Publication Search

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.

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.

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.

Contemporary Islamic education faces a crisis of value transformation, where cognitive literacy achievements do not correspond proportionally to the quality of moral conduct (adab) and spiritual internalization. This study aims to examine this failure through a critical review of Prophetic Hadith on the phenomenon of literacy without faith. Employing a qualitative descriptive method based on library research, it analyzes relevant Hadith literature, books, and journals. The findings reveal that modern educational practices tend to reverse the learning sequence by prioritizing textual mastery before instilling the foundations of faith. This indicates that curricular formalism may impede the inner transformation of learners. The novelty of this research lies in its methodological critique of educational orientations that place text above faith. The study concludes that restoring the Prophetic method, guided by the principle of "learning faith before the Qur'an," is essential so that faith serves as the existential foundation for building robust, civilized, and functional religious character in real-life contexts.

Human resource management (HRM) in education plays a strategic role in determining the quality and success of educational implementation. Educators and educational staff are the main assets of educational institutions that directly influence the quality of learning processes and outcomes. This article aims to examine the concept of educational human resource management, its scope, and the urgency of implementing effective HRM in improving educational quality. This study employs a qualitative approach using library research by reviewing relevant books, scientific journals, and educational regulations related to human resource management and education. The results indicate that the scope of educational HRM includes human resource planning, recruitment and selection, placement and organization, training and development, performance appraisal, compensation and rewards, coaching and maintenance, as well as termination and retirement. The implementation of professional, systematic, and sustainable educational HRM contributes significantly to improving the professionalism of educational personnel, institutional effectiveness, and the achievement of educational goals. Therefore, educational human resource management is a key factor in realizing high-quality and sustainable education.

Learning concentration is an important factor in supporting students’ academic success, particularly in Biology study programs that require high levels of accuracy and analytical skills. Learning concentration is influenced by various factors, including sleep quality and dietary patterns. This study aimed to analyze the relationship between sleep quality and dietary patterns and the level of learning concentration among Biology students of class T.BIO1/2022 at Universitas Islam Negeri Sumatera Utara. This study employed an analytic observational approach with a cross sectional design. The research sample consisted of 23 students selected using a total sampling technique. The research instruments included questionnaires on sleep quality, dietary patterns, and learning concentration. Data analysis was conducted descriptively and using cross tabulation. The results showed that students with good sleep quality and regular dietary patterns tended to have higher levels of learning concentration compared to those with poor sleep quality and irregular dietary patterns. Therefore, sleep quality and dietary patterns are important factors that need to be considered to support students’ learning concentration.  

Breakfast and sleep quality are important factors that can influence students’ concentration and academic achievement. This study aims to analyze the relationship between breakfast consumption levels and sleep quality with the learning achievement of students at SMP Negeri 31 Medan. This research used a quantitative method with a cross-sectional design. The study population consisted of all 192 eighth-grade students, with a sample of 88 respondents selected through simple random sampling. Breakfast intake was measured using a 3x24-hour food recall (breakfast time only), sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI) questionnaire, while learning achievement was obtained from semester exam scores in Indonesian Language and Mathematics subjects. Data analysis was carried out using the Chi-Square test with a significance level of 0.05. The results showed a significant relationship between breakfast intake and learning achievement in Indonesian Language (p=0.003) and Mathematics (p=0.000). Sleep quality was also proven to be associated with learning achievement in Indonesian Language (p=0.001) and Mathematics (p=0.000). The conclusion of this study is that having breakfast with adequate nutritional intake and maintaining good sleep quality contribute positively to improving students’ learning achievement.

The rapid and significant development of technology in the world has made online games a very popular form of entertainment among teenagers and students. Easy access to online games through gadgets has led to an increase in the number of teenagers playing online games. This condition has both positive and negative impacts on education, particularly on students' interest in learning. This study aims to analyze in depth the influence of online games on the lives and learning achievements of teenagers based on previous articles. We chose a literature study method for this research, and the data sources were obtained from articles relevant to the discussion. The data collection technique was carried out by reading and examining important information from the articles used. The results of the study show that online games have both positive and negative impacts on teenagers. The positive impacts can be seen in games that are educational and relevant to learning, as they can increase motivation, curiosity, and skills in teenagers. However, if played excessively and without supervision, online games tend to reduce concentration, decrease study time, and impact academic achievement, psychological well-being, and the health of adolescents. Therefore, the role of parents and teachers is crucial in controlling, guiding, and monitoring the use of online games so that adolescents can use them wisely and support the learning process wherever they are.

This study aims to develop a Student Worksheet (LKPD) on Chemical Bonding assisted by Augmented Reality (AR) based on deep learning and to examine its feasibility, practicality, and effectiveness in improving learning activities and higher-order thinking skills (HOTS) of high school students. The research employed a 4D development model (define, design, develop, and disseminate) using a pretest posttest control group design involving 11th grade students. Research instruments included expert validation sheets, learning activity questionnaires, and HOTS test instruments. Data were analyzed using descriptive and inferential statistical methods. The results indicated that the AR-based LKPD met very feasible and practical criteria based on expert judgment and student responses. Furthermore, there was a statistically significant difference between the experimental and control groups in learning activities and HOTS achievement (p = 0.005). The increase in HOTS scores in the experimental group was categorized as moderate, indicating meaningful learning gains. These findings demonstrate that the AR-assisted Chemical Bonding LKPD is effective as an innovative learning medium for supporting students’ understanding of abstract chemistry concepts and fostering higher-order thinking skills.

Curriculum and education is an inseparable relationship because the curriculum is very important in education, if there is no curriculum then education will not be realized because the curriculum is a guideline for the maintenance of education in addition to that the curriculum is always adapted to the existing situation and circumstances. One of the educational institutions that are active in applying K-13 is MA Putri 1 Al-Amien Prenduan, where this institution is under the umbrella of Al-Amien Prenduan Pesantren Pondok. Pondok Pesantren Al-Amien Prenduan is composed of 4 parent institutions, namely Tarbiyatul Banaat Diniyah Al-Amien (TIBDA), Madrasah Tsanawiyah Al-Amien (MTsA) accredited status in 2005, Madrasah Aliyah Al-Amien (MAA) accredited status in 2004, Madrasah Aliyah Skills (MAK), and the Middle School of Information Technology (SMK IT) established in 2008. This study uses a qualitative-descriptive approach. As for the data collection technique in this research, it is using methods of interview, observation and documentation. The interview method used is a structured interview to extract detailed data from the source. From the findings in the field obtained based on the results of interviews, documentation, and observations can be concluded into several points: 1) the K13 learning plan in improving student performance performed by the teacher is by first mapping the KD by establishing the theme that is in the teacher's book. 2) K13 learning process in improving student learning performance more emphasizes cognitive aspects with emotional, and psychomotor support. 3) Authentically evaluate in K13 learning to improve this student’s learning performance using various techniques and starting instruments

Family management plays a pivotal role in establishing equilibrium between emotional dynamics and communication among family members. The family environment constitutes the primary context in which children learn to interact, communicate, and develop their character. Parental communication patterns, along with their capacity for emotional regulation, serve as critical determinants of a supportive home atmosphere conducive to children’s developmental and educational outcomes. This study aims to examine the influence of communication management and emotional management within the family on the development of children’s emotional intelligence and their overall academic success. This research employs a literature review approach by critically analyzing various sources, including scholarly journals, books, and relevant empirical studies. The findings indicate that effective communication management characterized by openness, empathy, and mutual respect strengthens parent child emotional bonds, enhances learning motivation, and improves academic achievement. Furthermore, sound emotional management enables parents to regulate stress and model appropriate self-control, thereby fostering a harmonious and productive learning environment within the household.

This study was conducted to review the quality of test items in Business Economics and General Administration subjects using a classical analysis approach. The assessment process included examining validity, reliability, difficulty level, the ability of questions to differentiate student abilities, and the accuracy of distractors. The research approach used was descriptive quantitative, with 32 students from grades XI and XII majoring in Accounting as subjects and 50 multiple-choice questions as instruments. The main focus of this study was to ensure that the evaluation tools used were truly capable of describing students' competency achievements. Data analysis was conducted through observation results and student responses on Google Forms, which were then processed using the Anates Version 4.0 application. The results of the analysis showed that most of the questions had high validity and reliability, good discrimination power, and a moderate level of difficulty. However, the overall quality of the distractors was not good enough, and there were no questions in the difficult category. Overall, the quality of the questions in this subject can be categorized as good and suitable for evaluating the learning of vocational high school students in grades XI and XII.

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.

The primary objective of this research is to enhance English academic proficiency among seventh-grade pupils at UPT SMP Negeri 4 Takalar, specifically regarding "Introduction" subject matter, through the application of the Problem-Based Learning (PBL) framework. This study was necessitated by observed deficiencies in student engagement and challenges in vocabulary acquisition, particularly concerning regular and irregular verbs, which had previously led to unsatisfactory academic performance. Utilizing a Classroom Action Research (CAR) design, the investigation was executed over two distinct cycles with a cohort of 24 students from Class VII B. Data acquisition involved the administration of performance assessments and systematic classroom observations. Subsequent analysis revealed a marked enhancement in learning achievements. During Cycle I, the mean score was recorded at 78.75, corresponding to a classical mastery rate of 37.5%. Following instructional refinements in Cycle II, the average score rose to 80.42, while the classical mastery rate increased to 50%. Moreover, observational evidence highlighted constructive behavioral shifts characterized by heightened engagement in collaborative discussions and improved oral communication confidence. Consequently, this study concludes that deploying the PBL model serves as an effective strategy for augmenting both English academic achievement and social interaction within the classroom environment.

Academic productivity is a vital indicator of student success in higher education, but it is often hampered by the complexity of tasks, transitions in the learning environment, and digital distractions that trigger procrastination. This phenomenon demands a high degree of adaptability so that students do not become trapped in physical and mental exhaustion due to unmanaged workloads. Therefore, this study aims to analyze in depth the causal relationship between time management skills and academic productivity, as well as investigate their role in mitigating academic stress levels in students. The research method applied is a literature review with a qualitative-descriptive approach. The research data was sourced from secondary data in the form of 21 reputable scientific articles (national and international journals) published between 2020 and 2025. The data analysis process was carried out through the stages of data reduction, synthesis of findings, and narrative conclusion drawing to systematically map the relationship between variables. The results and discussion of the study show that time management has a significant positive correlation with improved learning achievement. Specific indicators such as daily schedule planning, priority setting, and self-regulation have been empirically proven to increase task completion efficiency and Grade Point Average (GPA) achievement. Conversely, poor time management was identified as a major predictor of cognitive overload and exhaustion, especially among students with dense curricula such as engineering majors. This study concludes that mastery of time management is not merely a scheduling tool, but a fundamental cognitive strategy that functions as a coping mechanism to maintain mental health and achieve an optimal study-life balance.

Facilities and infrastructure are essential components in the provision of education, functioning to support the effectiveness of teaching and learning processes, student comfort, and the achievement of quality learning outcomes. In boarding-based Islamic schools (madrasah), facility needs become more complex due to the integration of formal academic curricula with religious instruction and a full residential system. The National Education Standards (SNP) serve as the national reference for the fulfillment of educational facilities in Indonesia; however, the standards do not specifically regulate boarding facilities, resulting in a gap in facility fulfillment among pesantren-based madrasah. This study aims to evaluate the suitability of educational facilities and infrastructure at MTsS Sunanul Husna, South Tangerang City, with the SNP and to identify inhibiting factors affecting the fulfillment of such standards. The research employed a qualitative case study design through observation, interviews, and documentation. Data analysis was conducted using interactive procedures, including data reduction, data display, and conclusion drawing. The findings indicate that academic facilities are categorized as adequate, with classrooms, teacher rooms, administrative offices, computer laboratories, and a UKS room available and functioning, although the library and student sanitation facilities require improvement. Boarding facilities such as dormitories, worship areas, and kitchen facilities are categorized as good, despite not being covered in the SNP. The study reveals that financial limitations, centralized authority at the foundation level, and the absence of national standards for boarding education represent the main inhibiting factors. The study implies the need for the formulation of facility standards specifically for boarding madrasah and for strengthened collaboration among the government, foundations, and communities in fulfilling educational infrastructure.