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This study aims to examine the effect of the Jigsaw learning model on X grade students of the Electrical Installation Engineering program at SMKS Raden Paku, enhanced with the use of the Kahoot! platform. The research employs a quantitative method with a quasi-experimental design and a nonequivalent control group design. The subjects of the study were divided into two groups: the control group, which applied the Jigsaw learning model using PowerPoint media, and the experimental group, which applied the Jigsaw model using the interactive Kahoot! media. Data were collected through pretest and posttest, as well as observation sheets to assess students' learning outcomes in the affective and psychomotor aspects. Data analysis techniques included normality test, homogeneity test, paired sample t-test, independent sample t-test, and normalized gain (N-Gain) analysis. The findings showed that the average learning outcomes difference between the control group (71.5%) and the experimental group (72.3%) was in the moderately effective category. However, the use of the Jigsaw learning model with Kahoot! had an effect on student learning outcomes, but the influence was not very large. This study provides insights into the effectiveness of using Kahoot! in the Jigsaw learning model.

This study conducts a qualitative literature review on students' awareness in following school rules as a reflection of high internal motivation forming self-discipline without pressure, and examines the influence of time management discipline on the effectiveness of achieving Islamic Education learning outcomes. The analysis reveals that awareness in following rules develops through a long process of value internalization, starting from external compliance due to fear of punishment, shifting to compliance due to understanding the benefits of rules, and finally reaching a stage where rules are followed because their values have merged with self-identity. Factors such as dialogical rule socialization, teacher role modeling, conducive social environment, educational sanction systems, and consistent implementation significantly determine the success of this internalization. Meanwhile, time management discipline significantly influences the effectiveness of Islamic Education learning outcomes. Students with time management skills can organize study schedules, allocate time for reflection and appreciation of religious material, and consistently perform worship. The impact is seen not only in cognitive aspects through academic grades, but also in affective aspects through religious awareness and psychomotor aspects through regular worship behavior. These findings imply the need for schools to shift disciplinary development paradigms from authoritarian approaches focused on supervision and punishment toward humanist approaches focused on value internalization.

This study aims to determine the effectiveness of the implementation of cooperative learning methods on learning outcomes and students' understanding of Islamic Religious Education (IRE) subjects for Class VIII at MT Hubbul Wathon Sangatta Selatan. This study uses a quantitative method with a quasi-experimental research type using a non-equivalent control group design. The study population was 48 students of class VIII A and VIII B, with a sample size of 44 students, each class consisting of 22 students from the experimental class and the control class. Data collection techniques were carried out through tests (pre- and post-tests), observation, and recording. Data analysis used descriptive statistics, normality tests, homogeneity tests, N-Gain tests, and hypothesis tests (t-tests). The results showed that the average learning outcomes of students in the experimental class increased from 61.14% in the previous class to 84.09% in the next class, while in the control class increased from 63.41% to 77.73%. The results of the normality test showed that the data were normally distributed and the homogeneity test showed that the variances of the two groups were identical. The t-test results showed a significance value of 0.000 < 0.05, so it can be concluded that there is a significant difference between the experimental class and the control class. Thus, the cooperative learning method has a positive and effective effect in improving student learning outcomes and understanding in the Islamic Religious Education subject for Class VIII MT Hubbul Wathon Sangatta Selatan.

This study aims to evaluate the validity, effectiveness, and practicality of developing problem-based teaching materials for improving student learning outcomes. The research focuses on a practical module for the subject of electric motor installation at SMKN 1 Driyorejo, where interviews and needs assessment revealed issues such as teacher-centered learning and limited student resources, primarily relying on notebooks. These factors have hindered optimal learning outcomes. The development of problem-based learning modules was intended to address these issues and improve cognitive, affective, and psychomotor learning outcomes. The research follows a Research & Development (R&D) approach with four steps: 1) Define, 2) Design, 3) Develop, and 4) Disseminate, using a one-shot case study trial design. The study involved 30 students of grade XI TITL 1 at SMKN 1 Driyorejo. Results showed the module’s validity at 3.66, practicality based on student responses at 89.25, and effectiveness with cognitive, psychomotor, and affective outcomes of 84.93, 89.40, and 94.00, respectively. These findings suggest that the problem-based practical module is valid, practical, and effective for improving student learning outcomes across various domains.

Anemia pada remaja putri (27,2% nasional) berdampak pada penurunan konsentrasi dan prestasi belajar. Di SMA Negeri 1 Cawas, ditemukan 100% sampel (70 siswi) mengalami anemia (92,9% ringan, 7,1% sedang), yang menunjukkan urgensi penanganan khusus.Tujuan: Menganalisis hubungan dismenore, status gizi, dan aktivitas fisik dengan kejadian anemia pada siswi SMA Negeri 1 Cawas Klaten tahun 2025.Metode Penelitian: Penelitian kuantitatif dengan desain cross-sectional. Sampel sebanyak 70 siswi kelas XI dipilih melalui simple random sampling. Data dikumpulkan menggunakan kuesioner, pengukuran IMT/U, dan pemeriksaan kadar hemoglobin, kemudian dianalisis dengan uji Chi-Square.Hasil: Mayoritas responden mengalami anemia ringan (92,9%) dan sisanya anemia sedang (7,1%). Hasil uji statistik menunjukkan aktivitas fisik berhubungan signifikan dengan kejadian anemia ($p=0,046$), sedangkan dismenore ($p=0,161$) dan status gizi ($p=0,556$) tidak menunjukkan hubungan yang signifikan.Kesimpulan: Seluruh responden terdeteksi anemia, dengan aktivitas fisik sebagai faktor yang berhubungan secara signifikan. Diperlukan pendekatan komprehensif melalui edukasi kesehatan reproduksi, perbaikan pola makan, dan penguatan kepatuhan konsumsi tablet tambah darah (TTD) di lingkungan sekolah.

The purpose of this classroom action research project is to find out how well seventh-grade female students at Mutiara Qur'an Islamic Boarding School in Wonogiri learn Arabic with the use of the audiolingual approach. By emphasizing active listening and pronunciation, the audiolingual approach makes it easier for students to comprehend and communicate in Arabic. Twelve female seventh-graders at Mutiara Qur'an Islamic Boarding School participated in the researcher's qualitative study in order to gather the research findings. The study was conducted in two cycles to enhance Arabic language learning. Planning, action, observation, and reflection are the four components of each cycle in the Kurt Lewin model. Tests, observations, and interviews were the methods utilized to get the data. The proportion of learning mastery and descriptive analysis were used to examine the collected data. The study's findings show that the audiolingual approach is successful in raising female students' Arabic language learning outcomes.

Penelitian ini bertujuan untuk mengembangkan sebuah Sistem Pendukung Keputusan (SPK) yang digunakan dalam menentukan Sekolah Menengah Pertama berprestasi di wilayah Kabupaten Serang, Provinsi Banten. Pengembangan SPK ini diharapkan mampu membantu pihak terkait, seperti dinas pendidikan atau pengawas sekolah, dalam melakukan proses penilaian sekolah secara lebih sistematis, objektif, dan terstruktur. Dengan adanya sistem ini, proses evaluasi sekolah dapat dilakukan dengan lebih mudah dan cepat tanpa harus melakukan kunjungan langsung ke setiap sekolah, sehingga lebih efisien dari segi waktu dan biaya. Metode yang diterapkan dalam penelitian ini adalah Simple Additive Weighting (SAW), yang dipilih karena mampu memberikan perhitungan berdasarkan pembobotan kriteria secara jelas dan terukur. Pengumpulan data dilakukan melalui wawancara dengan pengawas sekolah sebagai sumber data primer, serta observasi data sekolah yang diperoleh dari Dapodik dan dokumentasi sebagai data sekunder. Hasil penelitian menunjukkan bahwa metode SAW mampu menghasilkan penilaian yang akurat dan efisien, di mana Sekolah Menengah Pertama Terpadu Bismilah menempati peringkat tertinggi sebagai sekolah berprestasi. Kesimpulannya, penerapan SPK ini dapat meningkatkan kualitas pengambilan keputusan dalam penilaian sekolah berprestasi di Kabupaten Serang.

This study aims to determine the influence of the Deep Learning learning approach and school facilities on the learning outcomes of MPLB students at SMK Negeri 14 Jakarta. The research method used is a survey with a quantitative approach. The research population consisted of 180 MPLB vocational students, with a sample of 125 students determined through proportional stratified sampling techniques. Data collection was carried out using questionnaire instruments, while data analysis used multiple linear regression with the help of SPSS version 26 application. The analysis includes research instrument tests, classical assumption tests, and hypothesis tests. The results of the study show that there is a positive and significant relationship between the Deep Learning learning approach to student learning outcomes. In addition, school facilities have also been proven to have a positive and significant effect on learning outcomes. Simultaneously, the Deep Learning approach and school facilities together have a positive influence on the learning outcomes of MPLB students. These findings confirm that the success of learning is not only determined by the methods used, but also by the support of school facilities and infrastructure. Thus, the application of a Deep Learning approach supported by adequate school facilities can improve the quality of student learning outcomes at SMK Negeri 14 Jakarta.

The primary objective of this research is to enhance English academic proficiency among seventh-grade pupils at UPT SMP Negeri 4 Takalar, specifically regarding "Introduction" subject matter, through the application of the Problem-Based Learning (PBL) framework. This study was necessitated by observed deficiencies in student engagement and challenges in vocabulary acquisition, particularly concerning regular and irregular verbs, which had previously led to unsatisfactory academic performance. Utilizing a Classroom Action Research (CAR) design, the investigation was executed over two distinct cycles with a cohort of 24 students from Class VII B. Data acquisition involved the administration of performance assessments and systematic classroom observations. Subsequent analysis revealed a marked enhancement in learning achievements. During Cycle I, the mean score was recorded at 78.75, corresponding to a classical mastery rate of 37.5%. Following instructional refinements in Cycle II, the average score rose to 80.42, while the classical mastery rate increased to 50%. Moreover, observational evidence highlighted constructive behavioral shifts characterized by heightened engagement in collaborative discussions and improved oral communication confidence. Consequently, this study concludes that deploying the PBL model serves as an effective strategy for augmenting both English academic achievement and social interaction within the classroom environment.

This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model on student learning outcomes in the Ignition System competency at SMKN 1 Katapang. The background of this study stems from the low understanding of students regarding the ignition system material due to the dominant use of the Teacher-Centered Learning (TCL) model, which tends to make students passive and only memorize concepts without understanding the overall working process. PBL is considered more relevant because it emphasizes real problem-solving, critical thinking, collaboration, and analysis according to constructivist theory. The method used is a quasi-experiment with a Nonequivalent Control Group Design. The research subjects consist of two classes of 11th-grade Light Vehicle Engineering students: an experimental group using the PBL model and a control group using TCL, with a total population of 70 students. Data collection was done through pretests and posttests using a validated multiple-choice objective test instrument. Data analysis includes comparing the learning outcome improvements of both groups to determine the effectiveness of PBL. The results show a more significant improvement in learning outcomes in the class using the PBL model compared to the TCL class. This proves that the implementation of PBL is effective in improving analysis skills and diagnostic skills in the ignition system. Therefore, PBL is recommended as a more suitable teaching model for practice-based subjects in vocational schools, especially in automotive electrical competencies.

This study aims to examine the impact of learning atmosphere, perseverance in learning, and learning motivation on the Tahfiz achievement of students at SMKN 1 Sungai Aur. The method used in this study is quantitative with a causal associative design. The population studied includes all students from grades X, XI, and XII at SMKN 1 Sungai Aur using proportional random sampling. Data were collected through the use of closed questionnaires for the variables of learning atmosphere, perseverance in learning, and learning motivation, as well as documentation of Tahfiz scores as an indicator of learning achievement. Data analysis included validity and reliability testing, classical assumption testing, and multiple linear regression analysis. The research findings show that learning atmosphere, perseverance in learning, and learning motivation together have a significant effect on Tahfiz learning achievement. Individually, the three independent variables also have a significant impact, with learning motivation being the most influential variable. This study emphasizes the importance of creating a supportive learning atmosphere, cultivating perseverance in learning, and strengthening spiritual motivation to improve the quality of Tahfiz learning.

Perkembangan teknologi kecerdasan buatan telah memberikan dampak signifikan pada berbagai sektor, termasuk sektor pendidikan. Salah satu implementasi kecerdasan buatan yang banyak digunakan adalah chatbot, program perangkat lunak yang dirancang untuk mensimulasikan percakapan melalui teks atau suara. Dalam pendidikan, chatbot berfungsi sebagai jembatan komunikasi antara manusia dan sistem digital, yang sangat populer berkat kemajuan dalam kecerdasan buatan, pembelajaran mesin, jaringan saraf, dan pemrosesan bahasa alami. Kondisi ini menunjukkan bahwa chatbot telah menjadi bagian penting dari transformasi pendidikan digital. Penelitian ini bertujuan untuk mengidentifikasi tren, topik, dan peran chatbot dalam pendidikan digital melalui pendekatan kajian literatur. Metode penelitian yang digunakan adalah Grounded Theory Literature Review. Pengumpulan data dilakukan dengan mengumpulkan dan menyeleksi artikel ilmiah berdasarkan kata kunci terkait chatbot dan pendidikan, kesesuaian tahun publikasi, topik, dan kelayakan sumber. Setiap artikel diekstraksi informasinya untuk memperoleh gambaran mengenai distribusi artikel sesuai tahun publikasi, metode penelitian yang digunakan, fokus tingkat pendidikan, perkembangan topik penelitian, serta peran chatbot dalam proses belajar. Hasil penelitian menunjukkan adanya peningkatan minat terhadap penggunaan chatbot di berbagai jenjang pendidikan, terutama terkait pengetahuan umum, pembelajaran bahasa, pembelajaran daring, dan keterampilan kognitif. Temuan ini memberikan kontribusi dalam memahami perkembangan chatbot sebagai bagian dari pendidikan digital dan memberikan implikasi bagi pengembangan teknologi pembelajaran yang lebih adaptif dan responsif.

This study aims to improve the learning outcomes of fourth-grade students in science through the application of an experimental learning model on the material of changes in the state of matter. The study used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model which includes the stages of planning, implementation of actions, observation, and reflection. The subjects of the study were 20 fourth-grade students of SDN Daan Mogot 1. The study was conducted in two cycles. Data collection techniques included learning outcome tests, observation of teacher and student activities, and documentation. Data analysis was carried out quantitatively by calculating the average value and percentage of learning completion, and qualitatively through descriptive analysis of the observation results. The results showed that the application of the experimental method was able to improve the quality of the learning process and student learning outcomes. Teacher activity increased from the sufficient category in cycle I to very good in cycle II, while student activity increased from the good category to very good. Increased student activity in observing, discussing, recording results, and drawing conclusions from experiments had a positive impact on understanding the concept of changes in the state of matter. Student learning completion also increased although not all of them reached the classical standard of 80%. Thus, the experimental method is effective in improving the activeness, quality of the learning process, and the science learning outcomes of fourth-grade students. Although material reinforcement and a variety of learning strategies are still needed to optimize learning outcomes.

Perkembangan teknologi digital yang semakin pesat mendorong perubahan besar dalam dunia pendidikan, sehingga pembelajaran abad ke-21 tidak hanya menekankan pemahaman materi, tetapi juga menuntut penguatan empat kompetensi inti atau 4C, yaitu berpikir kritis, kreativitas, komunikasi, dan kolaborasi. Integrasi teknologi menjadi kebutuhan penting untuk menciptakan pengalaman belajar yang lebih interaktif, adaptif, dan berpusat pada peserta didik. Penelitian ini bertujuan mensintesis temuan dari sebelas artikel ilmiah yang membahas implementasi teknologi dalam mengembangkan keterampilan 4C pada pembelajaran modern. Metode yang digunakan adalah studi literatur dengan menelaah fokus, desain, serta hasil penelitian dari setiap artikel, kemudian mengintegrasikannya melalui analisis tematik untuk memperoleh gambaran yang lebih menyeluruh. Hasil kajian menunjukkan bahwa berbagai bentuk teknologi seperti platform pembelajaran digital, aplikasi mobile, media interaktif, kecerdasan buatan, serta perangkat kolaboratif mampu memberikan dampak signifikan terhadap peningkatan kemampuan peserta didik. Teknologi terbukti memperkuat kemampuan berpikir kritis melalui kegiatan analisis informasi dan pemecahan masalah berbasis digital; meningkatkan kreativitas melalui pembuatan konten multimedia dan eksplorasi ide; memperluas kemampuan komunikasi melalui diskusi virtual, presentasi digital, dan interaksi sinkron maupun asinkron; serta mendorong kolaborasi melalui proyek kelompok berbasis platform daring yang memudahkan koordinasi dan pembagian tugas. Secara keseluruhan, integrasi teknologi memberikan kontribusi besar terhadap pengembangan 4C, meskipun keberhasilannya tetap sangat dipengaruhi oleh kesiapan guru, dukungan sarana, serta desain pembelajaran yang tepat. Temuan ini menegaskan pentingnya peningkatan kompetensi digital pendidik dan penguatan lingkungan belajar berbasis teknologi agar keterampilan 4C dapat dioptimalkan dalam pembelajaran abad 21. Kata kunci: Pembelajaran Abad 21; Keterampilan 4C; Integrasi Teknologi; Pembelajaran Modern; Literasi Digital

Rapid progress in information and communication technology has significantly influenced education, particularly in the assessment of student learning. This research aims to explore the use of digital assessment methods at SD Binekas Bandung and their role in improving educational standards. A qualitative descriptive methodology was utilized, which involved direct observation, interviews with the school’s administrators and teachers, and the collection of relevant documentation. The study was conducted on October 21, 2025. The findings indicate that SD Binekas has effectively integrated digital assessment instruments such as Google Forms, Quizizz, Wordwall, and smart boards. Teachers actively utilize these tools for both formative and summative assessments. Students showed a favorable response, reflecting heightened motivation and involvement. The identified advantages include more streamlined assessment processes, instant feedback, the ability to conduct statistical analyses, and enhanced digital skills among learners. However, several challenges remain, including dependence on internet connectivity, varying degrees of digital literacy among users, and obstacles in evaluating psychomotor skills. The implementation of digital assessments at SD Binekas has successfully improved the quality of teaching and learning through more efficient, engaging, and transparent assessment strategies.

Social Studies instruction at the elementary school level plays a strategic role in instilling civic values in students, thereby preparing them to behave as good citizens within the social environment. This study employed a Research and Development (R&D) method conducted in Grade IV at SDN Kebumen 02 using the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The findings indicate that the Senada song–based learning media developed using Articulate Storyline 3, which contains material on the diversity of ethnic groups and nations in Indonesia, was designed in accordance with instructional needs, received a “very feasible” rating from both content and media experts, and was proven effective as a supporting medium for Social Studies learning in improving the learning outcomes of Grade IV students, as evidenced by the results of paired t-tests and N-Gain analyses conducted in both small and large groups. This media has also proven effective in improving student learning outcomes, as tested using paired t-tests and N-Gain tests in small and large groups. These results indicate that song-based media can improve student motivation and learning outcomes in social studies.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

Low student achievement in mathematics, particularly in arithmetic sequences and series, has led to decreased learning motivation and participation. Therefore, innovative and engaging instructional strategies are required, one of which is the implementation of ice-breaking activities to reduce boredom and enhance students’ learning engagement. This study aimed to examine the effect of implementing ice breaking on the mathematics learning outcomes of tenth-grade students at SMK Kesehatan Samarinda in the topic of arithmetic sequences and series. This research employed an experimental method using a quasi-experimental design, involving two groups: an experimental group that received instruction incorporating ice breaking and a control group that did not receive such treatment. The total sample consisted of 60 students selected through purposive sampling. The research instrument was a learning achievement test administered as a pretest and posttest. Data were analyzed using a paired sample t-test to determine differences in learning outcomes between the two groups. The results revealed a significance value of 0.000 (< 0.05), indicating a significant difference in learning outcomes between the experimental and control groups. Therefore, it can be concluded that the implementation of ice breaking has a significant effect on improving students’ mathematics learning outcomes. This strategy creates a more active, interactive, and enjoyable learning environment, thereby facilitating students’ understanding of mathematical concepts, particularly arithmetic sequences and series.

This study was conducted to analyze the relationship between students’ learning motivation and their perception of mathematics with mathematics achievement among tenth-grade students at SMA Al Islam 1 Surakarta. Mathematics was chosen as the focus because it is often considered a subject that presents significant challenges for students, both in terms of conceptual understanding and in shaping positive attitudes toward learning. The study employed a correlational quantitative method, with the population consisting of all tenth-grade students and the sample limited to class X-9, comprising 36 students. The instruments used were a motivation questionnaire, a perception questionnaire, and mathematics learning outcomes obtained from mid-semester test scores. Data analysis included normality testing and Pearson correlation to identify the relationship among variables. The results indicated that learning motivation did not have a significant correlation with mathematics achievement. In contrast, students’ perception of mathematics showed a significant correlation with their academic performance. These findings suggest that students’ positive perceptions of mathematics can play a crucial role in supporting better academic achievement, while motivation alone may not guarantee higher performance. This study contributes to a deeper understanding of the factors influencing mathematics learning outcomes and provides a foundation for further research to develop more comprehensive tools for measuring motivation. Future studies are also encouraged to consider additional variables such as teaching strategies, parental involvement, and the overall learning environment in order to present a broader analysis of student success.

In the era of globalization and technological advancement, education must transform to develop students who are adaptive, critical, and have strong character. One innovation introduced by the government is the Merdeka Belajar (Independent Learning) Curriculum, which emphasizes competency, character, and project-based learning. This study aims to determine the effect of implementing the Merdeka Curriculum on the learning outcomes of Pancasila Education for Grade XI students at SMAN 1 Petir in the 2024/2025 academic year. A quantitative method with a survey approach was used, involving 80 student respondents. Data were collected through questionnaires and learning outcome tests, and analyzed using correlation and regression statistical techniques. The results show that the Merdeka Curriculum has a significant and positive effect on students’ PPkN learning outcomes, with a correlation coefficient of 0.766. This means better implementation of the curriculum leads to better student achievement. The curriculum contributes 58.7% to the learning outcomes, while the remaining 41.3% is influenced by other factors. The study concludes that the Merdeka Curriculum effectively enhances learning outcomes, particularly in character and 21st-century skills development.