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Effective communication is a key competency for medical professionals, but traditional classroom-based methods in Indonesia face challenges such as limited practice, geographical barriers, and insufficient exposure to diverse patient scenarios. Mobile-assisted learning (MAL) offers a promising solution to enhance medical communication training outside traditional settings. This study investigates the effectiveness of MAL interventions in developing communication skills among Indonesian medical students and healthcare professionals. A mixed-methods approach was used, involving a quasi-experimental design with pre- and post-assessments of communication competence among 180 participants from three Indonesian medical schools. The MAL intervention included a mobile app with video demonstrations, interactive case scenarios, peer feedback, and microlearning modules. Quantitative data showed a significant improvement in communication competence (mean increase of 23.4%, p<0.001), with notable gains in information gathering (28%), relationship building (26%), and patient education (21%). The mobile platform saw high engagement (average of 4.3 sessions/week) and 87% module completion. Qualitative data revealed increased confidence in consultations, improved cultural sensitivity, and better time management. Challenges included inconsistent internet access, varying digital literacy, and resistance from traditional educators. MAL shows potential for improving medical communication in Indonesia, offering flexible, accessible training. Successful implementation requires addressing infrastructure issues, integrating MAL into existing curricula, and training faculty. This study adds to the growing evidence supporting technology-enhanced medical education in resource-limited settings.

The development of social media as part of digital technology has significantly transformed patterns of social interaction among adolescents in Indonesia. Social media no longer functions solely as a medium for communication and self-expression, but also as a social space that influences behavioral formation, including deviant and criminal behavior. This study aims to analyze the influence of social media on juvenile criminal behavior from a criminological perspective, with particular attention to social learning processes and the weakening of social control in digital environments. This research employs a qualitative method using a literature study approach by examining scientific journals, official reports, and statistical data related to social media use and adolescent behavior. The findings indicate that high intensity of social media use, exposure to negative content, and the normalization of aggressive behavior in digital spaces contribute to increased vulnerability of adolescents to criminal behaviors such as cyberbullying, online aggression, and other forms of deviance. Within the framework of Social Learning Theory, social media serves as a medium for behavioral learning through mechanisms of observation, imitation, and social reinforcement, while Social Control Theory highlights how weak supervision by families and educational institutions amplifies the risk of deviant behavior. The implications of this study emphasize the importance of preventive, non-penal approaches through strengthening social control, improving digital literacy, and enhancing the active role of families and schools to minimize the risk of juvenile criminal behavior in the digital era.

This study examines the implementation of an Islamic Religious Education (PAI) learning model based on Project-Based Learning (PjBL) and collaborative approaches in shaping students’ noble character at SD Negeri Besuk Kidul, Besuk District. The study is grounded in the research gap that PAI learning in elementary schools is often still dominated by conventional, teacher-centered methods that emphasize cognitive achievement while providing limited space for the internalization of moral values through authentic learning experiences. This research aims to analyze how PjBL and collaborative learning are designed and implemented in PAI instruction and to explore their contribution to students’ character development. A qualitative approach with a descriptive case study design was employed. The research subjects included the school principal, a PAI teacher, and elementary school students. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the integration of project-based and collaborative learning in PAI instruction enhances students’ noble character, particularly in terms of honesty, discipline, responsibility, cooperation, respect, and social awareness. Students actively engage in learning activities, apply Islamic values in real-life contexts, and demonstrate positive behavioral changes both in and outside the classroom. These results indicate that Project-Based Learning and collaborative approaches constitute an effective and meaningful strategy for strengthening character education in PAI at the elementary school level.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

The paradigm of Islamic education requires the integration of Western learning theories with an Islamic perspective to create a holistic approach to education. With the rapid development of psychological theories in education, such as behaviorism, cognition, humanism, and constructivism, it is essential to examine their relevance within the context of Islamic education. This article aims to analyze the integration of these theories in Islamic learning, with a focus on their connection to key Islamic concepts such as reward-punishment (pahala-dosa), reflection (tafakkur), self-actualization, mutual assistance (ta'awun), and consultation (syura). This study uses a literature review method with a qualitative approach. Articles were gathered through Google Scholar and Publish or Perish with keywords "Behaviorism in Islamic Education" AND "Cognitive Learning in Islam" AND "Humanistic Approach in Islamic Education" AND "Constructivism in Islamic Education." Of the initial 40 articles obtained, a screening process resulted in 5 articles that met the publication criteria (2020–2025), relevance to the topic, and open access. The review results show that integrating these theories into Islamic education can enrich the learning process by linking moral, social, and spiritual elements that are essential in Islamic teachings. This literature synthesis reveals the importance of integrating psychological theories with the principles of Islamic education to create a more comprehensive and holistic educational system. Further research should develop empirical methodologies and more detailed and practical application models in Islamic education practice.

The socialization activity on personal and environmental hygiene at SDN 19 Sungai Kakap was conducted to improve students’ knowledge, attitudes, and awareness regarding the importance of maintaining personal cleanliness and a healthy school environment. This activity addressed the common issue of limited understanding and practice of hygiene among elementary school students, which can affect health and learning outcomes. The methods used included interactive counseling sessions, practical demonstrations of proper hygiene practices such as handwashing and waste disposal, and the use of visual educational media to increase student engagement and comprehension. The effectiveness of the activity was measured using pre-test and post-test evaluations. The results showed a 75% increase in students’ knowledge levels after the intervention, accompanied by observable positive behavioral changes related to cleanliness both at school and at home. Students demonstrated improved habits in maintaining personal hygiene and participating in keeping their environment clean. Despite challenges such as limited time allocation and inadequate cleaning facilities, the activity successfully fostered sustainable awareness and encouraged the formation of healthy habits. Therefore, it is recommended that similar socialization activities be conducted regularly using varied educational methods and supported by adequate hygiene facilities to strengthen long-term behavioral change.

The integration of Information and Communication Technology (ICT) and tools like Canva has revolutionized English Language Teaching (ELT) in Indonesia, shifting from traditional methods to interactive, student-centered approaches. This study aims to explore the benefits and challenges of incorporating these technologies into ELT practices. Employing a qualitative literature review methodology, the research analyzed over 20 empirical studies from 2020 to 2023 on Canva and ICT in Indonesian ELT, supplemented by global Computer-Assisted Language Learning (CALL) frameworks. Key findings reveal that ICT and Canva enhance student motivation, creativity, and communicative skills through multimodal and constructivist learning, while fostering authentic language exposure and collaboration. However, challenges include inadequate infrastructure, limited teacher training, digital inequities between urban and rural areas, ethical issues such as copyright infringement, and increased teacher workload. The implications underscore the need for systematic professional development, institutional support, curriculum alignment, and policies promoting equitable access to ensure transformative and sustainable technology integration in Indonesian ELT.  

This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

Islamic Religious Education (PAI) faces serious challenges from the crisis of integrity and trust in the digital era, which is manifested in the weakening of social solidarity (ukhuwah) and the emergence of a toxic social environment due to disinformation and fragility of commitment. This study aims to analyze and formulate an implementation model for the values ​​of Shiddiq (honesty and truth) and Amanah (trustworthiness and responsibility) in PAI, as well as to examine their role in building Ukhuwah and a Positive Social Environment among students. The method used is library research with a qualitative-analytical approach, involving a critical review of relevant scientific literature, journals, and books. The results of the study indicate that the implementation of these two prophetic values ​​must be carried out transformatively through integrated Project Based Learning (PjBL) and Problem Based Learning (PBL) methods, not merely cognitive transfer, but through real practice. The value of Shiddiq plays a central role in building trust and countering hoaxes, while Amanah ensures commitment and social responsibility, which collectively strengthen the bonds of ukhuwah. These findings imply the urgency of developing an Islamic Religious Education (PAI) curriculum that is responsive to digital ethics and strengthens teacher exemplary behavior (uswah hasanah) as a model of integrity. It is recommended that future research conduct empirical tests of the proposed implementation model to strengthen the generalizability of the findings.

Background: One way to improve human quality, especially for school-aged children, is by providing nutritious snacks that can meet nutritional needs during learning activities. In Indonesia, many snacks are available in school environments, but many of them are unhealthy when viewed from the color and ingredients used. Community Service Objective: Provide health education about healthy snacks. Method: The method used in this community service activity is lecture and question and answer, to provide an understanding of the importance of choosing healthy snacks for school-aged children. Results: Providing education about healthy snacks increased the understanding of children at MIN 25 Aceh Besar. Children responded well and several students asked questions related to the material about healthy snacks presented. Conclusion: The understanding of MIN 25 Aceh Besar students about healthy snacks increased after participating in the counseling activity. Students showed a higher interest and awareness of the importance of choosing healthy snacks for their health. Keywords; Health Education, Healthy Snacks

The emergence of ChatGPT and other large language models has introduced unprecedented opportunities and challenges in educational settings. This study examines the dual nature of ChatGPT's integration into classroom environments, analyzing both its potential as an educational tool and the ethical concerns it raises regarding academic integrity. Through a mixed-methods approach combining surveys, interviews, and content analysis, this research investigates how educators and students perceive and utilize ChatGPT, the implications for learning outcomes, and the effectiveness of current academic integrity policies. Results indicate that while ChatGPT offers significant pedagogical benefits including personalized learning support and enhanced accessibility, it simultaneously poses risks to traditional assessment methods and raises questions about authorship and original thought. The study proposes a framework for responsible AI integration in education that balances innovation with academic integrity, emphasizing the need for updated policies, enhanced digital literacy, and redesigned assessment strategies. These findings contribute to the ongoing discourse on AI in education and provide practical recommendations for educators, administrators, and policymakers navigating this transformative technology.

Background: The development of modern manufacturing systems requires production scheduling strategies that not only improve productivity but also optimize energy utilization. Multi-machine production systems with job-shop configurations exhibit high complexity due to dynamic interactions between machines, job queues, and varying processing times, making conventional scheduling methods less effective in handling changing operational conditions. Objective: This study aims to develop and evaluate a reinforcement learning based production scheduling approach to improve production efficiency while reducing energy consumption in multi-machine manufacturing systems. Methods: This research employs a job-shop based multi-machine production simulation model as the experimental environment. The scheduling problem is formulated as a Markov Decision Process, enabling the implementation of reinforcement learning algorithms, namely Q-learning and Deep Q-Network, to learn optimal scheduling policies through interaction with the simulation environment. Energy consumption parameters are incorporated into the reward function so that the learning agent can consider energy efficiency in the scheduling decision-making process. System performance is evaluated using three main metrics, namely energy consumption, throughput, and makespan. Results: The experimental results show that the reinforcement learning based scheduling approach achieves better performance compared to conventional scheduling methods, resulting in lower energy consumption, higher job completion rates, and shorter production completion times within the multi-machine manufacturing system.

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

This study aims to analyze the implementation of video animation-based flipped classroom learning model in increasing students' learning interest in science subjects with material on the structure and function of living organisms in class 8D at SMPN 1 Sanrobone. The low interest in learning science among students is a major problem that needs to be addressed through more attractive and interactive learning innovations. The video animation-based flipped classroom model was chosen because it can optimize classroom learning time for more meaningful activities, while basic concept understanding is done independently through engaging animated videos. This study uses a survey method with a descriptive quantitative approach. The research subjects were  students of class 8D SMPN 1 Sanrobone in the even semester of the 2024/2025 academic year. Research instruments used learning interest questionnaires, observations, and documentation. The results showed that the implementation of video animation-based flipped classroom model was able to increase students' learning interest with high categories in aspects of attention, interest, involvement, and learning satisfaction. Animated videos presented before face-to-face learning provide clear visualizations of the structure and function of living organisms, making students more prepared and enthusiastic to participate in discussions and practical activities in class. This learning model also encourages student learning independence and increases active interaction in learning. This study recommends the implementation of video animation-based flipped classroom as an alternative effective and innovative science learning strategy to increase students' learning interest.

This study aims to develop an interactive digital learning media based on Wordwall, named TANGKAS (Tantangan Asyik Ngulik Pecahan Kelas Empat Seru), as a practice tool for addition and subtraction of fractions in fourth-grade elementary students. The development process employed the ADDIE model, which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The research subjects consisted of 29 fourth-grade students at SDN Ngemplak I Baureno. The needs analysis revealed that learning activities were still dominated by conventional methods with limited use of digital media, resulting in low student engagement. To address this issue, TANGKAS was developed using a maze chase game design to enhance motivation and support engaging fraction practice. The validation results indicated a material validity score of 94% (highly valid) and a media validity score of 80% (valid). The practicality aspect obtained 81.8% from students, both categorized as highly practical. The effectiveness test showed an improvement in learning outcomes with N-Gain scores of 0.6 for fraction addition and 0.54 for fraction subtraction, both classified as moderate. Therefore, TANGKAS is proven to be feasible, practical, and effective as an interactive game-based learning media to support students’ understanding of mathematics in elementary school.

This study aims to analyze the effectiveness of the application of direct and indirect methods in teaching English, specifically the topic of "Telling Time," at MTs Al-Amiriyyah through microteaching practice. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects consist of an English teacher and the students of class VIII A. The data were thematically analyzed to identify significant patterns in the teaching process. The findings indicate that the direct method is effective in building students' foundational understanding of time concepts, as it emphasizes explicit and concrete use of the target language and allows teachers to easily assess students' comprehension through drilling. On the other hand, the indirect method proved to enhance students’ ability to use English more naturally through contextual activities such as role play and daily schedule games. Moreover, students with kinesthetic learning styles responded more positively to the indirect method, as it enables them to learn through physical activity and direct participation. These findings suggest that a combination of both methods yields optimal results: the direct method is effective for the initial stage of concept acquisition, while the indirect method supports the development of communicative skills in a functional and enjoyable manner, aligning with students' characteristics.

This study discusses the relevance and role of hybrid learning strategies as a conceptual solution to the crisis of effectiveness in traditional fiqh learning in Islamic boarding schools in the digital age. The background of this study stems from the problem of declining efficiency and interactivity of classical learning methods such as sorogan and bandongan amid technological developments that demand pedagogical innovation. This study aims to analyze theoretically how the integration of traditional pesantren values and modern learning approaches can be applied without eliminating spiritual identity and scientific sanad. The method used is library research with a descriptive-analytical approach through a review of the latest scientific literature on Islamic education and hybrid learning. The results show that a hybrid learning model based on synchronous and asynchronous approaches can increase flexibility, effectiveness, and student participation in the learning process, while maintaining personal relationships with teachers. The theoretical implications enrich the concept of integrating Islamic education and technology, while the practical implications offer an adaptive curriculum model for Islamic boarding schools to respond to the challenges of the digital age without abandoning Islamic values.

This research is motivated by the low level of discipline among elementary school students, characterized by non-compliance with rules, tardiness, and other negative behaviors, thus requiring the role of Pancasila and Citizenship Education (PPKn) as a strategic solution. This research aims to examine the role of PPKn learning in shaping the discipline of elementary school students through a library research approach. This research method uses a systematic and comprehensive library research method to assess the contribution of PPKn learning in forming the discipline of elementary school students (SD). The main focus is on national scientific sources in Indonesian and English languages from the period 2020-2025, with the aim of identifying patterns and strategies of PPKn learning towards improving student discipline in SD. The study results show that PPKn learning is effective in internalizing discipline values through habituation, teacher exemplification, continuous evaluation, and the use of innovative learning media such as educational videos. The involvement of teachers, schools, and parents is an important factor in supporting the formation of student discipline character, with strategies such as family collaboration and group supervision to overcome external challenges. This research provides a theoretical contribution as a basis for developing applicable PPKn learning strategies to form a disciplined generation in elementary schools. The implications of this study indicate that PPKn learning has a strategic role in shaping the discipline of elementary school students, thus requiring synergy between teachers, schools, and parents to optimize the internalization of character values in every learning activity.

Vocational education in Vocational High Schools (SMK) requires innovative, interactive, and industry-relevant learning media to support students’ independent and competency-based learning. However, learning activities in the subject Communication in the Workplace for Grade XI MPLB at SMKN 62 Jakarta are still dominated by lecture-based methods with limited instructional media, resulting in low levels of student independence and understanding. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an interactive e-book based on Canva for Oral Communication materials in Indonesian Language. The study employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects included 36 students in the needs analysis stage, 5 students in the small-scale trial, and 31 students in the large-scale trial. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The validation results indicated that the Canva-based interactive e-book was categorized as very feasible, with validation percentages of 100% from the material expert, 88.24% from the media expert, and 95% from the language expert. The small-scale trial showed a practicality percentage of 82.2%, while the large-scale trial reached 88.39%, both classified as very practical. In addition, the pre-test and post-test results in the large-scale trial demonstrated an increase in students’ average scores and a higher number of students achieving the Minimum Mastery Criteria (KKM). Therefore, the Canva-based interactive e-book is feasible, practical, and effective as a learning medium to enhance students’ understanding, motivation, and independent learning in Oral Communication for vocational high school students.

This study aims to determine the effect of interactive learning media based on Math Playground on student learning outcomes on fraction materials in class IV SDN Kedung Dalem III. The problem studied is whether there is a significant influence between the use of interactive learning media based on Math Playground on student learning outcomes in grade IV SDN Kedung Dalem III. This study uses a quantitative method with a one group pretest-posttest design. The sample of this study were fourth grade students of SDN Kedung Dalem III, totaling 17 students. The research instrument used is a test (Pretest-Postest) of student learning outcomes on fraction material, which consists of 10 multiple choice questions. The results of the analysis using the wilcoxon test show that the sig value (2 tailed) is 0.000 which indicates significance <0.05 so that H0 is rejected and H1 is accepted. This shows that the interactive learning media Math Playground has a significant effect on improving student learning outcomes. The conclusion of this study is that Math Playground interactive learning media can improve student learning outcomes on fraction material. Therefore, teachers and educators can use Math Playground as an alternative learning media to improve student learning outcomes.