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This study aims to conduct an in-depth study of various effective classroom management strategies at the elementary school level. Classroom management plays a crucial role in supporting the smooth running of the teaching and learning process, as a successful learning process is greatly influenced by a conducive, orderly, and enjoyable classroom environment. Teachers serve not only as transmitters of material but also as classroom managers tasked with creating a learning climate that supports active student engagement. Good classroom management is believed to minimize disruptions, improve discipline, and foster student motivation. The research method used is library research, reviewing various academic sources such as books, scientific articles, research journals, and relevant previous studies. This approach was chosen to obtain a comprehensive overview of classroom management strategies that have been proven effective in educational practice in elementary schools. The results of the study indicate that effective classroom management strategies encompass several key aspects. First, the development of clear and mutually agreed-upon classroom rules so that students understand the boundaries of expected behavior. Second, the use of varied learning methods to accommodate different student learning styles. Third, the provision of positive reinforcement as a form of appreciation for student behavior and achievement. Fourth, establish good communication between teachers and students to build mutual trust and increase active participation. Implementing these strategies has been proven to improve discipline, reduce learning barriers, and create a classroom environment conducive to the optimal development of children's potential. These findings are expected to serve as a practical reference for teachers, schools, and related parties in designing more effective, innovative, and sustainable classroom management.

This study aims to analyze the influence of life expectancy, education, economic growth, and unemployment on the poverty rate in Probolinggo Regency during the period 2010–2023. Poverty is a multidimensional issue that reflects not only economic conditions but also social and demographic aspects, making it essential to examine various determinants simultaneously. The research employs a quantitative method with multiple linear regression analysis, using secondary data obtained from the Central Bureau of Statistics (BPS). By applying this approach, the study seeks to provide a comprehensive understanding of the extent to which these variables contribute to changes in poverty levels. The results reveal that education has a significant and negative effect on poverty, indicating that improvements in educational attainment can directly reduce poverty rates. Better access to quality education equips individuals with skills and knowledge that enhance their employment opportunities and income levels, thereby breaking the cycle of poverty. In contrast, life expectancy, economic growth, and unemployment are found to have no statistically significant impact on poverty levels during the observed period. This suggests that while these variables are important indicators of social and economic well-being, their influence on poverty reduction in Probolinggo Regency is not as strong or direct as that of education. The findings highlight the critical role of education as a key driver in poverty alleviation. They suggest that government policies focusing on expanding access to education, improving learning quality, and ensuring equitable opportunities across different social groups will be more effective in addressing poverty than strategies relying solely on economic growth or labor market interventions. Therefore, this research is expected to serve as a valuable reference for local governments in formulating more targeted, evidence-based, and sustainable development policies that prioritize education as the foundation for long-term poverty reduction.

School laboratories are learning environments that have high potential hazards, both from exposure to chemicals, the use of complex equipment, and other environmental factors. Unfortunately, the application of occupational safety and health (K3) principles in schools is still often ignored, increasing the risk of accidents and occupational diseases. In response to this issue, the S1 Occupational Safety and Health Study Program of the Batari Toja Bone Institute carried out Community Service (PKM) activities which aimed to increase students' understanding of the importance of K3 culture in the laboratory. This activity was held on August 13, 2025 at SMAN 3 Bone by involving students of class XII.F.3 as the main participants. The method of implementing the activity includes filling out an initial questionnaire to measure the level of initial understanding of students, delivering material through lectures and direct demonstrations, and interactive question and answer sessions to deepen participants' understanding. The material presented included identification of potential hazards in the laboratory, procedures for using personal protective equipment (PPE), recognition of K3 signs, and strategies to prevent the risk of work accidents. The results of the evaluation showed a significant increase in students' understanding of aspects of K3, which was shown through the comparison of questionnaire results before and after the activity. Students become more aware of the importance of using PPE, are able to recognize K3 signs, and understand preventive measures in dealing with potential dangers in the laboratory. This activity is expected to encourage the formation of a K3 culture in the school environment, so as to create a safe, healthy, and productive learning atmosphere. In addition, this program is an educational model that can be replicated in other schools as a preventive effort in managing work risks in the educational environment.

This research was conducted with the main purpose of examining and analyzing the specific needs of elementary school teachers in designing and implementing a Problem-Based Learning (PBL) model that is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, with the ultimate goal of enhancing students’ critical thinking skills as a crucial competency in the 21st century. The study is rooted in the understanding that critical thinking is not only a fundamental learning outcome but also a key skill for students to thrive in modern society, while at the same time recognizing the current limitations in technology integration within elementary-level PBL practices. A quantitative descriptive method was employed, involving a purposive sample of 100 elementary school teachers who provided data through structured questionnaires and interviews. The analysis focused on five core indicators, namely teachers’ initial knowledge of TPACK-based PBL, the availability of facilities to support its implementation, teachers’ participation in relevant professional training, the degree of TPACK integration in classroom learning, and the actual application of PBL in teaching practice. Findings revealed that only 36% of teachers possessed sufficient awareness of TPACK-based PBL, 40% reported having adequate facilities in their schools, 40% had previously joined related training, 36% had integrated TPACK into their instruction, and 50% had applied PBL in their classrooms. These results clearly demonstrate a significant gap between existing practices and the ideal conditions needed for maximizing the potential of TPACK-based PBL. Consequently, the study emphasizes the urgency of developing and strengthening this model by improving teacher knowledge, ensuring continuous professional development opportunities, and promoting the effective use of technology to foster innovative, contextual, and student-centered learning that can systematically nurture critical thinking abilities in elementary school students.

The low level of students’ understanding of Islamic practices and values in daily life remains a significant challenge in the teaching of Islamic Religious Education (IRE) at the elementary school level. The teaching of IRE on the topic “Hajj and Qurban” in Grade V at SDN Bangbayang, Cisolok District, plays a strategic role in shaping Islamic character and instilling noble moral values in students. This study aims to critically examine the learning objectives, teaching materials, instructional methods, evaluation system, references, and teaching resources used in the learning process. The research employed a qualitative approach with data collected through classroom observation, interviews with teachers and students, and an analysis of instructional documents. The findings reveal that, in general, the teaching of IRE in Grade V has been implemented in accordance with the objectives and curriculum standards. Teachers have designed teaching modules based on the basic competencies and learning goals outlined in the curriculum. However, several aspects still require further development. Among these are the limited relevance of the learning materials to students’ everyday experiences, the lack of integration of technology-based media, and an evaluation process that places greater emphasis on cognitive aspects while paying less attention to affective and psychomotor domains. This situation indicates that while the learning process is carried out in line with procedural standards, students’ comprehension of Islamic values in practical and contextual terms remains insufficient. Therefore, strengthening the understanding of Islamic teachings in real-life contexts is essential so that students not only acquire theoretical knowledge but are also able to internalize and practice Islamic values in their daily lives. The teaching module currently used is adequate, yet further development is needed to make learning more practical, contextual, and impactful in fostering a strong Islamic character among students.

Gunungsari Village, Windusari District, is one of the areas facing quite serious challenges in efforts to develop basic literacy in school-age children. The main problems faced are low interest in reading, limited access to adequate reading materials, and learning methods that are still conventional. These conditions have implications for many children who are not able to read and write fluently despite having received an elementary school education. In response to this situation, the community service team took the initiative to implement a literacy program that uses an interactive learning approach through the development of a literacy park. This program is not only designed to be a learning platform, but also to create a learning atmosphere that is fun, contextual, and involves the active participation of children. Various activities are implemented, including storytelling, the provision of a reading corner, educational games such as math games, vocabulary quizzes, and the provision of simple rewards to maintain high learning motivation. This program activities are carried out periodically with the involvement of the school, the surrounding community, and also the village government, so that its sustainability has the support of various parties. The results of the implementation show a significant increase in children's literacy skills. Not only are they reading more fluently, but they are also better able to comprehend story content and write simple ideas. Furthermore, the children appear more confident in expressing themselves, are more active in every learning activity, and are beginning to demonstrate positive reading habits. A culture of literacy is also slowly growing through the existence of child-friendly and inclusive literacy parks. This proves that a fun, community-based literacy approach is highly relevant in rural areas with limited resources and can be a simple yet impactful means of educational transformation for children's futures.

Personal financial management is an essential skill that needs to be instilled from adolescence to foster healthy and responsible financial behavior. Teenagers are often faced with situations where they must make decisions regarding money, but a lack of understanding and education about finances often leads to consumptive behavior, wastefulness, and a lack of ability to save. However, poor financial habits developed early on can carry over into adulthood and impact a person's future financial situation. Through a Community Service activity conducted by lecturers from the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya (FEB UWKS) at SMA Negeri 2 Mojokerto, students were provided with education on accounting-based personal financial management. The material presented covered basic accounting principles, the importance of recording income and expenses, and how to prepare a personal financial budget. The activity methods included counseling, financial recording simulations, budget preparation, and interactive discussions, designed to encourage active participation and practical understanding. The results of the activity showed that students experienced a significant increase in understanding of the importance of financial literacy. They were also able to prepare a simple budget based on needs and priorities using a basic accounting approach. Thus, this activity is expected to make a real contribution to shaping the character, responsibility, and financial independence of the younger generation. Furthermore, similar activities can be extended to other schools to raise financial literacy awareness among students more broadly and sustainably. Furthermore, the involvement of teachers and school administrators in supporting this financial literacy program is also a crucial factor in maintaining students' desire to understand. With synergy between academics, schools, and students, financial education can become an integral part of the learning process, focusing not only on theory but also on practical application in everyday life.

Pancasila, as Indonesia’s foundational ideology, plays a central role in guiding the nation’s democratic governance and shaping its human rights framework. Despite its normative strength and universal values, the implementation of Pancasila in protecting human rights remains challenged by selective interpretations, legal inconsistencies, and socio-political dynamics that often limit its transformative potential. This study employs a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines, systematically analyzing peer-reviewed Scopus-indexed publications from 2014–2025. The methodology integrates qualitative thematic synthesis and bibliometric mapping using VOSviewer, combining network, overlay, and density visualizations to capture both substantive content and the intellectual structure of the literature. The review identifies four major thematic dimensions: (1) humanity and social justice as core ethical values of Pancasila; (2) legal framework and reforms that seek to harmonize national laws with constitutional and international human rights principles; (3) challenges and critiques highlighting issues such as weak law enforcement, political intervention, and ideological contestation; and (4) educational and societal impacts, particularly the role of civic education and community-based initiatives in fostering rights awareness. Findings highlight that while Pancasila provides a robust ethical and legal foundation for human rights protection, its practical impact remains constrained by structural weaknesses, limited civic engagement, and inconsistent judicial practices. Bibliometric mapping reveals a growing scholarly interest in the areas of legal modernization, democratic governance, and the integration of human rights education within both formal and informal learning systems. This suggests that contemporary discourse is increasingly oriented toward reform and institutional strengthening. The study concludes that a synergistic application of Pancasila principles, comprehensive legal reform, and active civic participation is crucial for advancing human rights in Indonesia. Strengthening judicial independence, promoting inclusive legal frameworks, and enhancing civic education are key strategies to align Indonesia’s human rights practices with both its national values and international standards. Ultimately, this review contributes to scholarly discourse and policy development by providing a comprehensive synthesis of the intersection between ideology, democracy, and human rights in contemporary Indonesia.

This community service activity was conducted as an effort to introduce integrated learning innovations based on Augmented Reality (AR) technology using the Assemblr Edu application to teachers at SMAN 1 Leuwiliang, Bogor, and several other schools in Bogor Regency. This activity was motivated by the underutilization of interactive digital technology in the learning process, particularly in helping teachers visualize abstract material. The implementation methods included preparation, webinar promotion, webinar implementation, a brief technical training session on creating learning materials using the Assemblr Edu application, and guidance in designing AR-based learning content during the webinar. Participants were asked to create AR-based teaching materials using Assemblr Edu according to the subjects they teach. In addition to providing theoretical material, the implementation team also conducted hands-on practice to ensure participants developed the skills to create AR content independently. The results of the activity showed high enthusiasm from the participating teachers, with 85% of participants stating that the training was very helpful and that they felt more confident in integrating AR technology into classroom learning. Participants were also able to produce several prototypes of Augmented Reality-based learning media that can be used as interactive teaching tools. This activity not only improved teachers' technological literacy but also broadened their understanding of how digital technologies such as AR can be creative solutions to enhance the quality of learning and student engagement. Through this community service activity, it is hoped that teachers will become agents of change in utilizing innovative technologies to create more engaging, interactive, and technology-driven learning experiences that align with the demands of 21st-century educational technology. Additionally, this program serves as a strategic step to strengthen teachers' capacity in addressing future challenges in digital learning.

This study aims to describe the application of the Jigsaw Learning method in Islamic Religious Education (PAI) learning at SMP 3 Sendana and to identify the advantages and obstacles encountered during the learning process. The research method used is descriptive qualitative, with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the application of the Jigsaw Learning method can increase student activeness, strengthen group cooperation, and help understand the material more deeply and comprehensively. In this activity, students not only act as recipients of information from the teacher, but also as conveyors of material to their group mates. The process of sharing information between members encourages students to be more active in seeking out, understanding, and explaining the concepts being studied. In addition, this method also creates a collaborative and enjoyable learning atmosphere, due to the positive social interactions between students. This can increase a sense of responsibility and concern for the success of the group. However, in its implementation, several obstacles were found that require attention. Some of these include limited study time within the available lesson hours, inequality in contributions between group members which sometimes results in an uneven workload, and a lack of student readiness to understand the material independently before the group discussion process takes place. Despite the challenges, these obstacles can be minimized through effective classroom management, such as balanced group division, motivation, and intensive teacher support throughout the learning process. With the right strategy, Jigsaw Learning remains an effective and relevant method for Islamic Religious Education (PAI) learning, as it encourages the achievement of learning objectives in a participatory, active, and enjoyable manner. Therefore, this method is a worthy alternative to cooperative learning that can improve the quality of religious education at the junior high school level.

This research aims to formulate an inclusive Christian Religious Education (CRE) strategy by making love the core pedagogical principle in responding to the challenges of diversity in the modern era. The problem addressed is the prevalent tendency toward exclusive and normative CRE approaches, which are often less relevant in diverse societies. The methodology employed is qualitative descriptive through a literature review of theological and pedagogical works. The novelty of this study lies in integrating love as an educational approach that is not only a taught value but also a teaching method and a transformative goal. The findings indicate that love can foster dialogical and empathetic relationships in the learning process, strengthen Christian identity without being exclusive, and empower teachers to act as facilitators of reconciliation. Thus, this approach enables CRE to be relevant and contextual, shaping students with Christian character who are ready to be agents of peace in a pluralistic society.

The low level of reading literacy in remote areas, such as the Muna Barat Daya Regency, poses a significant challenge in basic education. One innovation proposed to address this issue is the implementation of Scramble Fun Learning, an educational game-based approach designed to enhance reading literacy skills in students at SD Negeri 1Weet. This community service activity was carried out in two stages: a theoretical stage, which provided foundational understanding about the importance of literacy and gamification approaches, and a practical stage involving both teachers and fifth-grade students in word arrangement activities. Scramble Fun Learning combines game elements with a gamification approach by having students arrange words from random letters. The main objective is to train vocabulary recognition, strengthen reading comprehension, and increase student motivation to learn. In this activity, students are challenged to form words or sentences within a limited time, which not only stimulates their creativity but also makes the learning process more enjoyable and engaging. This method enables students to learn while playing, which is particularly effective in overcoming the boredom that often occurs in conventional learning. The results of this activity showed a significant improvement in student enthusiasm, active participation, and literacy skills. Many students who were previously disinterested in reading activities became more enthusiastic and motivated. Despite limitations in resources and time, the activity was still effectively implemented, thanks to creative adjustments made by the implementing team to ensure the material and activities were well received by both students and teachers. Overall, these findings indicate that Scramble Fun Learning is a highly potential and applicable approach to improving students' reading literacy, especially in areas with limited educational resources. This approach not only enhances literacy skills but also builds students' interest and motivation to continue learning.

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.

The low level of reading literacy in remote areas, such as the Muna Barat Daya Regency, poses a significant challenge in basic education. One innovation proposed to address this issue is the implementation of Scramble Fun Learning, an educational game-based approach designed to enhance reading literacy skills in students at SD Negeri 1Weet. This community service activity was carried out in two stages: a theoretical stage, which provided foundational understanding about the importance of literacy and gamification approaches, and a practical stage involving both teachers and fifth-grade students in word arrangement activities. Scramble Fun Learning combines game elements with a gamification approach by having students arrange words from random letters. The main objective is to train vocabulary recognition, strengthen reading comprehension, and increase student motivation to learn. In this activity, students are challenged to form words or sentences within a limited time, which not only stimulates their creativity but also makes the learning process more enjoyable and engaging. This method enables students to learn while playing, which is particularly effective in overcoming the boredom that often occurs in conventional learning. The results of this activity showed a significant improvement in student enthusiasm, active participation, and literacy skills. Many students who were previously disinterested in reading activities became more enthusiastic and motivated. Despite limitations in resources and time, the activity was still effectively implemented, thanks to creative adjustments made by the implementing team to ensure the material and activities were well received by both students and teachers. Overall, these findings indicate that Scramble Fun Learning is a highly potential and applicable approach to improving students' reading literacy, especially in areas with limited educational resources. This approach not only enhances literacy skills but also builds students' interest and motivation to continue learning.

This study aims to improve the ability to recognize geometry in children aged 5–6 years through the block game method at Nurul Muslimin Mosque Kindergarten. The research was conducted as Classroom Action Research (CAR) with a qualitative approach. The subjects of this study were children in group A at Nurul Muslimin Mosque Kindergarten, with research carried out collaboratively between researchers, teachers, and the principal. The procedure followed a systematic design consisting of two cycles, each divided into four stages: planning, implementation, observation, and reflection. Data were collected through observation, testing, and documentation to measure the development of children's ability to recognize geometric concepts. The results showed a significant increase in children's ability to recognize geometry through the block game method. In the pre-cycle, only 23.33% of children demonstrated the expected level of ability. After the first cycle, this figure increased to 53.33%, indicating moderate progress. By the end of the second cycle, 86.66% of the children had reached the expected competency, showing a remarkable improvement. These findings highlight the effectiveness of the block game method in fostering cognitive development, particularly in the area of early geometry recognition among preschool-aged children. The conclusion of this study emphasizes that implementing block games as a teaching strategy not only enhances children's recognition of geometric shapes but also supports active learning, creativity, and collaboration. Therefore, educators are encouraged to integrate play-based learning methods such as block games into early childhood education programs to improve fundamental mathematical concepts and prepare children for higher learning stages.

Learning fatigue is a serious challenge in the world of education, including in Christian Religious Education (CRE) subjects. The purpose of this study is to analyze the effectiveness of active learning methods in overcoming learning fatigue among students in CRE subjects. Furthermore, it aims to provide theoretical and practical contributions to the field of basic education, particularly in formulating more adaptive, interactive, and psychologically appropriate learning approaches. This article employs a qualitative research method by analyzing the effectiveness of active learning methods as a solution to address such boredom. Active learning methods, which include strategies such as group discussions, simulations, role-playing, and project-based learning, have proven to increase students' cognitive, emotional, and social engagement. In addition to providing an enjoyable learning experience, this approach also reinforces Christian values in the context of PAK learning. This article concludes that active learning is not only capable of reducing learning boredom but also improving the quality of the learning process holistically. Therefore, teachers need to continuously develop their pedagogical and spiritual competencies to achieve transformative PAK learning that frees students from boredom. This study is expected to serve as a practical reference for teachers and policymakers in designing relevant, interactive, and contextual learning strategies. Moreover, the implementation of active learning methods in CRE subjects can also foster a deeper connection between students and the spiritual teachings of Christianity. By engaging students through hands-on activities such as role-playing biblical stories or collaborating on projects related to Christian values, students are encouraged to actively reflect on their faith in a more meaningful and personal way.

This study aims to examine and analyze the Islamic educational values ​​contained in the local tradition of Ada' Tuho Ulumanda and its implementation at the Darul Ulum Islamic Boarding School, Popenga Village, Ulumanda District, Majene Regency. The Ada' Tuho tradition is one of the cultural heritages of the Ulumanda community that is full of moral, social, and spiritual values ​​that are closely related to the principles of Islamic education, especially the values ​​of faith, morals, and society. In the context of Muslim society, local traditions are not only seen as cultural symbols, but also function as a medium for transmitting religious values ​​that strengthen Islamic identity while maintaining social harmony. The research method used is a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The data obtained are analyzed thematically to reveal the Islamic educational values ​​contained in the practice of Ada' Tuho and its form of implementation in the Islamic boarding school environment. The results of the study indicate that the Ada' Tuho tradition contains a number of important values, including: the value of monotheism that emphasizes faith and respect for God's power, moral values ​​that include honesty, responsibility, discipline, and respect for parents and others, and social values ​​in the form of solidarity, mutual cooperation, deliberation, and justice in community life. The implementation of these values ​​at the Darul Ulum Islamic Boarding School is carried out through a formal learning process, habituation of worship, exemplary behavior of the ustaz, and strengthening the character of students based on the integration of Islamic values ​​and local wisdom. Thus, the Islamic boarding school plays a role as an agent of preserving religious culture that is able to harmonize Islamic teachings with local traditions constructively, making it relevant to strengthening contextual Islamic education in the modern era.

Writing is a complex and fundamental language skill that plays a central role in developing students’ literacy, particularly in the context of producing negotiation texts. Negotiation texts are one of the text types taught in the Indonesian language curriculum that demand mastery of varied vocabulary, logical coherence, and persuasive language structures. Despite its importance, many students continue to face challenges in composing negotiation texts effectively. Difficulties are often found in choosing the right vocabulary, applying grammatical rules accurately, and constructing arguments that are logically consistent and persuasive. This study aims to analyze the extent to which students’ mastery of Indonesian vocabulary and grammar contributes to their ability to write negotiation texts. The research was conducted on class X students of MAN Kota Mojokerto using a qualitative method with a descriptive approach. Data were collected through three techniques: analysis of students’ written negotiation texts, interviews with teachers and students, and classroom observations during the learning process. The results of the study reveal that most students demonstrate limited mastery of vocabulary, which results in repetitive word choices and restricted expression. In addition, weaknesses in grammar application often lead to inaccurate sentence construction, lack of cohesion, and unclear argument flow. These shortcomings significantly affect the quality of negotiation texts, which tend to be less persuasive, poorly structured, and unable to fulfill the standard criteria of negotiation text writing. Based on these findings, it can be concluded that vocabulary mastery and grammar proficiency play a crucial role in supporting students’ negotiation text writing skills. To address this issue, Indonesian language learning needs to adopt strategies that consistently emphasize writing practice, provide opportunities for vocabulary enrichment, and strengthen students’ grammatical competence. Such approaches are expected to improve students’ literacy levels, particularly in the production of negotiation texts.

This study aims to describe students' critical thinking skills in solving social arithmetic problems based on the Polya stages and FRISCO indicators. The research subjects consisted of three students in grade VIII R-5 MTs Nurul Jadid who were purposively selected to represent the high, medium, and low ability categories out of a total of 21 students. The research method used was a descriptive qualitative approach with instruments in the form of two social arithmetic description questions and semi-structured interview guidelines. Data analysis was carried out by referring to the four stages of problem solving according to Polya (understanding the problem, planning the solution, executing the plan, and re-examination) as well as the six FRISCO critical thinking indicators (Focus, Reason, Inference, Situation, Clarity, Overview). The results of the study showed that students with high abilities were able to solve problems systematically through all stages of Polya and met almost all FRISCO indicators, especially in the aspects of Focus, Reason, and Clarity. Students with moderate ability show sufficient understanding but are inconsistent in planning and implementing solutions, and experience difficulties in the Reason, Situation, and Overview indicators. Students with low abilities experience obstacles from the early stages of understanding problems and do not show significant indicators of critical thinking. These findings indicate that the Polya stage and the FRISCO indicator can be used in a complementary manner to identify and analyze students' critical thinking skills in solving contextual math problems. The implication of this study is the need for a learning strategy that emphasizes strengthening the stages of problem solving and developing explicit critical thinking indicators in the mathematics learning process. This research also opens up opportunities for the development of more structured diagnostic instruments in measuring students' individual critical thinking skills.

This study aims to determine the effect of using educational gim-based learning media on students' math learning outcomes on the material of Linear Equation One Variable (PLSV). The background of this research is the low student learning outcomes in conventional math learning which is considered less interesting, especially in PLSV material which is abstract. This study used a quantitative approach with a quasi-experimental design and a nonequivalent control group design. The sample consisted of two classes, namely the experimental class (using educational gim media) and the control class (using conventional methods), which were taken from VII grade students of MTs Ra’iyatul Husnan, Wringin Bondowoso. The research instrument was in the form of pretest and posttest tests that had gone through validity and reliability tests. The pretest results showed that both classes had relatively balanced initial abilities. However, in the posttest, the learning outcomes of experimental class students showed a more significant increase than the control class. The data were analyzed using normality, homogeneity, and Mann-Whitney U Test hypothesis tests because the posttest data were not normally distributed. The analysis results showed a significance value of Asymp. Sig. (2-tailed) significance value of 0.000 <0.05, which means there is a significant effect of using educational gim media on student learning outcomes. This finding shows that interesting and interactive learning media such as educational gims can improve students' motivation, understanding and learning outcomes in mathematics. Therefore, the use of educational gims is recommended as an innovative alternative in learning mathematics, especially on material that is abstract and difficult for students to understand.