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This study aims to analyze the effect of information technology (IT)-based learning media on improving students' academic performance. With the advancement of digital technology, the use of IT-based media such as interactive presentations, educational videos, Learning Management Systems (LMS), and online quiz applications has become part of modern teaching strategies. This study uses a quantitative approach with a quasi-experimental method. The subjects of the study were secondary school students divided into experimental and control groups. The instruments used include learning achievement tests to measure academic performance and observation sheets to assess the implementation of IT media usage. Data were analyzed using t-tests and simple regression analysis. The results show a significant difference in academic performance between students who used IT-based learning media and those who used conventional methods. The experimental group showed a higher average score compared to the control group. These findings indicate that the use of IT-based learning media, when planned and implemented systematically, can improve students' motivation, engagement, and understanding of learning materials. Therefore, the integration of information technology into the learning process is recommended as an innovative strategy to enhance the quality of education.

This study aims to determine the ability of students' conceptual understanding after the application of the Project Based Learning (PjBL) model on pyramid material in class VII of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year. The subjects in this study were 30 students using the pre-experimental design method of one group posttest only type. Data collection techniques used in this study include tests and documentation. The data analysis technique is a quantitative descriptive analysis of all collected research data. Starting the stages carried out after learning using the Project Based Learning (PjBL) model, the percentage per indicator of students' conceptual understanding was obtained with the achievement of: indicators restating the concept of 59.12% indicators providing examples and non-examples of 78.33, and problem solving indicators of 83.06%. So it can be concluded that the use of the Project Based Learning (PjBL) model is effective on the conceptual understanding ability of class VII students of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year with an average percentage reaching 75.91 which is in the good category.

This study investigates the effectiveness of implementing group counseling services using self-regulation learning strategies to improve students' learning discipline. Learning discipline plays a crucial role as a determining factor of academic success; nevertheless, many senior high school students still demonstrate weaknesses in managing their time and fulfilling their academic responsibilities. This study adopted a quantitative approach through a quasi-experimental method utilizing a pre-test and post-test control group design. Subjects were selected using purposive sampling technique with low learning discipline scores as the primary selection criterion. Data were collected using a learning discipline scale that had been tested for its validity and reliability. Hypothesis testing was conducted through a paired sample t-test to detect changes occurring before and after the intervention was administered. The results demonstrated a meaningful improvement in students' learning discipline following participation in group counseling sessions incorporating self-regulation strategies. This technique proved beneficial in helping students plan, monitor, and evaluate their learning activities in a more structured manner. These findings suggest that incorporating self-regulation learning into group counseling has strong potential to become a leading strategy for school counselors in enhancing student discipline and academic achievement.

Academic procrastination is the behavior of deliberately delaying the completion of tasks even though individuals are aware of the negative consequences for their learning outcomes. This phenomenon is commonly found among students at various educational levels, ranging from secondary school to higher education, and often results in decreased academic achievement, lower quality of completed assignments, and increased levels of academic stress among students. This condition indicates that academic procrastination has become an important issue that requires attention within the educational process. This study aims to examine self-regulation as an indicator for the early detection of academic procrastination in the context of guidance and counseling services in educational settings. The method used in this study is a literature review by analyzing various scientific journal articles relevant to the research topic. The results of the review show a consistent negative relationship between self-regulation and academic procrastination. Students who possess a high level of self-regulation tend to be more capable of managing their time, emotions, and learning motivation effectively, enabling them to be more disciplined in completing academic tasks. Conversely, low levels of self-regulation contribute to an increased tendency to delay academic tasks. These findings confirm that self-regulation can serve as a strategic indicator for early detection as well as a target for preventive interventions through guidance and counseling services in schools.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.

This study aims to analyze the influence of teachers' teaching styles on the formation of student character in the school environment. The study focuses on comparing democratic-humanist and authoritarian teaching styles, and their implications for student character development. The research method used is a qualitative method with a literature review approach, through a systematic analysis of books, scientific articles, and previous research results relevant to the topic of teaching styles and character education. The results and discussion indicate that education is not only oriented towards academic achievement, but also on the formation of moral values, attitudes, and personality of students. Teachers have a strategic role as educators, mentors, and role models whose behavior and teaching styles greatly influence student character. Democratic and humanist teaching styles have been shown to encourage the growth of self-confidence, courage to express opinions, independence, empathy, and moral integrity in students. Conversely, authoritarian teaching styles tend to instill fear, reduce creativity, weaken self-confidence, and shape students' character under pressure. This study confirms that student character formation is strongly influenced by the quality of teacher-student interactions, the emotional atmosphere in the classroom, role models, and moral communication established by teachers. Therefore, a balance is needed in implementing a firm but humanistic teaching style in order to create a learning environment that is conducive to optimal character formation of students.

This study aims to improve students’ learning activities and learning outcomes in history learning through the implementation of a digital visual-based mind mapping method at SD Plus Asy-Syafi’iyah Nabire, Central Papua. This research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects consisted of 40 students. Data were collected through observation of students’ learning activities, learning achievement tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results indicated that the average score of students’ learning activities increased from 2.0 in the pre-cycle to 3.6 in the second cycle. In addition, the average learning achievement score increased from 62.4 in the pre-cycle to 83.6 in the second cycle, with classical mastery reaching 90%. These findings demonstrate that the digital visual-based mind mapping method is effective in improving students’ learning activities and learning outcomes in elementary school history learning.

The maritime education sector faces complex challenges in preparing competent seafarers amid the rapid advancement of digital technology. This study investigates the effect of artificial intelligence-based simulations and AI-based competency assessments on competency achievement levels among nautical cadets at Indonesian maritime training institutions. The research design employed a convergent parallel mixed-methods approach, integrating quantitative and qualitative methods to gain a comprehensive understanding. Quantitative data were collected from 150 cadets using a validated questionnaire. In comparison, qualitative data were obtained through in-depth semi-structured interviews with fifteen instructors and ten cadets. Multiple regression analysis revealed that the research model significantly predicted cadet competency achievement. The findings indicate that AI-based assessments exert a stronger influence than AI simulations in improving competency. The qualitative exploration highlighted adaptive feedback mechanisms and personalized learning pathways as critical success factors in implementing learning technologies. This study provides empirical evidence for maritime institutions to prioritize strategic investments in AI-based assessment systems while maintaining a human-centered pedagogy. The research contribution lies in integrating fourth industrial revolution technologies into the training, certification, and watchkeeping standards compliance framework for seafarers, thereby strengthening Indonesia's maritime education ecosystem and aligning it with international standards.

A student's learning success is largely determined by their academic evaluation. Estimating a student's final grade can assist educational institutions in conducting initial assessments of academic achievement. This study aims to analyze the performance of the Multiple Linear Regression (MLR) and Random Forest (RF) algorithms in predicting students' final grades using Google Colab. This research method uses a quantitative approach using secondary data that includes age, mid-term exam scores, final exam scores, and categorical variables as independent variables, with the final grade as the dependent variable. The research process is carried out through data preprocessing steps, dividing training and test data, model training, and performance evaluation using Mean Squared Error (MSE), Mean Absolute Error (MAE), and the coefficient of determination (R2). The results show that the Random Forest algorithm provides more accurate prediction accuracy compared to the Multiple Linear Regression algorithm, especially in identifying nonlinear relationships between variables. Therefore, the Random Forest algorithm is more recommended for predicting students' final grades with complex data characteristics.

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

Evaluation of Islamic Religious Education (PAI) learning plays a strategic role in assessing the achievement of educational goals while supporting the character development of students. The evaluation process not only considers cognitive aspects but also includes affective and psychomotor aspects, such as the appreciation of religious values, noble morals, and the ability to perform religious services. This study aims to describe the relationship between the scope of PAI evaluation and the process of character development of students. The method used is a descriptive qualitative approach, with the research location at SDN Ngebel, Kasihan, Bantul. The research subjects included PAI teachers, students in grades I, V, and VI, and several parents. Data were collected through interviews with teachers, students, and guardians, observations of learning activities and religious practices, and documentation, including records of grades and religious activity agendas. Using the Miles and Huberman interactive model, data analysis included the stages of presentation, reduction, and drawing conclusions. Triangulation methods and sources ensured the validity of the data. The results showed that the implementation of a comprehensive PAI evaluation, which included academic assessment, religious practices, and moral behavior, had a significant impact on the development of student character. This is especially true in terms of religiosity, discipline, and responsibility. Therefore, the broader and more integrated the scope of Islamic Religious Education (PAI) evaluation, the greater its contribution to the overall character formation of students.

Fine motor development is a fundamental prerequisite for academic readiness and independence in early childhood. Still, currently, challenges such as sedentary behaviour and screen exposure hinder the optimisation of these abilities. This community service program aims to implement a Play-Based Learning model of fine-motor stimulation to improve the physical and academic readiness of children at Tamalate State Kindergarten in Makassar City. The intervention program was conducted over two weeks through three main stimulation zones: Texture Zone (playdough and finger painting), Precision Zone (beading, origami, and cutting), and Manipulative Zone (busy board and puzzles). The target subjects were children in group B with fine-motor impairments, and the study evaluated 20 children using periodic observation checklists. The results showed a significant transformation, with 95% of children (19 out of 20 participants) experiencing an increase in achievement from the Starting to Develop (MB) category to Developing as Expected (BSH) and Developing Very Well (BSB). These findings confirm that a structured intervention through play zones is not only effective in strengthening intrinsic hand muscles and eye-hand coordination but also in building children's resilience and perseverance in learning. The program recommends integrating a micro-curriculum based on stimulation zones into daily learning plans and strengthening partnerships with parents to maintain consistency in children's development.

Bullying is a common problem in elementary schools and can negatively impact students' psychological and social development, as well as their academic achievement. This community service activity aims to increase students' understanding and awareness of bullying at Ngemplak Elementary School regarding the definition, forms, impacts, and prevention of bullying through outreach and educational activities. The method used was a qualitative approach with case studies, implemented through interactive lectures, discussions, Q&A sessions, and supporting activities such as icebreakers and anti-bullying songs. The results of the activity showed an increase in students' understanding of bullying behavior, a growing sense of empathy, and the courage to reject and reprimand bullying. Student participation was very active and enthusiastic, supported by a fun and communicative learning environment. The school also responded positively, assessing the activity as beneficial in supporting character education and creating a safe and comfortable learning environment. Overall, the outreach and education on bullying prevention at Ngemplak Elementary School has made a significant contribution to building a school culture that is more caring, respectful, and free from bullying.

Listening skills are frequently regarded as the most challenging aspect of English language acquisition due to the complexity of the cognitive processes involved. In an orphanage environment, limited access to learning resources remains a primary obstacle to the development of this competence. This community outreach initiative aims to sharpen the listening skills of children at the Bonang Orphanage in Banjarmasin through the integration of subtitled YouTube videos and interactive repetition drill techniques. The implementation method involved 20 children selected via purposive sampling, utilizing a one-group pretest-posttest design. The intervention procedure encompassed the presentation of listening strategies, interactive discussions, and structured repetition exercises designed to build phonological automaticity. Quantitative evaluation results indicated a significant improvement, with the participants' mean score rising from 82.9 on the pretest to 86.7 on the posttest, with a maximum achievement score of 94. The discussion reveals that the use of subtitles serves as a visual scaffolding mechanism that facilitates sound-to-form mapping, while repetition drills strengthen the participants' working memory. Overall, the utilization of digital media and repetitive exercises proved effective in lowering cognitive barriers and increasing the participants' active engagement in English language learning.

This study aims to evaluate the implementation of the Islamic Character Education Program at RA Al-Mu’minin Atula using the Goal Oriented Evaluation model. Islamic character education in early childhood education plays a crucial role in shaping students’ religious attitudes, moral values, and noble character through the internalization of Islamic values from an early age. This research employed a qualitative approach with a descriptive research design. Data were collected from the head of the institution, classroom teachers, and students through observation and in-depth interviews. The Goal Oriented Evaluation model was applied to assess the achievement of program objectives by comparing predetermined goals with the actual implementation and outcomes in the field. The findings indicate that the Islamic character education program at RA Al-Mu’minin Atula has been implemented fairly effectively, particularly through routine religious activities such as reciting Iqra before learning sessions, collective prayers, and habituation of discipline and polite behavior. The program positively contributes to the development of students’ religious character. However, several aspects require improvement, especially in formulating more measurable indicators and establishing systematic evaluation documentation. In conclusion, the Goal Oriented Evaluation model is appropriate for evaluating Islamic character education programs in early childhood education institutions and provides valuable recommendations for continuous program improvement.

This research is motivated by the high rate of inability to read the Quran in Indonesia and the urgency of providing appropriate learning stimuli during the golden period of child development. The Al-Husna method was chosen because it emphasizes the principles of simplicity, ease, and tartil, which are considered relevant to the characteristics of early childhood. This study aims to assess the effectiveness of the application of the Al-Husna method in Quran learning at PAUD Tahfidzul Qur'an Yurefi Kendari using the Goal-Oriented Evaluation Model. The research method used is descriptive qualitative, with data collection techniques including observation, interviews, and documentation studies. The evaluation results show that the application of the Al-Husna method has met the learning objectives that have been set at PAUD Tahfidzul Qur'an Yurefi. These achievements include improving students' abilities in recognizing and pronouncing hijaiyah letters with the support of visual codes, mastery of syllables of hijaiyah letters, and understanding the punctuation system using standards according to Rasm Uthmani, achieving efficiency in the use of time and materials in the learning process, and creating a fun, active, and participatory learning environment for children. The identified challenges primarily relate to the need for educators to have a comprehensive understanding of the Al-Husna method. However, schools can address these challenges by implementing ongoing training and mentoring programs. Overall, the findings of this study indicate that the Al-Husna method is effective in building a foundation of basic Quranic reading skills and understanding in early childhood, using a child-friendly and meaningful approach. Therefore, this method can be used as a strategic alternative for teaching Quranic reading and understanding in educational institutions.

This study aims to understand the essence and role of the Islamic educational environment according to Hasan Langgulung, and examine its relationship with social media as part of the educational environment in the digital age. This study applies a qualitative approach with a literature study type, sourced from books and scientific articles related to Hasan Langgulung's thoughts, the educational environment, and social media. Data collection was conducted through documentation studies, and data analysis used content analysis methods. The research findings indicate that the environment plays an important role in internalizing Islamic values ​​and shaping students' character, while social media has the potential to function as a non-formal educational environment that supports the learning process, the dissemination of Islamic values, and the strengthening of Muslim identity in the digital world. However, social media also presents challenges in the form of the dissemination of inaccurate religious information and the potential for moral degradation. Therefore, the integration of the concept of the Islamic educational environment with social media requires targeted management and the active role of educators and families so that social media remains within the corridor of Islamic educational values ​​and supports the achievement of Islamic educational goals.

Many students still face difficulties in understanding statistics because inaccurate preconceptions often develop into misconceptions. This condition is important to study since misconceptions can hinder the mathematics learning process and reduce the quality of students’ conceptual understanding. This study aims to analyze in depth how preconceptions affect the emergence of misconceptions among senior high school students in learning statistics. The research employed a qualitative descriptive method with a case study approach, involving three tenth-grade students from State Senior High School 1 Purwosari who were selected through purposive sampling based on high, medium, and low achievement categories. Data were collected through diagnostic tests in the form of essay questions to reveal students’ preconceptions and in-depth interviews to explore their reasoning, then analyzed descriptively. The findings show that students with accurate preconceptions did not experience misconceptions, students with partially correct preconceptions developed classificational, theoretical, and correlational misconceptions, while students with incorrect preconceptions experienced more complex misconceptions, such as considering the median as the largest value and failing to relate changes in data to the properties of the mean, median, and mode. The study concludes that inaccurate preconceptions directly contribute to the emergence of various forms of misconceptions. The implication is that teachers need to detect, identify, and correct students’ preconceptions from the beginning of the learning process so that misconceptions can be minimized and students’ understanding of statistics can develop more comprehensively.

This study investigates (1) the impact of the Flipped Classroom model on students’ learning independence in Social Studies, (2) its effect on Social Studies achievement, and (3) its simultaneous influence on both variables among Grade VIII students at SMPN 10 Satap Liukang Tangaya. A quantitative approach was applied using a quasi-experimental method with a Non-Equivalent Control Group Design. The sample comprised 33 students, with 17 assigned to the experimental class and 16 to the control class. Data collection instruments included a learning independence questionnaire, Social Studies achievement tests, observation sheets, and documentation. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired samples t-tests, independent samples t-tests, and MANOVA using SPSS. The findings reveal that the Flipped Classroom model significantly enhances students’ learning independence, as evidenced by independent samples t-test results (Sig. < 0.05). It also significantly improves Social Studies learning outcomes, indicated by higher posttest scores in the experimental class compared to the control class (Sig. < 0.05). Furthermore, MANOVA results confirm a significant simultaneous effect on both learning independence and achievement (Sig. < 0.05). These results demonstrate that the Flipped Classroom model effectively improves the overall quality of Social Studies instruction for Grade VIII students.