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The topics of morphology, anatomy, and physiology are integral to biology learning, yet they often present challenges for students due to their abstract and complex nature. Difficulties in understanding body structures and invisible biological processes lead to low student interest and engagement. This study aims to identify innovative learning approaches through an analysis of national scientific literature over the past decade. The results show that the integration of digital technology and student-centered learning methods can improve conceptual understanding and learning motivation. The most prominent innovations include the use of VR and AR-based media to clarify visualizations, the use of interactive videos and simulations to explain biological functions, and the application of contextual learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL). These approaches have proven effective in creating a more immersive learning experience that is relevant to students' needs.

This study aims to describe in depth the role of guidance and counseling (BK) in improving the effectiveness of consultation and collaboration services at SMA Negeri 3 Tasikmalaya City. Consultation and collaboration services are an integral component of the BK program that focuses on professional interactions between BK teachers and various related parties, such as subject teachers, homeroom teachers, parents, and other stakeholders who are concerned about student development. Through these services, BK teachers help students overcome personal, social, and academic problems holistically. This study used a qualitative approach with descriptive methods. Data were collected through in-depth interviews, participant observation, and documentation analysis to obtain a comprehensive picture of the consultation and collaboration practices implemented. The data analysis process was carried out thematically to identify interaction patterns, forms of collaboration, and supporting and inhibiting factors in the implementation of services. The results show that BK teachers at SMA Negeri 3 Tasikmalaya City play an active role as a communication liaison between students, teachers, and parents, as well as mediators in solving problems faced by students. Effective collaboration between BK teachers and all related parties contributes to the creation of a conducive, inclusive, and responsive learning environment to students' needs. Consultation services implemented in a planned, continuous, and data-driven manner can provide a better understanding of student problems and offer appropriate and applicable alternative solutions. These findings confirm that guidance and counseling play a strategic role in supporting educational success in schools. The implementation of effective consultation and collaboration services not only positively impacts student problem-solving but also strengthens synergy between educational elements in building a supportive school climate oriented toward student well-being.

Digital Health Edupreneurship is a concept of student empowerment that integrates health education, digital technology, and entrepreneurial skills. Through this approach, students are not only passive recipients of information but also active creators of digital innovations,such as mobile apps, social media content, educational videos, and online platforms,designed to promote healthy behaviors within schools and the broader community. The main objective of this initiative is to explore and analyze how student innovation in digital health can serve as an effective tool for health promotion while simultaneously fostering entrepreneurial spirit among students. The method used in this program involves lectures and interactive demonstrations. The activity was carried out in three stages: planning and preparation, implementation and process, and finally evaluation and monitoring. Throughout the implementation phase, students were guided to form innovation groups, develop relevant digital content, and collaboratively present their ideas. These activities not only encouraged creativity but also enhanced student engagement in real-world applications of both health promotion and entrepreneurship.The results revealed a significant improvement in students’ knowledge. Prior to the program, only 25.9% of students were categorized as having good knowledge. After the digital health edupreneurship session, this number increased to 88.9%. These findings indicate that the Digital Health Edupreneurship approach is effective in improving health literacy and cultivating student creativity and entrepreneurial mindset in a practical and collaborative learning environment

This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

This research is motivated by the low critical thinking skills of fifth-grade students at SDN Nurul Ittihad, Jambi City. Critical thinking skills are very important for students to face challenges in the modern era, so appropriate learning strategies are needed to develop them. This research aims to improve students' critical thinking skills through the application of a guided inquiry learning model in Natural and Social Sciences (IPAS) subjects. The research method used is Classroom Action Research (CAR) with reference to the Kemmis and McTaggart model which includes four stages, namely planning, implementation and observation, reflection, and re-planning. This research was conducted in two cycles, each consisting of three meetings. Data were collected using documentation, tests, interviews, and observations to measure the increase in student engagement, teacher activity, and learning outcomes that reflect critical thinking skills. The results showed a significant increase in several indicators. Student engagement increased from 87% in cycle I to 92% in cycle II. Teacher activity also increased from 71% in cycle I to 83% in cycle II. Meanwhile, the percentage of students achieving learning mastery increased sharply, from 21% before the intervention to 68% in Cycle I, and 89% in Cycle II. These findings indicate that the implementation of the guided inquiry model can actively and purposefully improve students' critical thinking skills. This model effectively encourages students to become more involved in the learning process, ask questions, explore information, and develop a deeper understanding of the subject matter.

Improving the quality of biology learning in secondary schools requires pedagogical innovations that connect academic content with real-life contexts and leverage digital technology. This study aims to analyze the effect of a contextual teaching approach assisted by interactive PowerPoint on students’ learning outcomes in the human respiratory system topic. A true experimental design with a pretest–posttest control group was employed at SMA Negeri 1 Langowan, involving two eleventh-grade classes selected through simple random sampling. The experimental class received contextual instruction integrated with interactive PowerPoint, while the control class was taught using conventional methods. Data were collected through validated achievement tests and analyzed using normality and homogeneity tests, followed by independent and paired t-tests. The results indicate a significant improvement in learning outcomes for students in the experimental class compared to the control group. The experimental group’s posttest scores were substantially higher, and the difference was statistically significant. Integrating a contextual approach with interactive visualization effectively enhanced students’ understanding of abstract biology concepts, promoted active participation, and strengthened learning motivation. These findings support constructivist theory and highlight the relevance of contextual teaching in science education aligned with the Merdeka Curriculum. The study implies the importance of implementing context-based strategies combined with simple digital media to improve biology learning effectiveness. Future research may explore its impact on non-cognitive skills such as critical thinking and scientific attitudes. Furthermore, the results of this study provide opportunities for teachers to be more creative in designing teaching materials that are not only informative but also interactive and relevant to students' lives. By utilizing media such as interactive PowerPoint, teachers can present complex biological content in a more engaging and understandable way.

This community service program aims to promote learning transformation through the implementation of Augmented Reality (AR) based on Indonesian folklore at SMP Stella Matutina, Salatiga. The activity was conducted collaboratively by lecturers from the fields of Human Resource Management and English Education, involving teachers and 89 students from grades VII and VIII. The program integrated local wisdom and digital innovation in the form of interactive learning media to enhance students’ cultural literacy and learning motivation. The implementation method included needs assessment, development of bilingual AR content (Indonesian–English), teacher training, and classroom application. The results indicated increased student engagement, improved teacher skills in educational technology, and enhanced student awareness of cultural preservation. Folklore-based AR media proved to be an effective and sustainable strategy for developing contextual and innovative educational human resources

Environmental character education from an early age is a strategic step in developing a generation that cares about the natural world. Instilling this value is crucial in concrete ways so that children can understand and directly experience the benefits of protecting the environment. One effort undertaken is through a simple hydroponic learning activity involving children from TKS Kartika V 16. The activity was held once at the Samarinda State Agricultural Polytechnic with the support of lecturers as resource persons. Through a hands-on learning method, the children were introduced to how to grow lettuce and bok choy using a simple hydroponic system. The learning process included an introduction to tools and materials, an explanation of the planting stages, and plant care. Observations throughout the activity showed high enthusiasm among the children. They were actively involved, from preparing the planting medium, planting the seeds, to providing air and nutrients to the plants. This activity fostered a sense of care and responsibility for the plants they grew themselves. Furthermore, the children's fine motor skills were also demonstrated through activities such as arranging the planting medium, sowing the seeds, and assembling the hydroponic equipment. This activity not only developed individual skills but also taught social values such as cooperation and mutual assistance. Children learn to work in groups, help each other, and appreciate each other's roles in the planting process. This hands-on, hands-on approach has proven effective in strengthening environmental awareness in a fun and contextual way. Therefore, environmental education through hydroponics can be a practical, inspiring, and easy-to-implement learning medium for young children, while also serving as a concrete example of how character education can go hand-in-hand with the introduction of environmentally friendly technologies.

This study aims to examine the influence of self-efficacy and learning environment on learning outcomes, with learning motivation as a mediating variable, among students of SMK Negeri 44 Jakarta. Employing a quantitative approach with a survey method, the research involved a population of 175 students, all of whom were included as the sample through a total sampling technique. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The analytical procedures encompassed measurement model analysis, structural model analysis, and hypothesis testing for both direct and indirect effects.The findings reveal a positive and significant direct effect of self-efficacy on learning outcomes, indicating that students with higher confidence in their abilities tend to achieve better academic performance. Similarly, the learning environment was found to have a positive and significant direct effect on learning outcomes, suggesting that supportive academic surroundings contribute meaningfully to student achievement. However, the study found no significant direct effect of learning motivation on learning outcomes, nor any significant mediating role of learning motivation in the relationships between self-efficacy and learning outcomes or between learning environment and learning outcomes. These results imply that while self-efficacy and a conducive learning environment are key determinants of academic success, the role of learning motivation as an intervening variable may not be as substantial in this context. The absence of mediation suggests that motivation alone may not bridge the gap between personal and environmental factors and actual academic performance. This study contributes to educational research by providing empirical evidence on the complex interplay between psychological, environmental, and motivational factors influencing student achievement, highlighting the need for educators to strengthen both self-belief and learning conditions to optimize outcomes.

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This study aims to analyze the effectiveness of online learning on student academic achievement using a mixed methods approach. Data were collected through questionnaires involving 25 students and in-depth interviews with lecturers and students from STMIK Pesat Nabire. Quantitative findings show that aspects such as interaction, learning motivation, assessment, and overall satisfaction were positively rated by most respondents (70%). However, the aspect of technological readiness and accessibility scored only 60%, indicating significant technical barriers. Qualitative findings supported these results, with major concerns related to limited learning platforms and distracting home environments. It is concluded that online learning is moderately effective but requires improvements in digital infrastructure and interactive teaching strategies. This research offers recommendations for higher education institutions to adapt teaching methods to be more responsive to current digital challenges.

This study aims to explore the concept of Qur’anic Spiritual Intelligence and its role in developing high-quality human resources, with a specific focus on the implementation at SMAIT Ash-Shohwah Berau. Qur’anic Spiritual Intelligence refers to a form of spiritual capacity derived from deep interaction with the Qur’an, encompassing the intelligence of the spirit, soul, heart, and moral consciousness. This research employs a qualitative method with a case study approach to provide an in-depth understanding of the phenomenon. Data were collected through semi-structured interviews with teachers and students, participant observations during religious and academic activities, and documentation analysis of school programs. The findings reveal that the cultivation of Qur’anic Spiritual Intelligence at SMAIT Ash-Shohwah Berau is systematically integrated into the school’s curriculum and extracurricular programs, particularly through the high-quality Tahfidzul Qur’an program, which is mandatory for all students. The process of memorizing the Qur’an is not only aimed at achieving mastery of verses but also at nurturing closeness to Allah SWT, shaping attitudes and values that form the foundation of high-quality human resources. Students participating in the program demonstrate notable improvements in discipline, responsibility, enthusiasm for learning, social competence, emotional regulation, honesty, independence, and leadership skills. Furthermore, the study highlights that Qur’anic Spiritual Intelligence serves as a transformative element, influencing both academic achievement and personal character. It fosters an integrated development that balances intellectual capability with moral integrity, enabling students to contribute meaningfully to society. The results suggest that embedding Qur’anic Spiritual Intelligence in educational settings can be a strategic pathway for producing graduates who are not only academically competent but also spiritually grounded and socially responsible. This has significant implications for Islamic education institutions aiming to develop comprehensive human resources aligned with Qur’anic values and the demands of the modern world.

Number recognition is a critical skill in early education, laying the foundation for digital literacy and mathematical understanding. However, traditional methods of teaching number recognition often lack the interactivity and engagement necessary for effective learning, particularly for young learners. This study proposes the development of a deep learning-based Android application aimed at enhancing the number recognition process by providing an interactive and visual learning experience. The application utilizes a Convolutional Neural Network (CNN), a type of deep learning model, to recognize handwritten numbers, offering users an innovative and engaging way to learn and practice number recognition.In the proposed application, users can draw numbers on their devices, and the system will immediately provide feedback regarding the accuracy of the drawn numbers. The CNN model will be trained on a comprehensive dataset of handwritten digits to ensure high accuracy in recognition. This real-time feedback loop is designed to help users learn the correct form of numbers while also introducing the foundational concepts of deep learning. The main objective of this application is to provide an accessible, interactive platform for learning number recognition, especially for novice learners who may be unfamiliar with basic concepts in machine learning and digital literacy. By integrating deep learning technology, the application not only supports the learning of number recognition but also serves as an introduction to artificial intelligence (AI) concepts in a practical, easy-to-understand format. Furthermore, the application is designed to be user-friendly, ensuring that it is suitable for a wide range of learners, including children and beginners. The application aims to combine the fundamental principles of deep learning with a practical, hands-on learning experience, fostering a deeper understanding of both number concepts and the potential of AI in everyday life.

This study was conducted with the motivation to analyze the impact of product innovation, word-of-mouth (WOM), and social media marketing on purchasing decisions at one of the English language courses located in Kampung Inggris, Pare, Kediri, namely Global English. In the digital era and increasingly fierce competition among non-formal educational institutions, understanding the factors that influence purchasing decisions is very important. This study used a quantitative approach with a survey method via Google Form, which was distributed to active students at the institution. The research instrument, a closed questionnaire, was designed to measure students' perceptions of the product innovation offered, the influence of word-of-mouth communication, and the effectiveness of marketing strategies through social media. The analysis results show that product innovation has a significant influence on purchasing decisions, particularly in terms of offering new programs that are in line with market needs, such as the "Studycation" program that combines learning and recreation. Word-of-mouth has also been shown to play an important role in building trust among potential consumers through positive experiences from previous users. In addition, social media marketing makes a real contribution to reaching a wider audience, increasing interaction, and strengthening the institution's image in the public eye. These three variables, both partially and simultaneously, had a positive and significant influence on purchasing decisions. These findings indicate that integrated, digital-based marketing strategies are key to attracting and retaining consumer interest in the informal education sector. This research is expected to serve as a reference for course providers and other educational institutions in designing innovative, efficient, and adaptive marketing strategies to address changing consumer behavior in the digital era.

Education is a strategic effort to overcome ignorance and poverty, which remain serious problems in Indonesia. Through education, individuals can acquire knowledge, skills, and a broad understanding of the world, thereby improving their quality of life and contributing to the nation's progress. Quality education will create superior, independent, and competitive human resources in the era of globalization. In this article, the author attempts to examine issues related to the implementation of education in schools through a qualitative approach. The research was conducted using several methods, namely observation, interviews, and field notes. Observations were conducted directly in the school environment to thoroughly understand the context being studied, including interactions between school members and the implementation of the learning process. Furthermore, interviews were used to gather information from informants, such as teachers, students, and school staff, to gain a deeper insight into the realities of education on the ground. Meanwhile, field notes were used as a tool for documentation and reflection on the results of the observations and interviews, which later became the basis for knowledge discovery and theory strengthening. The simultaneous use of these three methods enabled the author to obtain rich and in-depth data. This research shows that in the implementation of education still face several obstacles, such as limited facilities, lack of training for educators, and suboptimal parental involvement. Therefore, the implementation of education must be carried out through careful planning, appropriate strategies, and collaboration between various parties in order to achieve educational goals effectively and sustainably.  

English, as an international language, plays a significant role in education, especially in preparing students to face global challenges. However, the teaching of English in rural schools still faces several obstacles that affect the effectiveness of learning. This study aims to identify and analyze the challenges faced by English teachers at MTs Rubath Naqsyabandiyah, a school in a rural area. The study uses a qualitative approach with a case study method, where data is collected through classroom observation and in-depth interviews with English teachers. Data analysis follows the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study show several main challenges in teaching English, including low student interest in the subject, lack of support from parents and the surrounding community, teachers' perceived low quality, and high administrative and curriculum burdens. Students in rural areas often fail to see the relevance of English learning to their everyday lives, which reduces their motivation to learn. Additionally, the lack of support from parents worsens the challenges that teachers face in teaching English in these schools. To address these challenges, the study provides several recommendations aimed at improving the effectiveness of English teaching in rural schools. First, increasing student interest by developing fun and relevant teaching methods that connect English to daily activities, local culture, and regional potential. Second, involving parents in supporting their children's English language learning.