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General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.

The implementation of the eighth-grade Christian Religious Education teaching module on the topic "Love as the Foundation of a Believer's Life" was carried out as an effort to provide an active, reflective, and contextual learning process in accordance with the principles of the Independent Curriculum. Learning is designed through an interactive approach with discussion activities, analysis of biblical texts, case studies, problem-solving, and personal reflection that provide opportunities for students to construct understanding independently. Through these activities, students are guided to understand the concept of agape love as sincere love, giving without expecting anything in return, and is manifested in concrete actions towards others. The implementation results show that this teaching module is able to improve students' conceptual understanding of the meaning of love from a biblical perspective and its relevance in modern life. Students appear to be increasingly confident in expressing opinions, are able to work together in groups, and are actively involved in learning activities. In addition, the emergence of attitudes of empathy, tolerance, and habits of helping each other are indicators that the value of love is not only understood cognitively, but also internalized in behavior. This teaching module also contributes to improving students' critical thinking skills and spirituality through reflection activities that invite them to evaluate acts of love in daily life at school, family, and society.

This study looks at how the Contextual Teaching and Learning (CTL) model is used in Christian Religious Education (CRE) and checks how it helps students develop their critical thinking abilities. In today’s education system, students are not just expected to remember Bible stories, but also to understand what they mean, think about the moral lessons, and use Christian values wisely in their everyday lives. However, past observations show that CRE classes often use a lot of lectures and memorization, which doesn’t give students much chance to think deeply or link what they learn to real-life situations. The CTL model provides a better way for learning by using seven key parts: constructivism, inquiry, questioning, learning community, modeling, reflection, and real-world assessmen. A descriptive qualitative design was employed involving CRE teachers and students selected purposively from classes that have integrated CTL in online and face-to-face settings. Data were collected through classroom observations, semi-structured interviews, and instructional documents. The analysis followed Miles and Huberman’s stages of data reduction, display, and conclusion drawing, supported by triangulation to strengthen credibility. The findings reveal that CTL enhances student engagement, promotes higher-order reasoning, and supports the internalization of Christian values in real-life contexts. Supporting factors include a positive school climate, parental involvement, and teacher readiness, whereas obstacles emerge from limited facilities, large class sizes, and insufficient teacher understanding of CTL. The study underscores the need for context-based and character-oriented instructional designs in CRE.

This Community Service activity reflects university students' social concern for their environment, particularly in elementary education. The activity was conducted at SDN 032 Tarakan to provide students with an understanding of the differences between needs and wants. The method used was face-to-face socialization, interactively designed through simple material delivery, ice-breaking, and an image classification game. The results showed high student enthusiasm and their ability to correctly classify most of the provided images into 'needs' and 'wants'. This activity not only enriched students' knowledge but also trained critical thinking skills in setting priorities. It is hoped that similar activities can be continued to foster economic literacy from an early age among elementary school students.

Effective learning requires teachers to be able to select and apply innovative learning strategies so that the learning process becomes more meaningful for students. Innovation in learning strategies is important because it can increase student engagement, motivation, and learning outcomes through approaches that are tailored to their needs and characteristics. This study aims to describe the role of innovation in learning strategies as the key to encouraging improved student learning outcomes. The method used is a qualitative literature study by collecting and analyzing various literature sources in the form of books, journals, and relevant scientific documents. The findings show that innovative learning strategies, such as problem-based, collaborative, contextual learning, and the use of technology, can improve students' critical thinking, creativity, and active participation. In addition, strategies creatively designed by teachers can create a more engaging learning atmosphere and motivate students to achieve learning objectives. This study implies the importance of improving teacher competence in developing innovative learning strategies as an effort to achieve optimal learning outcomes.

This study examines the role of the contextual teaching and learning (CTL) model in supporting teachers to create active and meaningful learning experiences. The research highlights the importance of linking instructional content with students’ real-life contexts to strengthen conceptual understanding and improve problem-solving abilities. Through descriptive analysis, this paper outlines the main components of CTL, including constructivism, inquiry, questioning, learning communities, modeling, reflection, and authentic assessment. The findings show that the CTL model enables students to construct knowledge independently, apply concepts to practical situations, and develop critical thinking skills. Furthermore, this study describes challenges faced by teachers across educational levels—such as limited time, students’ low independence, and variations in academic abilities—and proposes practical solutions to address them. The implications of this study emphasize the need for teachers to design engaging learning activities, build supportive classroom environments, and integrate authentic assessment to measure students’ holistic progress. Overall, CTL serves as an effective model for enhancing learning relevance, increasing student participation, and preparing learners to face real-world challenges.

This study examines the integration of Islamic digital literacy into Islamic Religious Education (PAI) as a preventive effort against the negative impacts of social media on Generation Z. The background of this research arises from the increasing dependence of Gen Z on digital platforms, which significantly influences their religious understanding, behavior, and character development. The study aims to identify the level of students’ digital literacy, explore how PAI teachers integrate Islamic values into digital learning activities, and analyze the implications of this integration for students’ online behavior. Using a sequential explanatory mixed-methods design, quantitative data were collected through Likert-scale questionnaires, followed by qualitative data obtained from interviews and documentation. The findings reveal that Gen Z demonstrates high social media engagement but limited critical abilities in verifying online religious information, making them vulnerable to misinformation, moral degradation, and unhealthy digital habits. However, when PAI instruction incorporates Islamic digital literacy—such as tabayyun, ethical communication, and value-based content analysis—students show improved critical thinking, ethical awareness, and responsible social media use. The study concludes that integrating Islamic digital literacy into PAI provides a strategic educational framework to strengthen students' digital ethics, enhance their resilience against harmful online content, and promote a balanced, value-driven engagement with digital media.

PAMTIRTA Tempino is an institution that provides clean water services in the Tempino area. The process of recording water use and monitoring water turbidity is still done manually, making it prone to recording errors and making it difficult to monitor the water quality distributed to the community. This study aims to design a website-based water turbidity recording and monitoring system by focusing on User Interface (UI) and User Experience (UX) aspects using the Design Thinking method. The research follows five stages of Design Thinking: empathize, define, ideate, prototype, and test. Data collection involves observation and in-depth interviews with PAMTIRTA officers. The results include a design with key features such as digital water meter recording, turbidity monitoring dashboards, and complaint services. The prototype was tested using Maze and the System Usability Scale (SUS), achieving a score of 80.1 and falling into the "Good" category (grade B). These results demonstrate that the UI/UX design effectively provides an easy-to-understand, operationally suitable, and efficient solution for PAMTIRTA Tempino's water recording and turbidity monitoring needs. This design offers a ready-to-implement solution to improve the efficiency, accuracy, and quality of clean water services in the Tempino area.  

The rapid digital transformation occurring in the field of education, particularly through the integration of artificial intelligence (AI), has created new opportunities for improving learning efficiency, personalizing instruction, and supporting educators’ workloads. However, these advancements also bring forth significant philosophical challenges, especially the potential for dehumanization within the educational process. This article examines how technology influences the fundamental human dimensions of learning and how the concept of humanization can serve as an ethical framework for designing and implementing educational technologies. AI-based digital learning environments often position learners as data objects, reducing the dialogical, empathetic, and relational aspects that are fundamental to humanistic education. Drawing on philosophical perspectives from existentialism and humanism, this study evaluates the potential threats to student autonomy, critical thinking, and character formation. Furthermore, it explores how the human–technology relationship can be ethically framed through the theory of technological mediation and Paulo Freire’s notion of liberatory education. The analysis indicates that technology can be humanized by emphasizing meaningful interaction, ensuring algorithmic transparency, and strengthening the role of teachers as mediators of values and empathy. Ultimately, the article argues that the benefits of AI in education can only be fully realized when technological development and implementation are guided by an ethical orientation that places human beings at the center. This study contributes to ongoing discussions on the role of technology in education and provides a critical perspective aimed at minimizing the risk of dehumanization in an era increasingly shaped by AI-driven digital learning.

Popular culture and digitalization have become the main context of the lives of Catholic children and adolescents, thus having a significant impact on the formation of their identity, values, and practices of faith. Phenomena such as social media, music, movies, and digital games are not only entertainment spaces, but also pedagogical spaces that shape the way of thinking and spirituality of the younger generation. This study aims to analyze the relevance of Thomas H. Groome's Shared Christian Praxis (SCP) model as a contextual catechesis approach for children and adolescents living in popular culture. Using a qualitative method based on literature studies, this study interprets popular cultural dynamics, the principles of the Church's faith education, and the SCP approach through hermeneutical and thematic analysis. The results show that traditional catechesis approaches are no longer adequate to answer the needs of the digital generation which demands a dialogical, participatory, and experiential learning process. The SCP approach has been proven to be able to integrate students' experiences, critical reflection, the Church's story of faith, hermeneutical dialogue, and concrete actions as a single faith-building process. Thus, this research makes a practical contribution to the Church and Catholic educational institutions in designing catechesis strategies that are more relevant, contextual, and able to respond to the challenges of popular culture faced by the younger generation.

This community service activity aims to strengthen teachers' capacity to manage deep learning through the utilization of artificial intelligence (AI) in elementary school classrooms. The rapid development of AI technology provides opportunities for teachers to design more personalized learning, conduct assessments efficiently, and make data-driven learning decisions. The program is implemented in three stages: preparation, execution, and evaluation. The preparation stage includes the development of training modules and mapping relevant AI applications to support deep learning. The execution stage consists of workshops, hands-on practice using AI applications, and collaborative development of teaching materials by teachers. Evaluation is conducted through reflective assessments, task performance evaluations, and follow-up interviews. The results of the activity show significant improvements in teachers' understanding of AI-based deep learning management, including the ability to use AI for lesson planning, formative assessment, and analyzing students' learning progress. Teachers also reported increased confidence in integrating AI into teaching activities and recognized the benefits of AI in promoting students' higher-order thinking skills. This program demonstrates that strengthening teachers' competencies in utilizing AI can enhance the quality of deep learning management in elementary schools.

Critical thinking skills are crucial in preparing students to face global challenges, particularly in economics, which utilizes the Merdeka curriculum based on a deep learning approach. The purpose of this study was to determine students’ critical thinking skills through the implementation of the ALBICI (Active Learning Based Interactive Conceptual) learning model within the Merdeka curriculum based on a deep learning approach. This study employed a qualitative approach with a case study design, conducted through reviews and observations at SMA Islam 1 Surakarta. The results indicate that the implementation of the ALBICI interactive learning model can improve critical thinking skills within the Merdeka curriculum based on deep learning. This study also provides valuable guidance for educators seeking to implement effective teaching practices to enhance student interest and motivation, thus optimizing classroom activities.

This study aims to analyze the reflection table in the book Wonderful Insight English class VII published by Erlangga in 2023 based on the perspective of Wilhelm Wundt's structuralism psychology. The reflection table contains five main statements, namely Now I know about, I wonder about, It is confirmed that, My misconception so far was that, and I have learnt about, which are designed to help students evaluate their learning experiences. The research uses a descriptive qualitative method with a document analysis approach, and utilizes the concept of introspection and elements of consciousness in Wundt's theory of structuralism. The results of the analysis showed that each statement of reflection represented a different stage of consciousness. Now I know about marking the emergence of new knowledge, I wonder about reflecting curiosity and further thinking process, It is confirmed that it shows the strengthening of the understanding that has been had, My misconception so far was that it reveals awareness of misconceptions, while I have learnt about affirming the final result of learning. These findings confirm that the reflection table in the book has facilitated the process of student introspection, while strengthening learning awareness in line with the principles of structuralism psychology Wilhelm Wundt. Thus, reflection is an important instrument in building students' cognitive awareness in 21st century learning.

This study aims to determine the implementation and challenges  of the Promblem Based Learning (PBL) learning model and contextual approach to students. So, by knowing the results of the implementation, it is hoped that teachers can improve the way to teach students better. The method used in this study is descriptive qualitative with interviews via chat via whatsapp and provides google from to be filled in by Yuselvin Beo Wesso as a PPG student who teaches at SMP Negeri 6 Banjarmasin grade 8. She was chosen because she was a student of the Teacher Professional Program and also directly taught at school. The results obtained are the advantages and disadvantages of this model and approach. The advantage of this model is that it helps students to hone critical thinking skills through problem solving that can build students' connectivity with learning. The shortcoming faced in its application is that students find it difficult if they are directly asked for problem-solving discussions. In addition, the challenge faced is that teachers must be able to design learning that varies with the context of problem-solving and not all students can construct their experiences into written text. Therefore, efforts are made by applying the jigsaw method. The result of the application of this model and approach is that the students are quite good. Students can work together to complete assignments and be able to bring up topics relevant to daily life.

This study aims to describe the implementation of the Problem Based Learning (PBL) model in teaching personal and official letter writing, and to examine its impact on improving the writing skills of Grade VII B students at SMP Negeri 2 Banjarmasin. The study is motivated by students’ difficulties in distinguishing the structure and language style of personal and official letters, as well as their low engagement in the learning process. This research employed a descriptive quantitative approach using a One Group Pretest-Posttest design. The instruments included writing tests (pre-test and post-test) and observation sheets to assess students’ activities and attitudes. The results indicate that PBL positively influences students' writing abilities. This is evidenced by a significant increase in the average post-test scores compared to the pre-test, along with improvements in critical thinking, collaboration, and independence. Students also demonstrated better understanding of the structural and linguistic features of both types of letters. Thus, the PBL model is recommended as an effective instructional strategy to enhance the quality of writing instruction, particularly within the framework of the Kurikulum Merdeka.

Logical thinking is a fundamental competency for prospective teachers, as it supports systematic reasoning and professional decision-making. This study aimed to analyze the relationship between academic communication and emotional regulation with the logical thinking skills of students at the Faculty of Teacher Training and Education, Satya Wiyata Mandala University, Nabire, Central Papua. A quantitative correlational design was employed with 100 students selected through proportional random sampling. Data were collected using an academic communication questionnaire, an emotional regulation scale, and a logical reasoning test, and analyzed through Pearson correlation and multiple regression. The findings indicate that both academic communication and emotional regulation have positive and significant relationships with logical thinking skills, both partially and simultaneously. These results emphasize that logical thinking development in higher education requires the integration of cognitive, interpersonal, and emotional competencies.

This research is motivated by the relationship between parenting styles and children's creative thinking abilities, especially in TPA Miftahul Jannah. The purpose of this study is to identify the parenting styles of children's parents with children's creative thinking abilities in TPA. This study uses quantitative methods with correlational design. Data were collected through observation, interview, data collection and documentation techniques, while teachers act as the main participants in this study. The results of the study indicate that parenting styles greatly influence children's creative thinking abilities. Parenting styles are a pattern or way parents educate, guide, and interact with children, which includes how they set rules, provide affection, and control children's behavior. In addition, teachers and caregivers at TPA also have an important role as parents of both children when they are in childcare. Teachers and caregivers at TPA Miftahul Jannah play an active role in caring for and educating children from toddler age to childhood. Parenting styles can improve children's creative thinking abilities. Through this approach, children can think creatively and imaginatively.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

This literature review examines the effectiveness of planning history learning based on the Problem Based Learning (PBL) model in developing students critical thinking skills. The study is motivated by the persistent dominance of teacher-centered instruction in history classes, which limits students analytical and reflective engagement with historical issues. This research aims to analyze how structured PBL, based lesson planning especially in designing problems, learning activities, media, and evaluation tools. Can enhance critical historical reasoning. Using a qualitative descriptive method through a review of journal articles, books, and research reports, the study finds that effective PBL planning requires identifying authentic historical problems, organizing collaborative inquiry activities, providing adequate scaffolding, and using critical thinking oriented evaluation rubrics. The results show that PBL consistently improves students’ analytical, evaluative, and interpretive abilities when supported by systematic planning and sufficient learning resources. The study implies that teachers must strengthen the planning phase, particularly in preparing learning scenarios and assessment instruments, to maximize the impact of PBL on critical thinking development.

Schools play a strategic role in fostering an understanding of entrepreneurship from an early age to equip students to face future challenges. Strengthening entrepreneurial concepts is necessary to build knowledge and an adaptive mindset relevant to the dynamics of the workplace and everyday life. This Community Service (PkM) activity, conducted at Muhammadiyah Bontomarannu High School, aimed to foster students' entrepreneurial spirit through practical logo creation using the Canva app, as an effort to foster a culture of innovation within the school environment. The program was implemented in the odd semester and included a method that included explaining basic entrepreneurial concepts through presentations, educational YouTube videos, explanations of digital business opportunities, and hands-on practice in product logo creation. Nineteen students from grades 10, 11, and 12 participated in this activity. The results showed that students were able to understand the concepts of creativity and innovation more concretely. They also developed critical thinking and creative problem-solving skills through the logo design process using digital applications on mobile devices. These findings reflect the developing adaptive, creative, and solution-oriented abilities of Muhammadiyah Bontomarannu High School students. Overall, this activity is an initial step in instilling an entrepreneurial mindset while strengthening a culture of innovation within the school environment and in daily life.