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This study aims to determine the effect of Teams Games Tournament (TGT) learning model on the motivation and learning outcomes of grade X students in History subjects at MAN 3 Jombang. The background of this study is the low motivation of students to learn due to the use of conventional learning models that tend to make students passive, bored, and less interested. The TGT model is considered an alternative because it can increase students' active involvement in the learning process. This research used a quantitative approach with quasi experiment method. The research samples were students from class X-11, which was the experimental class, and X-15, which was the control class. Data collection techniques included questionnaires, tests, and documentation. Data analysis was done by prerequisite test (normality and homogeneity), Independent Sample t-Test test, and MANOVA test. The results showed that the TGT learning model had a significant effect on learning motivation, with the value of tcount (9.180) > ttable (2.022) and Sig. 0,000 < 0,05. In addition, TGT also has a significant effect on learning outcomes, with tcount (7.979) > ttable (2.022) and Sig. 0,000 < 0,05. Simultaneously, TGT affects student motivation and learning outcomes based on MANOVA test (Sig. 0.000 < 0.05).    

This study aims to improve the skills of third-grade elementary school students in learning the concept of measuring length and weight through the Team Games Tournament (TGT) learning model. The research method used is classroom action research (CAR) based on the Kemmis and McTaggart model, which involves four stages: planning, acting, observing, and reflecting. The study was conducted with 24 students from class III B at UPT SDN Latsari Tuban. Data collection techniques included observation, tests, and interviews. The research results show that the implementation of the TGT learning model can enhance students' understanding of the concepts of length and weight measurement. In addition, there was an increase in students' learning activity and motivation during mathematics lessons. Students became more enthusiastic, cooperative, and engaged in group activities, which contributed to better mastery of the material. Based on these findings, the TGT learning model is proven to be effective in improving mathematics learning outcomes, especially in the topic of Length and Weight Measurement for third-grade elementary school students.

Guided inquiry is recognized as an effective instructional model for Vocational High Schools (SMK), as it actively engages students in systematic exploration and investigation with teacher guidance. This study aims to address the problem of low student engagement and learning outcomes by implementing the guided inquiry model in classroom instruction. The research employed a Classroom Action Research (CAR) design, conducted over two cycles, each comprising the stages of planning, action, observation, and reflection.The participants consisted of 36 students from Class X of the Agribusiness for Food Crops and Horticulture (ATPH) program at SMK Negeri 1 Purwosari during the 2024/2025 academic year. Data collection instruments included student engagement observation sheets, evaluation tests, and documentation, with data analyzed using descriptive quantitative methods. The findings revealed that the guided inquiry model significantly improved both student engagement and learning outcomes in the topic of vegetative propagation. Student engagement increased from 32.81% in the pre-cycle to 70.49% in the first cycle and 84.72% in the second cycle. Similarly, the percentage of students achieving mastery in learning outcomes rose from 38.89% in the pre-cycle to 83.33% in the first cycle and reached 100% in the second cycle.

This study explores the implementation of Lesson Study within the teaching practicum (PPL) program to enhance student engagement, learning outcomes, and the teaching competencies of pre-service teachers. Employing a Classroom Action Research (CAR) approach, the research was conducted in three cycles involving second-grade students at UPT SD Negeri Latsari. Each cycle consisted of the Lesson Study stages: planning, execution, and reflection. The findings indicate significant improvements in all targeted areas. Student engagement showed a steady increase, starting from 63% in Cycle 1 and reaching 91% in Cycle 3, supported by interactive strategies such as group worksheets, flipbook media, and the Team Games Tournament (TGT) model. Correspondingly, learning outcomes improved, with average test scores rising from 68.2 in Cycle 1 to 83.7 in Cycle 3. Furthermore, pre-service teachers demonstrated notable development in key teaching competencies, particularly in lesson planning, classroom management, and reflective practices. Overall, the study underscores the effectiveness of Lesson Study in promoting collaborative teaching practices, improving the quality of instruction, and fostering professional growth among pre-service teachers. The integration of innovative and interactive learning strategies within the Lesson Study framework contributed significantly to creating a more engaging and impactful learning environment for students.

This study examines the implementation of Hablum Minal Alam (human-nature relationship) learning in fostering environmentally conscious behavior at MI Bukit Pelangi Nature School in Karanganyar, Pekalongan. Using a qualitative approach, this research explores how Islamic values are integrated into an environmentally-focused curriculum based on direct experience with nature. The findings show that MI Bukit Pelangi effectively implements a contextual learning approach through activities such as farming, ecosystem observation, eco-brick projects, and nature reflection sessions. The curriculum combines the national "Merdeka Curriculum" with local contextualization and experiential learning methods. The study reveals that nature-based Islamic education successfully nurtures ecological awareness and environmental behavior through six core values: environmental consciousness, resource management, cultivation activities, gratitude for nature, stewardship responsibility, and experiential learning. This educational model offers potential as a sustainable environmental education framework that integrates spiritual values with ecological responsibility.

The elderly period carries a negative perception because it is considered one of the vulnerable groups in society. They often experience changes in physical health, reduced social support, and the possibility of decreased quality of life. In this case, empowerment of the elderly is important to improve the quality of life and achieve successful aging, as is the empowerment carried out for the elderly at the Al-Falah Health Post Dompet Dhuafa. This study aims to determine what empowerment model is carried out at the Al-Falah Health Post and what programs are carried out in achieving successful aging for the elderly at the Al-Falah Health Post as well as the obstacles and what efforts are made to overcome these obstacles. This study uses a descriptive qualitative research method. Data collection was carried out by interviews, observations, and documentation. And the determination of informants used purposive sampling. The results of this study show a picture of empowerment at the AL-Falah Health Post involving various training for elderly cadres, the achievement of successful aging in the elderly at the Al-Falah Health Post in the forms of achievements include: a) minimizing and low risk of disease, the elderly have awareness and commitment to maintain their health, b) physical and cognitive function that is still maximal allows the elderly to continue learning, maintain physical and mental health, and increase their independence in everyday life, c) social relationships in life at the Al-Falah Health Post create an environment that supports active and beneficial social relationships.  

Scientific argumentation skills are high-level thinking skills that are very important for students to have in the learning process, especially in 21st century education that shapes students to argue and shape students into individuals who are able to think critically. However, based on the results of observations, students are still not active in conveying their arguments and critical thinking. The purpose of this study is to analyze the relationship between scientific argumentation skills and critical thinking skills through the VAK (Visual, Auditory, Kinesthetic) learning model on cell material. The method used in this study is the correlational method with an ex post facto research design using 1 experimental class with a research sample of 30 students. The instruments used are 15 essay questions for both scientific argumentation skills and critical thinking skills. Data analysis was carried out using Microsoft Excel and data analysis techniques using the t-test. The results of the analysis through the posttest on students' scientific argumentation skills are in the form of an average value of 47.5, while the average value of critical thinking skills is 47.6, with the results of the t-test being 2.08> 1.69, which means that tcount> ttable, namely H0 is rejected. The results of the hypothesis test show a significant relationship between scientific argumentation skills and critical thinking skills using the VAK (Visual, Auditory, Kinesthetic) learning model on cell material.    

Writing in an activity to express thoughts and feelings in writing and indirecly. Writing is generally divided into two typpes, namely scientific writing and creative writing. Imaginary stories are texts produced from creative thoughts to create a story. So an effective learning model is also needed to write stories. PBL is a learning model that encourages students to solve a problem contextually. This research step uses the theory Miles and Huberman using triangulation data validation. Most students are able to write the orientation, complication, and resolution sections well. This can be seen from the majority of students who succeeded in compiling a complete orientation, displaying the conflict clearly in the complication, and the resolution of students in writing the conflict in its entirety in the resolution section. This shows that problem based learning (PBL) is effective in helping students understand the structure of imaginary stories and developing creativity and critical thinking skills in writing.

This study aims to explore how cooperative learning strategies contribute to the enhancement of students’ religious character within the context of Islamic Religious Education (PAI). Using a literature review approach, this research collects and analyzes various scholarly sources concerning cooperative learning models, religious character values, and the teacher’s role in shaping students' personalities based on Islamic principles. The findings indicate that cooperative learning strategies not only engage students cognitively but also create a learning environment that fosters the internalization of religious values such as honesty, responsibility, discipline, empathy, and tolerance. The teacher's role as a facilitator is crucial in guiding group dynamics to be infused with moral and spiritual values. Thus, this strategy proves to be both relevant and effective in supporting a holistic approach to religious character education.

Indonesian language learning includes four aspects of language skills, namely listening skills, speaking skills, reading skills and writing skills, writing is a language skill that aims to convey information in writing through graphic symbols that are clear and easy to understand by readers. The purpose of this study is to explain and describe the structure of the biographical text, namely the orientation of important events and reorientation. This description uses a case study approach, which is a method that aims to analyze and understand a phenomenon or problem in depth and comprehensively. This study uses data analysis techniques based on the Miles and Huberman model, namely through the process of data reduction, data presentation, and drawing conclusions.

Pasar Seni, also known as Central Market or Pasar Besar, is now one of the main tourist destinations in Kuala Lumpur and has made a significant contribution to Malaysia's creative economy sector. widely used as a reference in various countries. The purpose of this study was to determine the strategy for developing human resources. Data came from 38 traders and 2 managers of Pasar Seni. The research method used a qualitative approach with an exploratory case study design to understand the dynamics of Human Resource Development. The results of the study showed two main programs implemented: 1) a dynamic and integrated Training and Education Program, and 2) a Lifelong Learning Approach. The implementation of the learning approach faced several significant challenges, namely skepticism about the benefits of learning, low digital literacy among senior artists Based on the analysis of current conditions, the community service team proposed a comprehensive and integrative sustainable human resource development model "ARISE Model" as a framework for sustainable human resource development

This study aims to develop an effective classroom teaching model using the SQ3R knowledge differentiation method and to test the validity of the product as well as the benefits of the model. The method used in this research is research and development (F&E) that follows the Borg & Gall model consisting of 10 steps, which includes the first trial, corrections based on the trial results, field test, and survey and distribution of the product to support education in schools. In the development stage, the products were tested for validity and effectiveness. The results showed that validation from experts obtained an average score of 9.7 with the category “very valid.” In addition, the 1-1 trial resulted in an average score of 93.63% for the learning model, 102% for the material aspect, 98% for practicality, and 96% for benefits. All aspects were categorized as “very interesting,” “very easy,” and “very useful.” Based on these findings, it can be concluded that the Flipped Classroom learning model with the SQ3R differentiation method is proven effective in improving critical thinking skills of grade IV students in science subjects at SDN Klenang Lor 1. This model is also very feasible to be applied in science learning and has the potential to be adapted and applied to other subjects at the elementary school level.

The application of Virtual Reality (VR) based on the Metaverse in education is an innovation that can enhance the quality of learning by providing a more interactive and immersive learning experience. This article discusses the development of VR-based learning integrated with the Metaverse using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Through the stages of analysis, design, development, implementation, and evaluation, VR and Metaverse-based learning can be tailored to students' needs, creating a more flexible and collaborative learning experience. The use of this technology allows students to learn independently or in groups, while improving practical skills and creativity. This study shows that by applying the ADDIE model, VR and Metaverse-based learning can be more effective in increasing student motivation and learning outcomes, addressing the challenges of education in the future.

This study explores the implementation of the Problem-Based Learning (PBL) model in Islamic Religious Education at Elementary School 13 Pulau Rimau, including its supporting and inhibiting factors. Using a qualitative descriptive case study, data were collected through observation, interviews, and documentation involving teachers and students. The study found that effective implementation of PBL requires thorough planning involving syllabus, lesson plans, objectives, methods, media, and resources. The learning process follows five main PBL stages and assesses students' attitudes, knowledge, and skills. The research recommends teachers to improve and develop their use of PBL to enhance student-centered learning and ensure more meaningful educational experiences. 

This study was carried out to boost the learning enthusiasm of fifth-grade students at Madrasah Ibtidaiyah Swasta Nurun Najah Olak Kemang, Kota Jambi. The method used was a Game-Based Learning model that was adjusted to suit the students’ needs, using the Kahoot app. The research followed a Classroom Action Research approach with two cycles, and each cycle included steps like planning, doing the activity, observing, and reflecting. To collect the data, the researcher used observation sheets, interviews, and documentation. The results showed a noticeable increase in how engaged the students were. In the beginning (pre-cycle), the average engagement was only 55.90%, and most students were not very active. After the first cycle, it went up to 61.45%, and by the second cycle, it jumped to 82.81%, with most students becoming active or even very active. Using Kahoot helped create a fun and interactive learning atmosphere, which made the students more eager to participate. So, using a game-based approach like this with Kahoot can be a good option to make elementary students more involved in learning.

Given the increasing prevalence of mental health challenges in digital work settings, especially among IT remote workers, early detection mechanisms have become critically important. This study aims to improve the prediction accuracy of mental health conditions among IT remote workers by integrating feature engineering techniques within machine learning models. Five algorithms consisting of Random Forest, Logistic Regression, K-Nearest Neighbors, Decision Tree, and Naive Bayes were evaluated. The Random Forest model achieved the best performance, with 83% accuracy, 83% precision, 100% recall, and a 90% F1-score, followed closely by Logistic Regression with 82% accuracy. Nevertheless, the results demonstrate the feasibility of applying machine learning to support the early detection of mental health risks, offering a strong foundation for future research in predictive analytics and the development of intelligent support systems within digital work environments.

The digital era has brought major changes to various aspects of life, including in the world of education. One of the main challenges that has emerged is how to shape the character of the younger generation amidst the flow of information that is so fast, free, and uncontrolled. The negative influence of social media, the decline in direct social interaction, and weak control over digital content consumed by students are serious obstacles in the implementation of character education. This article discusses these challenges while offering strategies that can be implemented by educators, parents, and educational institutions. The strategies outlined include the wise integration of technology in character learning, strengthening the role of the family as the first and foremost educational environment, and the importance of role models and consistency of moral values in everyday life. Through an adaptive, collaborative, and sustainable approach, character education can remain the foundation in forming a generation that is not only intellectually intelligent, but also has integrity, responsibility, and noble character in the digital era.

This study aims to determine the effect of the collaborative learning model on student learning outcomes. The research method used is quantitative with a pre-experimental design research type in the form of one-group pretest-posttest. The population of all 9th grade students is 62 people and a sample of 31 people through purposive sampling. The instrument in the form of a test question consists of 20 items. The results of the data analysis show that there is a positive and significant effect of the Collaborative Learning PAK and Budi Pekerti learning model on the Learning Outcomes of Class IX students, as evidenced by the tcount> ttable value, namely 14.226> 2.042. It is concluded that H0 is rejected and Ha is accepted.

In today’s global economy, accurately predicting foreign exchange rates or estimating their trends correctly is crucial for informed investment decisions. Despite the success of standalone models like ARIMA and deep learning models like LSTM, challenges persist in capturing both linear and nonlinear dynamics in highly volatile exchange rate environments. Motivated by the limitations of these individual models and the need for more robust forecasting tools, this study proposes a hybrid ARIMA-LSTM model that integrates ARIMA’s strength in modeling linear trends with LSTM’s capability to capture nonlinear dependencies, using historical USD/NGN exchange rate data from the Central Bank of Nigeria (CBN) spanning 2001 to 2024. The research hypothesis posits that the hybrid ARIMA-LSTM model will significantly outperform standalone models in forecasting accuracy. By comparing these models against state-of-the-art approaches, the study highlights the advantages of hybridizing statistical and deep learning methods. The findings demonstrate that the hybrid model achieved the lowest Root Mean Squared Error (RMSE) of 2.216 and the highest R² of 0.998, indicating superior forecasting performance. This study fills a critical research gap by demonstrating the effectiveness of hybrid deep learning in financial time series forecasting, providing valuable insights for investors, policymakers, and financial analysts. Future research will extend this work by incorporating the latest dataset and evaluating model robustness during the recent surge in the Naira/Dollar exchange rate from 2023 to 2024.

Learning strategies play a vital role in determining the success of the educational process, particularly in achieving learning objectives effectively and efficiently. This article aims to comprehensively examine fundamental concepts of learning strategies by addressing five main research questions: (1) what is the definition of learning strategies? (2) how are models, approaches, strategies, methods, and techniques of learning interrelated? (3) what are the classifications of learning strategies? (4) what are the essential components of a learning strategy? and (5) what considerations are important in selecting an appropriate learning strategy? Using a descriptive-qualitative approach, this article draws upon various educational literature, both classical and contemporary, to formulate a comprehensive understanding of learning strategies. The discussion on the definition highlights that a strategy is not merely a technical step but also a pedagogical framework that reflects a systematic way of thinking. Furthermore, this article emphasizes the importance of understanding the interconnectedness of learning models (conceptual frameworks), approaches (philosophical orientations), strategies (overall plans), methods (procedural steps), and techniques (practical actions) in order for educators to design cohesive and holistic learning processes. The classification of learning strategies is discussed based on the learning approach used, such as expository, inquiry-based, cooperative, contextual, and problem-based strategies—each with its own advantages and challenges. The article also identifies key components of learning strategies, including learning objectives, student characteristics, materials, media, methods, and evaluation. In choosing the appropriate strategy, the author highlights the need to consider factors such as learning goals, learner characteristics, available resources, and the socio-cultural context of the learning environment, particularly within the framework of Islamic education. The findings of this study are expected to contribute both theoretically and practically to the development of more contextual, adaptive, and relevant learning designs, especially for educators and prospective teachers within Islamic State Universities.