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This research was motivated by the importance of implementing the merdeka curriculum, which emphasizes character development through the  Pancasila Student Profile Strengthening Project (P5), particularly within the theme of local wisdom. Preliminary findings indicated that prior to the implementation of P5, students had limited understanding of social issues such as bullying, discrimination, and diversity. Therefore, appropriate teaching strategies are required to shape students’ character and enhance their social awareness The research questions addressed in this study are: (1) What strategies do teachers use to implement P5 material with the theme of local wisdom in Sociology learning for Grade X students at SMAN 1 Kalidawir? (2) What are the impacts of the applied strategies on the learning process? (3) What challenges do teachers face in implementing these strategies?. This study employs a qualitative descriptive research design. The aim is to explore the strategies used by teachers, their impacts on students, and the challenges encountered during the implementation of P5 materials. Data were collected through observation, interviews, and documentation. The findings of the study show that: (1) Teachers implemented project-based, collaborative, and contextual learning strategies that involved the local environment as a learning resource. (2) These strategies had a positive impact on students’ understanding of local cultural values and encouraged attitudes of tolerance and social awareness. (3) Challenges faced by teachers included limited time, varying levels of student motivation, and insufficient supporting facilities. Despite these obstacles, teachers strived to overcome them through collaboration, innovative learning approaches, and student-centered methods.

This study examines Boras Sipir Ni Tondi, a sacred cultural symbol of the Batak community which literally means “rice that restores the soul,” often used in traditional rituals as a medium of spiritual healing, blessing, and communal solidarity. The research addresses the growing theological tension and cultural disconnection among Batak Christian youth who are caught between ancestral heritage and the normative teachings of Christianity. The objective of this study is to explore the symbolic and theological meaning of Boras Sipir Ni Tondi and to develop a contextual approach for its integration into Christian Religious Education (CRE). Using a qualitative research approach with library research methods and contextual hermeneutic analysis, the study draws on theological literature, cultural anthropology, and scriptural narratives. The findings reveal that Boras Sipir Ni Tondi holds profound symbolic meanings aligned with Christian concepts of restoration, spiritual renewal, and divine grace. When interpreted theologically, this symbol can serve as a pedagogical tool to bridge faith and culture, especially through reflective learning models, contextual liturgies, and integrative teaching strategies. The study proposes that by embracing culturally meaningful symbols within the framework of biblical theology, CRE can foster spiritual identity that is both rooted in tradition and transformative in faith. It concludes that a critical and theologically grounded inculturation of local symbols enhances the relevance of Christian education, enabling learners to embody faith that is contextually aware, spiritually alive, and culturally rooted.  

This article explores strategic approaches in Islamic Religious Education (IRE) based on the values of the Qur'an and Hadith as a transformative effort to shape students’ character and personality grounded in divine principles. Using the library research method, this study identifies key components in IRE learning, such as the integration of values into learning objectives and materials, the exemplary role of teachers, the development of a spiritually conducive learning environment, and value-oriented evaluation methods. The findings indicate that the effectiveness of IRE learning is highly influenced by the alignment of value content, pedagogical strategies, and educational climate that supports the holistic internalization of Islamic values. By prioritizing humanistic, contextual, and spiritual approaches, Islamic education serves as a vital instrument in forming ideal individuals prepared to face modern challenges with moral integrity and religious commitment.

This study aims to examine the effect of interaction frequency among 2023 cohort Sharia Accounting students on the effectiveness of online learning. The research was motivated by the increasing implementation of online classes, especially during lecturer absences or national holidays. A quantitative approach was applied through a questionnaire distributed to students. Data were analyzed using validity, reliability, normality, homogeneity, and One Way ANOVA tests. The results indicate that although students showed a reasonable frequency of interaction, there was no significant effect on learning effectiveness. This suggests that interaction alone may not be the key factor in successful online learning. Other elements such as motivation, teaching methods, and learning environment may also play an important role. The study recommends that students engage more consistently in class and that lecturers develop more engaging and interactive online learning strategies.

This study aims to explore the practices and perceptions of tutors in implementing assessment in English for Specific Purposes (ESP) instruction at non-formal language course institutions. A quantitative method was used, involving data collection through questionnaires with both closed and open-ended questions, complemented by an online interview to deepen the understanding of assessment implementation. The results show that diagnostic and formative assessments are the most frequently used types (100%), while performance-based and project-based assessments are used by 50% of the respondents. None of the tutors reported using self-assessment, indicating a limited variety in assessment methods applied. The main purposes of assessment include identifying students’ learning needs, monitoring progress, and evaluating teaching effectiveness. Despite facing challenges such as limited time and low student motivation, tutors managed to apply solutions like group discussions and peer feedback. Assessment was found to positively impact both students’ skill development and tutors’ understanding of -learners’ needs. The study concludes that assessment in ESP plays a strategic role not only as an evaluation tool but also as a diagnostic and formative mechanism that supports continuous learning. Therefore, proper understanding and contextual adaptation are essential in maximizing the role of assessment in ESP instruction.

This study aims to evaluate the Reading Camp program as an effort to improve students’ reading literacy at SDI Bertingkat Oepura 4 by employing formative and summative evaluation models. The Reading Camp is implemented routinely through engaging methods and is differentiated according to students’ reading proficiency levels. A qualitative-descriptive approach was used, with data gathered via interviews and documentation. Results show that the Reading Camp enhances reading skills, enriches vocabulary, and fosters students’ writing abilities and critical thinking. Active student participation and supporting facilities such as reading corners were found to play a crucial role in nurturing reading interest. Challenges identified include a decline in reading ability after long breaks and students’ lack of confidence when joining groups at different levels. Formative evaluation supports process improvement, while summative evaluation confirms the program’s effectiveness in achieving its objectives. The study underscores the need for sustained literacy strategies, improved learning resources, and ongoing teacher training to optimize literacy programs in elementary schools.

This research was conducted at MAN 2 Karawang, focusing on the analysis of Al-Qur'an and Hadith learning, particularly regarding methods, facilities, as well as supporting and inhibiting factors. The location was chosen based on the school's commitment to developing flagship programs such as the Tahfidz Al-Qur'an (Qur'an memorization) and Rohis (Islamic Spiritual) mentoring, alongside the challenges faced in optimizing the memorization of Juz 30 and students' understanding of Arabic script. The research method used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that innovative methods such as Market Place Activity, Snowball Throwing, and Role Play proved effective in increasing student participation and comprehension. Facilities such as a large TV for Tahsin (Qur'an recitation improvement) and a Rohis room also served as key supporting factors. However, obstacles such as extreme weather and power outages occasionally disrupted the learning process. In conclusion, a combination of creative methods, adequate facilities, and teacher adaptability played a crucial role in the success of Al-Qur'an and Hadith learning at MAN 2 Karawang, although infrastructure improvements are needed to address technical challenges.

Abstract. Language acquisition and learning are two fundamental processes in the development of individual language skills, where language acquisition occurs naturally from an early age through interaction with the environment, while language learning takes place in a structured manner through formal teaching methods. This article aims to analyze the principles of language learning, age differences in language learning, and supporting factors that influence the effectiveness of language acquisition. This study uses a descriptive qualitative method with a literature study approach, and data is obtained from academic journals, research articles, and relevant literature. The results of the study indicate that children are superior in language learning compared to adults, especially in terms of speed and flexibility in absorbing new languages. By understanding the dynamics of language acquisition and learning, teaching methods can be adjusted to increase the effectiveness of language acquisition. Abstrak. Pemerolehan dan pembelajaran bahasa merupakan dua proses fundamental dalam perkembangan kemampuan berbahasa individu, di mana pemerolehan bahasa terjadi secara alami sejak usia dini melalui interaksi dengan lingkungan, sedangkan pembelajaran bahasa berlangsung secara terstruktur melalui metode pengajaran formal. Artikel ini bertujuan untuk menganalisis prinsip-prinsip pembelajaran bahasa, perbedaan usia dalam pembelajaran bahasa, serta faktor pendukung yang mempengaruhi efektivitas penguasaan bahasa. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi pustaka (library research), dan data diperoleh dari jurnal akademik, artikel penelitian, dan literatur yang relevan. Hasil kajian menunjukkan bahwa anak-anak lebih unggul dalam pembelajaran bahasa dibandingkan orang dewasa, terutama dalam aspek kecepatan dan fleksibilitas dalam menyerap bahasa baru. Dengan memahami dinamika pemerolehan dan pembelajaran bahasa, metode pengajaran dapat disesuaikan untuk meningkatkan efektivitas penguasaan bahasa.

The Community Service Program (KKN) at the Silungkang Tigo Library aims to enhance student engagement in learning English through the ice-breaking method. This program was conducted from January 15 to February 15, 2025, involving elementary school students attending English tutoring sessions. The methods used include interactive songs, movement-guessing games, and word search activities related to animals. The results indicate that students became more active, confident, and motivated in learning English. By creating a more enjoyable learning environment, the ice-breaking method has proven effective in improving students' comprehension and use of English vocabulary.

This research aims to explore the ways in which teachers address the challenges of learning mathematics for children in primary schools by referring to behavioristic theory. This theory emphasizes the central role of stimuli and reactions in influencing learning behavior, and the application of both positive and negative reinforcement to improve students' motivation and understanding. The approach adopted was a descriptive qualitative method using case studies in various primary schools. The results indicated that behavior-focused methods, such as providing repeated practice of problems, immediate feedback, use of concrete tools, and regular application of rewards and punishments, can improve students' enthusiasm and mathematics learning outcomes. However, teacher-driven learning and lack of innovation are barriers to implementation. Therefore, a combination with other methods is needed to make the learning process more thorough.

Social media has become an integral part of Generation Z's life, including elementary school students, who are known as the tech-savvy generation. This study aims to examine Generation Z students' perceptions of the influence of social media on their academic behavior and learning concentration through a literature study approach. Data were collected from various current literature sources and analyzed using thematic analysis methods. The results of the study indicate that social media has a dual impact: platforms such as YouTube and educational applications such as Kahoot increase motivation and access to learning resources, but uncontrolled use causes distraction, procrastination, and decreased learning concentration. The characteristics of Generation Z, such as dependence on technology and the need for digital existence, strengthen the influence of social media on their academic behavior. Therefore, a balanced educational approach is needed to maximize the benefits of social media while minimizing its negative impacts. This study provides insight for educators and parents in managing the use of social media wisely.

The purpose of this study is to examine how deep learning influences students’ mathematical critical thinking skills. In mastering mathematics—which requires reasoning, analysis, and systematic review—critical thinking is essential to address the challenges of the 21st century. This research employs a quasi-experimental design using a pretest-posttest control group model. The subjects of the study were eighth-grade junior high school students, divided into an experimental group and a control group. The main instruments used were a mathematical critical thinking skills test and a learning activity observation sheet. The findings indicate that students who participated in instruction based on a deep learning approach showed a significant improvement in critical thinking skills compared to those who received conventional instruction. Unlike students who underwent standard learning methods, those exposed to deep learning strategies experienced a notable enhancement in their critical thinking abilities. Based on these findings, the implementation of deep learning is recommended more broadly in mathematics classroom instruction.

This study investigates the implementation and effectiveness of artificial intelligence-driven adaptive learning platforms in English as a Foreign Language (EFL) classrooms across urban and rural Indonesian educational settings. Through a mixed-methods approach involving 247 students and 12 teachers from eight institutions, this research comparatively analyzes three prominent AI language learning platforms: LinguaLearn AI, AdaptEd English, and AI Tutor Pro. The findings reveal significant differences in learning outcomes, with AI-enhanced platforms demonstrating a 27% improvement in language proficiency compared to traditional methods. However, implementation challenges including digital literacy barriers, internet connectivity issues, and cultural adaptation requirements were identified, particularly in rural contexts. The study proposes a contextually responsive framework for integrating AI language learning technologies in developing EFL environments, contributing to the growing discourse on educational technology in linguistically diverse settings. This research highlights the potential of AI to personalize language acquisition while emphasizing the necessity of culturally and infrastructurally appropriate implementation strategies.

The development of information technology encourages innovation in learning methods, one of which is through digital educational games. This study aims to assess the effectiveness of Wordwall educational game-based learning media in improving elementary school students' 21st century skills, such as critical thinking, creativity, collaboration, and communication. The method used is a literature study by analyzing various scientific sources and relevant research. The results showed that Wordwall is able to increase students' motivation and interest in learning through interactive features and a variety of games that are easily adapted to the subject matter. Obstacles faced include limited access to technology and teacher readiness, which can be overcome with intensive training and provision of adequate facilities. Therefore, Wordwall is proven to be effective and relevant as a learning media that supports the 21st century learning process in elementary schools. It is recommended that the utilization of Wordwall be optimized through continuous training for teachers and provision of adequate technological facilities to improve the quality of learning.

Inclusive education at the elementary school level requires an appropriate approach to support the learning success of students with special needs, including children with Attention Deficit Hyperactivity Disorder (ADHD). This study aims to analyze the effectiveness of the individual guidance approach in helping children with ADHD overcome learning challenges, as well as identifying obstacles and supporting factors in its implementation in elementary school environments. This study uses a qualitative descriptive approach with a case study method at SDIT Al-Ghazali Pamekasan, through data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study were grade 4 teachers and one of the students with ADHD as the main subject. Data were analyzed using data reduction, data presentation, and conclusion drawing methods. The results of the study showed that individual guidance was significantly able to improve learning focus, as well as the social and emotional skills of students with ADHD. This success was greatly influenced by teacher involvement, parental support, and adaptive learning strategies. However, challenges such as limited teacher time, lack of varied learning media, and lack of special training are still obstacles that need to be addressed systematically. These findings contribute to the development of more effective inclusive education strategies, especially in supporting students with attention and behavioral disorders in elementary school environments.

Demonstration method in improving the ability to read and write Arabic Malay (Jawi) in Madrasah Tsanawiyah. Arabic Malay writing is a cultural heritage of the Archipelago that is important to preserve, especially in Islamic education environments. The demonstration method combined with lectures and demonstration methods allows students to learn concretely through direct explanations and demonstrations, so that they are able to understand the letter forms, pronunciation, and structure of Arabic Malay writing better. This study found that the demonstrative approach gave positive results in improving students' ability to read and write Arabic Malay, and was an effective method in fostering interest in learning and preserving local cultural scripts.  

Madrasah Aliyah Swasta Taman Pendidikan Islam Medan shows that learning Akidah Akhlak in class XI is still textual and has not encouraged active student participation. Teachers use more thematic books as the main source of learning without linking them to contextual phenomena that are close to students' lives. As a result, students have difficulty understanding the material, such as the topic of funeral prayers. This can be seen from the students' daily test scores which only reach an average of 45, far below the Minimum Completion Criteria set by the school, which is 75. The research method is quantitative, this method can be interpreted as a research method based on the philosophy of positivism, used to research certain populations or samples, sampling techniques are generally carried out randomly. The conclusion of this study shows the average posttest score of students who are given learning using the problem based learning method (experimental class). This shows that there is a difference between student learning outcomes in the subject of Akidah Akhlak in the experimental class when compared to the learning outcomes of Islamic Religious Education in the control class. Thus, the use of problem based learning methods in learning akidah akhlak is more effective than learning using conventional approaches in an effort to improve the learning outcomes of class XI students at Taman Pendidikan Islam Private Islamic Senior High School. So it can be concluded that there is an Influence of the Use of Problem Based Learning Methods on Improving Literacy Skills in the Subject of Akidah Akhlak in the Experimental Class with the Control Class at Taman Pendidikan Islam Private Islamic Senior High School.

The Merdeka Belajar Kampus Merdeka (MBKM) Program is a policy that provides opportunities for university students to gain direct experience in the professional world. One of its implementations is internships in government institutions. This article is based on a four-month internship undertaken by a student in the General Affairs and Personnel Subdivision of the Regional Tax and Retribution Management Agency (BPPRD) of Palangka Raya City. The aim of this internship is to support office administrative services and to provide students with practical experience in public administration. The methods applied include direct observation, active involvement in administrative tasks, and informal communication with staff members. During the internship, the student participated in various activities such as recording incoming and outgoing mail, typing disposition sheets, scanning and archiving documents, meeting documentation, and distributing files between departments. The results show that student involvement not only helped reduce employees’ workload but also improved the overall efficiency of administrative services. In addition, the student gained a concrete understanding of the bureaucratic system, developed technical skills, and enhanced soft skills relevant to future career readiness. This internship demonstrates that synergy between educational institutions and government agencies can create a meaningful and applicable learning environment for both parties. 

This study seeks to explore how the surrounding environment is utilized as a learning resource in science education at elementary schools and madrasah ibtidaiyah (SD/MI). A descriptive qualitative approach is applied, with data gathered through methods such as observation, interviews, and documentation. The data analysis process involves stages of data reduction, data display, and conclusion drawing. The findings show that utilizing the surrounding environment enhances students' understanding of science concepts, improves learning motivation, and encourages scientific inquiry. Teachers use various natural objects such as plants, water sources, and weather phenomena as learning media. However, the research also identifies several challenges, including limited time allocation and lack of teacher creativity in optimizing environmental resources. Overall, the study concludes that integrating local environmental elements into science learning makes learning experiences more contextual, meaningful, and effective for elementary students.

This study aims to identify and analyze syntactic errors made by students in their academic writing. Using a descriptive qualitative approach, this study explores in depth the forms of errors that appear and the general patterns formed in students' sentence structures. Data were obtained from various documents of students' academic writing, such as essays, papers, and observation reports. The results of the study indicate that the dominant syntactic errors include incomplete sentence construction, inappropriate use of conjunctions, the influence of regional languages in sentence structures, inaccuracy in phrase formation, and errors in the structure of subjects, predicates, and objects. These findings reflect students' weak mastery of Indonesian language syntax rules. Therefore, more effective learning strategies are needed, such as the use of discovery-based learning methods and providing direct feedback, to improve students' syntactic competence. Syntactic error analysis not only functions as an evaluation of language skills, but also as a basis for developing contextual and relevant teaching materials.