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This study aims to analyze the effectiveness of Civic and Pancasila Education (PPKn) in instilling the spirit of unity and integrity among elementary school (SD) students. Using a qualitative approach through a literature review method, this research examines various scholarly works and relevant studies to develop effective and contextual PPKn learning strategies. The findings reveal that PPKn plays a strategic role in shaping national character through the understanding of national values, legal norms, and national identity. Programs such as “Sahabat Pancasila” serve as successful examples of implementing unity values in real school settings. However, challenges remain, such as the lack of variety in teaching methods and the low level of students' affective engagement. Therefore, recommended strategies include value-based learning models, contextual approaches, and regular teacher training. This research is expected to contribute to the development of character education policies and strengthen the role of PPKn in nurturing a young generation that is patriotic and tolerant.

Education is the main pillar in nation building, where teachers play a central role in determining the success of the learning process. However, in the modern era, challenges related to teachers' competence and creativity in managing the classroom and creating a conducive learning climate are still problems that need to be overcome. This study aims to analyze the role, function, and competence of teachers in achieving national education goals through a qualitative approach with the literature review method. Data was collected from accredited journal articles indexed in SINTA, with a publication range of 2020-2024, using the Publish or Perish (POP) tool. The results show that professional teachers need to master the material, teaching methods, and understand the needs of students to create an effective learning environment. In addition, teachers' creativity and innovation in managing the classroom and the integration of technology in learning are key factors in improving the quality of education. However, there is still a gap between theory and practice, especially in the application of character-based learning approaches, Islamic values, and inclusive classroom management. This study recommends the need for teacher training and competency development, especially in the use of technology and varied learning approaches, to create a more conducive and inclusive learning climate.    

This study aims to evaluate the effectiveness of the “Word Chemistry” technique in improving poetry writing skills of 8th-grade students at SMP Negeri 3 Maos during the 2024/2025 academic year. The background of this research lies in students’ limited ability to choose precise diction and express strong imagination in writing poetry. “Word Chemistry” is a creative technique that encourages imaginative exploration and combination of words, similar to chemical reactions, enriching students’ vocabulary and poetic expression. A quasi-experimental method was applied using a pretest-posttest design involving two groups: experimental and control. The primary instruments included poetry writing tests and scoring sheets assessing diction, imagery, creativity, and expression. Data analysis revealed a significant difference between pretest and posttest scores in the experimental group (p = 0.00000122), with 90.63% of students showing improvement, although most gains were categorized as low to moderate based on N-Gain analysis. The study concludes that the Word Chemistry technique significantly enhances students’ poetry writing skills and holds promise as a creative and enjoyable method for teaching literary expression.

Technology development has brought significant changes in education, demanding students' active role as prospective educators to innovate in learning. This article aims to describe the role of Elementary Madrasah Teacher Education (PGMI) students in collaborative community service to develop interactive teaching materials based on digital books in Mathematics subjects in class IV of MIS Al-Jihad Palangka Raya using the ABCD method (Audience, Behaviour, Condition, Degree). The study results showed that the teaching materials developed were feasible (material validation 97%, design 96%), received positive teacher responses (82%), and significantly impacted student learning outcomes. Thus, PGMI students are essential in supporting compelling and engaging digital-based learning innovations.

English language learning in vocational schools aims to provide students with language skills that can maximally support the competence of the specific field of expertise that students have. However, English teaching in many vocational schools, such as the Bali Medika Health Vocational School, is not designed as English for Specific Purposes (ESP), thus found to be insufficient to equip students to communicate using English in their target career. In addition, the teachers at this school revealed that it is difficult to find the kind of activities that can be organized to make learning English interesting and to choose material that is suitable to the needs of students as a future nurse assistant. Therefore, an innovative learning activity is needed to assist teachers in delivering teaching material that is suitable and relevant to the student’s target career. Learning through games such as word grouping and whispering was organized in the class to teach students the specialized nursing vocabulary. At the evaluation, students reported that learning nursing vocabulary through word-grouping and whispering activities was fun, and they could understand the material well. The learning activities helped them enrich their nursing vocabularies and they were very satisfied with the English learning in this program. Keywords: ESP, games, nursing vocabulary, word-grouping, whispering.

The use of artificial intelligence (AI) in education holds significant potential to enhance the quality of learning and the effectiveness of teaching. This study aims to evaluate a teacher competency development program through the integration of AI, particularly in the development of AI-based teaching materials utilizing the Kelas Ajaib feature in the Canva application. The training involved 40 teachers from SMP Negeri 1 Kota Ambon and was conducted through workshops and interactive simulations. Evaluation results indicated an 85% level of participant enthusiasm and 86% satisfaction, reflecting a highly positive response to the program. However, teacher competence in creating AI-based instructional media reached only 75%, suggesting a need for further mentoring and improved supporting infrastructure. The main challenges identified included limited hardware availability and difficulties in adapting to new technologies. Therefore, follow-up training, enhanced technical support, and improved school facilities are recommended. Collaboration among educational stakeholders is essential to ensure the sustainability of AI integration in the learning process. Further research is recommended to examine the long-term impact of AI implementation on teaching quality and student engagement.

This study aims to analyze students’ conceptual understanding of hydrocarbons through a literature review utilizing the Three-Tier Multiple Choice Diagnostic Instrument. Hydrocarbons are a fundamental topic in chemistry education that often leads to student misconceptions. The three-tier diagnostic instrument is designed not only to assess students’ cognitive knowledge through correct or incorrect answers but also to explore the reasoning behind their choices, enabling more accurate identification of misconceptions and conceptual understanding. The methodology employed is a literature review examining various scientific sources on the application of this diagnostic tool in teaching hydrocarbon concepts. The findings indicate that the Three-Tier Multiple Choice Diagnostic Instrument is effective in systematically detecting and classifying students’ difficulties and misconceptions. Furthermore, the use of this instrument contributes significantly to developing targeted and data-driven instructional strategies to enhance students’ conceptual mastery in chemistry. The implications of this study highlight the necessity of integrating three-tier diagnostic instruments in the assessment process to support optimal learning outcomes in hydrocarbon material.

Teachers are a crucial element that cannot be overlooked in the teaching and learning process, as they can determine the success or failure of that process. Therefore, in the process of education and instruction, it is essential to have qualified teachers. This means that, in addition to mastering the subject matter and teaching methods, teachers must also understand the fundamentals of education. These educational foundations are extremely important for teachers to know in carrying out their noble duties as instructors or educators. They serve as a means to inspire and motivate students in their learning process. Even if a teacher has excellent mastery of the subject matter, without knowledge of didactic factors, it can create obstacles for students in understanding what the teacher is conveying. On the other hand, teaching experience can actually make it easier for teachers to deliver lessons effectively, especially when supported by the use of appropriate and well-applied teaching methods.

This research investigates the factors contributing to low understanding of environmental degradation among sixth-grade students at SDN 12 Padang Koto Gadang. The study aims to identify internal and external factors affecting students' comprehension of environmental issues within the IPAS (Natural and Social Sciences) curriculum. Using a qualitative descriptive approach, data were collected through in-depth interviews with the class teacher, classroom observations, and document analysis of lesson plans and student assessment records. The findings reveal that internal factors include low learning motivation, where students perceive environmental materials as mere memorization tasks, and a significant mismatch between students' kinesthetic-visual learning styles (78%) and the predominantly auditory-lecture teaching methods. External factors encompass conventional teaching approaches dominating 85% of classroom time, limited technological infrastructure, and insufficient interactive learning resources. A paradoxical finding shows that while 70% of students claim environmental concern, only 23% consistently practice eco-friendly behaviors, indicating a substantial gap between cognitive knowledge and behavioral application. The study recommends implementing a hybrid learning model combining Problem-Based Learning with local contexts, utilizing simple nature-based media, and establishing strategic community partnerships. These findings contribute to developing more adaptive and contextual teaching methods aligned with Merdeka Curriculum principles for elementary environmental education.

This research discusses the integration of Artificial Intelligence (AI) in Arabic language learning with a focus on personalizing teaching materials according to learner needs. The background of this research is based on the challenges in teaching Arabic which include the diversity of students' backgrounds. The research was conducted with a descriptive qualitative approach through observation, interview, and documentation study of the AI platform. The results show that AI is able to analyze students' strengths and weaknesses, provide adaptive content, and increase learning motivation. This study concludes that AI can be an effective tool in supporting more personalized and relevant Arabic language learning. Recommendations include teacher training, gradual adoption of technology, and development of local AI-based platforms.

This research aims to examine the learning methods and challenges faced by several students when solving mathematics problems regarding number patterns, with an emphasis on analyzing students' thinking processes. This study employs an approach to analyze students' ways of thinking. In this study, a qualitative approach is used with a case study method on a group of junior high school students. Information was collected through observations and analysis of students' work. The findings of the research indicate that students apply various strategies in understanding the material of number patterns, which include memorizing patterns to trying to find their own formulas. However, many students face difficulties in drawing conclusions about patterns and connecting relevant mathematical concepts to everyday life. Common mistakes include errors in recognizing patterns, errors in calculations, and a lack of precision in understanding problems. Analysis of the thinking process shows that some students are still at the concrete operational thinking level, so they need visual aids and real-life examples to better understand patterns. This research emphasizes the need for an approach in teaching that can enhance students' abstract thinking abilities and requires varied practice in determining numerical pattern problems.    

The objective of this study is to design an appropriate strategy in instilling character values ​​in grade 5 students of SDN Walikukun, with an emphasis on strengthening the values ​​of responsibility, discipline, honesty, and cooperation. The study employed literature studies and qualitative data analysis, which resulted in the conclusion that it is very important for character building in elementary schools to be implemented systematically and sustainably. These efforts need to involve the active role of various parties, such as teachers, parents, schools, and the surrounding environment. The implementation strategy includes integrating character values ​​in the teaching and learning process, habituating positive daily actions, role models from teachers, and monitoring student development through behavioral documentation. In addition, democratic and communicative parenting patterns greatly influence children's character formation, especially if adjusted to the child's innate personality type which can be recognized through approaches such as genetic personality. Simple digital technology can also be used as a supporting medium for character education, although there are still obstacles in the form of limited facilities and infrastructure. The results obtained from this study are hoped to be used as a reference in the implementation of relevant and effective character education at SDN Walikukun.

The rapid development of social media has changed the learning patterns of the digital generation, including in learning Japanese. This study examines the effectiveness of short videos based on social media such as YouTube Shorts, TikTok, and Instagram Reels as a medium for learning Japanese. The study used a quantitative approach through a descriptive survey with a Likert scale instrument, involving 61 respondents who had experience teaching Japanese using short videos. The findings showed that this media effectively improved vocabulary and phrase understanding, practised pronunciation, and built learning motivation. However, its effectiveness in developing productive skills such as speaking and writing is still limited. Most respondents also stated the need for longer content to deepen mastery of the material. These findings indicate that short videos have the potential to be an interesting, practical, and easily accessible learning medium. However, the development of learning content should be directed at combining the visual appeal of short videos and communication practice-oriented materials to achieve more optimal and sustainable learning outcomes.

This study examines the application of management psychology approach as a strategy to improve the effectiveness of learning and performance of educators in Indonesia. Using descriptive-analytical qualitative methods, this study explores how factors such as work motivation, leadership, and stress management contribute to creating a conducive educational environment. Literature analysis and empirical findings reveal that increasing educator motivation through rewards, feedback-based evaluation, and the implementation of transformational and participatory leadership can significantly increase work enthusiasm and innovation in the learning process. In addition, balanced workload management and the provision of work welfare programs have been shown to help reduce stress levels and improve the psychological well-being of educators. The results of this study provide recommendations for educational institutions to integrate the principles of management psychology into human resource management policies in order to achieve continuous improvement in the quality of teaching and learning.

This study aims to develop a Riau cultural literacy module for elementary school students' narrative text writing skills that is valid, practical, and feasible to use. The method used in this study is Research and Development (R&D) with a 4D development model, which includes four stages: Define (needs analysis), Design (design), Development (development), and Disseminate (dissemination). The developed module was validated by three experts, namely teaching material experts, material experts, and language experts. Meanwhile, the practicality aspect was assessed through a practicality questionnaire given to teachers and students during a limited trial. Data collection techniques in this study include interviews, observations, and questionnaires. The data obtained were analyzed using quantitative analysis techniques and qualitative descriptions. The validation results showed that the developed teaching materials met the valid criteria with an average percentage of 96.1%. Meanwhile, the level of practicality of teaching materials based on the teacher's practicality questionnaire reached 83.3% with the category of "very practical," and the student's practicality questionnaire obtained a result of 90.3% with the category of "very practical". Based on the results of the validation and practicality test, it can be concluded that the elementary school Riau cultural literacy module has met the valid and practical criteria, so it is suitable for use in learning.

Critical thinking skills are essential for every student, especially in today's digital era, where information is spread so freely and without limits. Students need to be taught how to think critically to make the right decisions regarding the information obtained. At school, developing critical thinking skills will help students face increasingly complex challenges. In this case, teachers play a very important role in guiding and educating students to develop these skills well. The objectives of this study are: 1) To find out the role of social studies teachers in improving the critical thinking skills of 8th grade students in the digital era of Ngeri 1 Boyolangu Junior High School. 2) To find out the steps used by social studies teachers to develop critical thinking skills of 8th grade students at Ngeri 1 Boyolangu Junior High School. 3) To find out the inhibiting and supporting factors in developing students' critical thinking skills. The approach used in this research is qualitative. data collection procedures in this study using observation, interviews and documentation. Data analysis techniques are carried out through data collection, data reduction, data display, and data verification. Research Results: 1) Teachers play a role in designing lesson plans with varied learning methods, in each method there are discussion activities, teaching by taking real problems in accordance with the reality related to the material in the classroom, familiarizing students to ask, answer, provide input and provide simple solutions related to the problems given.2) Steps to Develop Students' Critical Thinking Skills, including teachers getting students used to asking questions, answering, providing simple solutions related to the problems given. Teachers use digital media, such as PowerPoint and websites, as well as game-based learning, which not only makes learning more interesting but also supports students' critical thinking skills through technology. Teachers provide positive motivation to encourage students to participate more actively in learning. 3) The inhibiting factors include the rapid flow of digital information, “filter bubble,” lack of digital literacy, and low learning independence. Supporting factors include motivation from teachers or parents and students' intellectual development, which encourages exploration of information and a higher learning spirit.

This study aims to improve Arabic vocabulary acquisition in lower grade students through a food knowledge-based approach at Srimuda Guidance Centre, Kuala Lumpur. Arabic as the language of the Qur'an is very important to learn from an early age, but its learning is often considered difficult by children due to non-contextualised methods. To overcome this, this research uses a qualitative approach with a case study type. Data were collected through participatory observation, semi-structured interviews, and documentation during the learning activities that took place in three sessions. Each session involved the introduction of food vocabulary in Arabic through activities such as matching pictures, drawing favourite foods, role-playing as sellers and buyers, to simple quizzes. The results showed that students were more enthusiastic and able to remember and mention at least five food vocabulary words in Arabic correctly. The use of real media and interactive activities is proven to make children understand and absorb new vocabulary faster because it is in accordance with their cognitive development stage. This study concludes that learning Arabic vocabulary with a food theme approach can be an effective, fun and contextualised method for early childhood. The implication of this study can be used as a reference in developing Arabic language teaching methods in non-formal and formal educational institutions at the early age level.

Arabic writing is one of the important skills in learning Arabic, but many students have difficulty in mastering it. This study aims to identify strategies used by teachers in overcoming students' difficulties in writing Arabic. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the main difficulties experienced by students include limited vocabulary, understanding of grammatical structures (nahwu and sharaf), and lack of directed writing exercises. To overcome these problems, teachers apply several strategies, including: the use of interactive learning media, a contextual approach in teaching vocabulary, gradual structured writing exercises, and providing regular feedback. In addition, teachers also encourage students to read simple Arabic texts as an effort to improve their understanding of sentence structures and enrich their vocabulary. These strategies have been proven to help improve students' writing skills gradually. This study concludes that the active role of teachers, creativity in learning, and an approach that suits students' needs are very important in overcoming difficulties in writing Arabic among students.  

In the era of digital transformation, technology plays a central role in shaping the future of education. This study explores the role of school principals as transformative leaders in promoting technology-based learning, particularly in the context of Indonesian schools. Using a descriptive qualitative approach, data were collected through in-depth interviews with school principals, teachers, and education personnel from schools that have integrated technology into their teaching and learning processes. Secondary data were obtained from government policies, official school documents, and relevant literature. Thematic analysis was employed to identify key patterns related to leadership practices that support the adoption of educational technology. The findings reveal that effective principals act not only as visionaries and change agents but also as facilitators, mentors, and collaborators who foster inclusive and innovative school environments. They play a critical role in developing teachers’ digital competencies, ensuring adequate infrastructure, and building a positive digital culture. This study highlights the importance of strategic leadership in overcoming challenges such as limited resources and resistance to change. The results provide practical guidance for principals and policymakers to develop sustainable technology-based education programs and contribute to the global discourse on educational leadership in developing countries. Keywords: , , , , .

This study aims to develop teaching materials based on the TESMER approach on algebra material to improve the quality of mathematics learning at the junior high school level. TESMER as a development model is designed to bridge learning theory with classroom learning practices through systematic stages, namely the analysis, design, formative experiments, and retrospective reflection stages. The algebra material focused on includes algebraic forms, algebraic operations, and simple problem solving. This study uses a design research approach by involving teachers and students in the development process. The results of expert validation show that the teaching materials are included in the very valid category, with high assessments in the aspects of content integration, presentation, and language. Limited trials show that the teaching materials are practical to use by teachers and are liked by students. In addition, there was a significant increase in students' conceptual understanding and logical thinking skills after using the teaching materials. These findings recommend the TESMER approach as an effective framework in developing contextual algebra learning devices that are oriented towards meaningful learning.