of a bookshelf in the community hall became a strategic step to establish a sustainable reading space that could be used outside of program hours. Overall, the program successfully achieved its intended goals and is considered feasible to be expanded to other areas. Additional support in the form of a wider collection of books, more creative learning media, and consistent community involvement will be key factors in ensuring the sustainability and long-term impact of the program.

This study examines the effectiveness of education and training programs in improving employee performance and identifies the factors influencing training outcomes at the Personnel and Human Resources Development Agency (BKPSDM) of Southwest Papua Province. A qualitative descriptive approach was employed, utilizing interviews, observations, and documentation, with key informants including the Head of BKPSDM. Data were analyzed using the interactive model of Miles et al. (2014), encompassing data condensation, data display, and conclusion drawing. Findings reveal that education and training programs at BKPSDM significantly enhanced employee performance, as evidenced by improved timeliness in task completion, increased knowledge, skills, and expertise, and notable positive changes in employee behavior and attitudes. Training outcomes were also reflected in improved workplace discipline and greater responsibility among civil servants. Evaluation of program effectiveness employed five levels: participant reaction, learning achievement, behavioral change, organizational impact, and cost-effectiveness, all of which indicated favorable results. Factors influencing training effectiveness included the relevance of training materials to employee roles, appropriate scheduling that minimized work disruption, the use of clear and supportive training methods, and the competence of instructors in delivering material effectively. These findings demonstrate that well-planned and well-delivered training programs can strengthen the capacity and professionalism of civil servants, enabling them to better fulfill governmental and developmental responsibilities while supporting overall organizational performance improvement. In addition, the study highlights the importance of continuous monitoring and feedback throughout the training process to ensure sustained improvements in employee performance. It suggests that the involvement of employees in the design and planning stages of training programs can enhance the relevance and applicability of the content, fostering greater engagement and retention of knowledge.

This study aims to describe in depth the role of guidance and counseling (BK) in improving the effectiveness of consultation and collaboration services at SMA Negeri 3 Tasikmalaya City. Consultation and collaboration services are an integral component of the BK program that focuses on professional interactions between BK teachers and various related parties, such as subject teachers, homeroom teachers, parents, and other stakeholders who are concerned about student development. Through these services, BK teachers help students overcome personal, social, and academic problems holistically. This study used a qualitative approach with descriptive methods. Data were collected through in-depth interviews, participant observation, and documentation analysis to obtain a comprehensive picture of the consultation and collaboration practices implemented. The data analysis process was carried out thematically to identify interaction patterns, forms of collaboration, and supporting and inhibiting factors in the implementation of services. The results show that BK teachers at SMA Negeri 3 Tasikmalaya City play an active role as a communication liaison between students, teachers, and parents, as well as mediators in solving problems faced by students. Effective collaboration between BK teachers and all related parties contributes to the creation of a conducive, inclusive, and responsive learning environment to students' needs. Consultation services implemented in a planned, continuous, and data-driven manner can provide a better understanding of student problems and offer appropriate and applicable alternative solutions. These findings confirm that guidance and counseling play a strategic role in supporting educational success in schools. The implementation of effective consultation and collaboration services not only positively impacts student problem-solving but also strengthens synergy between educational elements in building a supportive school climate oriented toward student well-being.

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.

Literacy is one of the key factors that hinders the development of human resources. To improve the quality of human resources, it is essential to focus on eliminating illiteracy within the population. One of the primary goals of this outreach activity is to enhance the literacy skills of the local community in Sitanggal Village, located in Larangan District, Brebes Regency, Central Java. The residents of Sitanggal Village primarily rely on farming and entrepreneurship for their income. However, due to the village's isolated location, difficult access, and low economic status, many residents face challenges in accessing proper education. As a result, the illiteracy rate in this area is relatively high, further exacerbating the cycle of poverty. To address this issue, a collaboration has been established with the Community Learning Activity Center (PKBM) Danawangsa Sitanggal, which has facilitated the eradication of illiteracy within the community. The literacy skills of the participants were assessed both before and after the program implementation using pre-tests and post-tests. The participants, aged between 35 and 59 years, totaled 50 individuals. The program was conducted in three stages: reading, writing, and arithmetic. Each stage was structured around specially designed teaching modules, employing engaging and interactive methods to ensure the participants' active involvement. The results of the program were highly encouraging. The participants' reading skills improved significantly, rising from 10% to 64%. Their writing skills saw a notable increase from 40% to 82%, and their counting skills improved drastically from 80% to 100%. These improvements highlight the success of the program and demonstrate the positive impact that literacy education can have on enhancing the overall quality of life for individuals in marginalized communities.

This study aims to find out the role of the El-Diina Sukabumi Play Group (KB) in improving the quality of early childhood education. The background of this research is based on the importance of early childhood education institutions as the main foundation in shaping children's character and basic abilities, especially in the midst of increasing demands on the quality of national education. Quality early childhood education is one of the important factors in supporting children's optimal growth and development from an early age, both from cognitive and emotional aspects. This study uses a descriptive qualitative approach with observation techniques, in-depth interviews, and documentation as the main methods in data collection. The research subjects included school principals, teachers, and parents of students at KB El-Diina Sukabumi who were selected purposively in accordance with the research objectives. The results of the study show that KB El-Diina has implemented various strategies in improving the quality of educational services, including the implementation of a character-based curriculum, regular teacher training, active involvement of parents in the learning process, and the creation of a safe, comfortable, and fun learning environment for children. In addition, the use of learning methods that are in accordance with the child's developmental stage is also one of the success factors of the institution in improving the quality of education. The findings show that these efforts have a positive impact on children's cognitive, social, emotional, and motor development. Children look more confident, independent, and active in daily learning activities in the classroom and outdoors. The implications of this study emphasize the importance of professional, sustainable, and adaptive management of family planning institutions to the needs of children's development. This is the foundation for creating quality, relevant, and holistic child development early childhood education services.

This study aims to analyze the correlation between learning models and student achievement at SMA Negeri 1 Kuala by applying the Apriori algorithm in data mining, using Rapid Miner software as the primary tool for analysis. The research is motivated by the shift in educational approaches from conventional teacher-centered methods toward more innovative strategies such as project-based learning and cooperative learning, which are expected to foster higher levels of student engagement and improve academic outcomes. In many schools, particularly at the secondary level, the choice of learning model, availability of facilities, and attendance rates are crucial factors that shape learning effectiveness and student performance. The data collected in this study include student grades, the types of learning models implemented, school facility conditions, and attendance rates for the 2023/2024 academic year, covering a total of 680 students. The Apriori algorithm was employed to discover hidden patterns and associations among these variables, enabling the identification of relationships between learning factors and academic achievement. By applying Rapid Miner software, the research systematically generated association rules that reflect meaningful correlations in the dataset. The results indicated that the use of the Indonesian language subject in combination with a cooperative learning model, adequate and complete school facilities, and good student attendance was strongly associated with the attainment of an A grade. This finding was supported by a support level of 53.33% and a confidence level of 100%, suggesting a robust and reliable relationship between these factors. The implementation of data mining techniques through Rapid Miner not only allowed for efficient data processing but also provided practical recommendations for educators and school administrators in designing effective instructional strategies.

Digital transformation in the world of education is a strategic step to improve efficiency and quality of services, including in terms of attendance recording. This study aims to examine the change in the manual attendance system to digital in an effort to improve the quality of learning documentation at PPTQ Al Huda. The method used is a descriptive qualitative approach with data collection techniques through distributing questionnaires to teachers and academic staff. The results of the study indicate that the implementation of digital attendance has been significantly beneficial for the majority of respondents. This system is considered more practical, accurate, and efficient than manual methods. Digital attendance not only makes it easier to record student attendance, but also strengthens transparency, accountability, and supports data-based decision making. In addition, this system plays a role in improving student discipline and responsibility. Digital attendance has also been proven to reduce the practice of asking for attendance, minimize recording errors, and facilitate real-time data access by Islamic boarding school administrators. Ease of use and convenience of the system are also supporting factors for successful implementation. Moreover, the adoption of digital attendance encourages the development of a technology-based culture within the institution. It fosters digital literacy among educators and students, enhancing their adaptability to technology in daily academic routines. This transformation aligns with the broader educational goal of integrating technology to create a modern, effective, and sustainable learning environment. Therefore, the shift to a digital attendance system is not only a technical innovation but also a reflection of institutional commitment to continuous improvement and educational excellence. This innovation proves to be a relevant and strategic solution for strengthening educational administration in Islamic boarding schools.

Creativity is the fundamental trait a teacher has to have.  Creative teachers can be recognized by their capacity to use several approaches and modify instructional methods to fit other learning environments.  This study intends to investigate the imaginative techniques used by Islamic Religious Education (PAI) teachers to inspire students' enthusiasm in memorizing short surahs at the elementary school level, also to know the supporting factors of it.  To capture the lived experiences of participants, a qualitative research design using a phenomenological method was applied.  In-depth interviews with Islamic Religious Education teachers, three students, and two parents yielded primary data.  These interviews aimed to collect ideas on the teachers' inventiveness in creating interesting memorizing exercises, their strategies for inspiring pupils, and the obstacles they face. The results show that students' motivation is much improved by the regular application of the muraja'ah (revision) technique in weekly memorization exercises.  Encouraging students' desire to memorize brief surahs was the inventiveness of PAI teachers.  The study also emphasizes, therefore, that the effectiveness of these memorization exercises at SDN Gulun 3 is significantly influenced by parental support and good rivalry among students.  These elements working together produce a synergistic environment that motivates pupils to be more dedicated and eager in learning brief surahs. Keywords: Creativity, Islamic Religious Education (PAI), Muraja’ah Method.

This study aims to describe the strengthening of Muslim personality values through thematic learning at Bahrul Maghfiroh Kindergarten, Malang City. The background of this research departs from the importance of character education from an early age, especially in shaping Muslim personalities that reflect Islamic values. The research method used is a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The subjects of the study include principals, classroom teachers, and students. The results of the study show that strengthening Muslim personality values is carried out through three main strategies: (1) the integration of Islamic values such as honesty, responsibility, discipline, and care in the thematic Learning Implementation Plan (RPP); (2) the habit of daily worship such as dhuha prayers, recitals of the Qur'an, and joint prayers; and (3) the implementation of collaborative learning that emphasizes cooperation and empathy between students. Quantitative data showed that 85% of students experienced an increase in discipline, 78% an increase in honesty, and an 82% increase in social awareness. Supporting factors for the success of strengthening these values include the commitment of teachers in implementing Islamic values and religious culture that have been embedded in the school environment. The obstacles faced include limited learning time and lack of teacher training in the development of value-based thematic methods. This study concludes that thematic learning is effective in shaping early childhood Muslim personality holistically and contextually.

This study is motivated by the need for an Islamic education model that can integrate religious values and intellectual intelligence amid the challenges of globalization and modernization in education. The pesantren system has excelled in shaping religious character through the instillation of values, role models, and spiritual life, while modern schools excel in developing critical thinking, scientific literacy, and adaptive skills in technology. This study aims to identify the main elements of religious and intellectual education, analyze the opportunities for synthesis between the two, and evaluate the supporting factors and obstacles in their application in the context of Indonesian education. The research method used was library research with a descriptive qualitative approach through content analysis of various scientific sources, journals, books, and educational policy documents from 2020 to 2025. The results of the study show that the synthesis of Islamic boarding schools and modern schools can be realized through the integration of curriculum, learning methods, and institutional culture that balances the spiritual and intellectual dimensions of students. This integrative education model emphasizes the importance of teachers with dual competencies, institutional management support, and adaptive curriculum policies. The implications of this study are theoretical and practical: theoretically, it enriches the concept of holistic Islamic character education, while practically, it provides direction for Islamic educational institutions to develop learning models that produce graduates who are faithful, knowledgeable, and have noble character.

Background: Anxiety before childbirth is a psychological disorder often experienced by pregnant women, especially in the third trimester of pregnancy. Fear of pain, worry about the condition of the fetus, and uncertainty about the delivery process are the main triggering factors. If not handled properly, this anxiety can have serious consequences, such as increased stress hormones (cortisol), sleep disorders, high blood pressure, and even labor complications. Therefore, interventions are needed that not only focus on physical aspects, but also support mental and emotional balance. Objective: The purpose of this activity is to provide education and practical training to pregnant women on anxiety management before childbirth through the application of complementary therapies, and to evaluate the effectiveness of this approach in increasing the readiness and calmness of participants. Method: The activity was carried out at PMB Lismarini, Tulungagung, involving 20 pregnant women in their third trimester. Education was carried out interactively using visual media and group discussions. Next, participants participated in the practice of three types of complementary therapies: (1) deep breathing relaxation with diaphragmatic breathing techniques, (2) aromatherapy using lavender as a relaxation agent, and (3) classical music with a slow rhythm played during the session. Results: This activity showed positive results. Eighty-five percent of participants experienced an increase in knowledge scores after the educational session, and 60% showed a significant decrease in anxiety levels based on questionnaire results. Most participants also reported feeling calmer, more prepared, and more confident in facing childbirth. The satisfaction rate with the activity reached 90%, indicating that the methods implemented were well-received by participants. Conclusion: Complementary therapy combined with education is effective in helping pregnant women manage anxiety before childbirth. This activity emphasizes the importance of a holistic approach to antenatal care.

This study aims to analyze the influence of the school environment and family environment on the learning interest of 8th-grade students at SMPN 1 Pangkalanbaru. Learning interest plays a crucial role in shaping students' academic performance and motivation. A conducive environment, both at school and at home, is believed to significantly contribute to the development of students' enthusiasm for learning. This research employed a quantitative method with a descriptive approach and utilized multiple regression analysis techniques to test the hypotheses. Data were collected through structured questionnaires distributed to 149 students from the 8th grade. The findings indicate that both the school and family environments have a positive and significant impact on students' interest in learning. The school environment's influence was confirmed by a simple linear regression coefficient of 0.229, while the family environment showed a stronger effect with a regression coefficient of 0.355. When tested simultaneously, both variables contributed to a combined effect on students' learning interest, with an R² value of 0.263, indicating that 26.3% of the variance in learning interest can be explained by these two factors. The remaining 73.7% is influenced by other variables not examined in this study, such as peer influence, personal motivation, teaching methods, and access to learning resources. These results underscore the importance of providing a supportive and engaging environment at both school and home to enhance students’ academic motivation. It is recommended that schools foster a positive atmosphere through effective teacher-student interactions, while families are encouraged to actively support their children's learning routines and emotional well-being. Further research is needed to explore other contributing factors and to develop holistic strategies that promote learning interest among junior high school students.

This research uses a literature study method to analyze the factors that influence students’ learning motivation in Islamic Religious Education subjects. Learning motivation is a crucial aspect of successful learning processes, especially in religious education, which emphasizes affective and spiritual development. Based on a review of various literature sources, it was found that there are several key factors affecting students’ motivation to learn. These include internal factors such as interest, self-confidence, and learning goals, as well as external factors like the role of teachers, family environment, and learning facilities. In addition, the teaching approach used by the educator significantly influences students’ engagement in Islamic Religious Education learning. The literature also shows that implementing varied and contextual learning methods can significantly enhance students’ motivation. This research is expected to serve as a reference for teachers and education practitioners in designing instructional strategies that effectively improve students’ motivation in learning Islamic Religious Education in a sustainable manner.

This research analyzes the application of a holistic approach in teaching Arabic at Pondok Pesantren Bustanul Ulum Ketanggungan Brebes. The holistic approach emphasizes the integration of knowledge, feelings, and physical skills to improve students' overall Arabic language proficiency.This research uses a descriptive qualitative method with data collection techniques such as observation, interviews, and document collection. The subjects of the research include Arabic language teachers, students, and educational staff involved in the teaching and learning activities. Data is analyzed through the steps of data reduction, data presentation, and conclusion drawing.The research results show that a holistic approach is implemented through project-based learning, group discussions, and the use of audio-visual media. The main supporting factors include the active role of teachers in guiding and motivating students, a comfortable learning atmosphere, and the availability of various learning media. However, there are challenges such as the lack of available teaching time and the differences in students' abilities to understand the material being taught. However, a holistic approach has proven successful in improving students' Arabic language skills if supported by appropriate teaching methods that meet their needs. This research recommends strengthening the role of teachers in the teaching and learning process, optimizing the use of learning resources, and developing flexible strategies to enhance the effectiveness of Arabic language learning in the future.

This study aims to examine the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving the reading comprehension skills of grade III elementary school students. The background of this study is the low reading comprehension skills of students who are still dominated by conventional learning methods. This study uses a library research approach with a qualitative descriptive method. Data were obtained from various scientific literature such as journals, books, research reports, and other scientific works relevant to the topic. The analysis was carried out using content analysis techniques to identify the main findings related to the application of the CIRC method. The results of the study show that the CIRC method can significantly improve students' reading comprehension skills. This method emphasizes group work, active discussion, summary preparation, and writing skills, which in an integrated manner encourage students' active involvement and strengthen their understanding of the contents of the reading. In addition to improving reading comprehension, this method also develops students' critical thinking skills, social skills, and self-confidence. However, in its implementation, challenges such as time management, group dynamics, and teacher readiness are important factors that need to be considered. In conclusion, the CIRC method is an effective and applicable learning strategy to improve reading comprehension skills in elementary schools, with the note that the implementation must be carefully designed and supported by a conducive learning environment.

This study examines the implementation of the Duolingo application in teaching English skills to eleventh-grade students at SMA Negeri 1 Tasifeto Timur. With the increasing integration of technology in education, this research aims to evaluate the effectiveness of Duolingo as a tool for enhancing language acquisition and engagementt among learners. Through a mixed-methods approach, the study analyzes student performance, engagement levels, and overall satisfaction with the application compared to traditional teaching methods. The results indicate a significant improvement in vocabulary retention, grammatical proficiency, and conversational skills among students utilizing Duolingo. Additionally, qualitative feedback highlights the app's user-friendly interface and gamified learning experience as motivating factors.

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.