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This research was motivated by the mathematics learning process it was found that students lacked interest in learning, so that their learning outcomes were considered low and not in accordance with the KKM set by the school. The aim of this research is to determine and describe students' interest in learning mathematics and self-confidence using the Contextual Teaching and Learning approach. This type of research is Qualitative Descriptive. The subjects of this research were 18 students of class VII MTsS YATI Kamang Mudik, taking 6 subjects for interviews. The results of this research show that students' interest in learning mathematics in the interested category is 73.57%. Increasing interest in learning makes student learning outcomes better. This can be seen from the results of the students' pre-test and post-test with an increase of 24.01%. Students also feel happy with the approach used, because students think that the Contextual Teaching and Learning approach can make it easier for students to understand the material taught by the teacher. The higher the student's interest in learning and self-confidence, the better the learning outcomes they get. A learning approach using Contextual Teaching And Learning can increase interest in learning mathematics and good student learning outcomes.

In education, of course there is something called a curriculum, the curriculum needs to be developed so that it can help improve the quality of education which will be very beneficial for school principals, teachers, staff and student. The curriculum is a dynamic teaching and learning vehicle so it needs to be developed and assessed continuously in accordance with existing developments in society. Curriculum development is a process that determines how the curriculum will run.

Pesantren in Indonesia today have a wide variety of activities, apart from the main program, namely learning and teaching activities, but also farming and/or livestock activities in order to utilize school land and as an effort to fulfill daily needs for the scope of the pesantren itself and in order to support food security. Catfish farming is one way to be able to teach animal husbandry skills to students by utilizing land in the form of fish ponds that are not functioning optimally. The catfish farming is also expected to be utilized further so that it becomes an additional source of income for all school parties. This community service program is carried out with educational methods and catfish breeding practices by utilizing water sources that are widely available around the school. In the end, this activity can be used as a food security program and can also function as an additional source of income for schools.  

This research explores the culinary potential of "Gudeg" as a teaching material for Indonesian for Speakers of Other Languages (BIPA) with a focus on supporting the internationalization of Indonesian. Gudeg, a traditional dish from Yogyakarta, is not only a delicacy, but also a means to deepen language and cultural learning experiences. Through qualitative analysis, this study reveals that the integration of Gudeg in the BIPA curriculum can increase participant engagement, deepen understanding of the cultural context, and stimulate interest in the Indonesian language. The results show that culinary elements are not only a source of deliciousness, but also an effective bridge between language and culture. This research contributes to the development of the BIPA curriculum by providing creative and engaging learning approaches. The findings can serve as a guideline for BIPA teachers, educational institutions, and related parties to develop learning strategies that are in line with the trend of internationalization of Indonesian. Gudeg, apart from being a typical dish, emerges as a profound and relevant learning tool, strengthening the role of BIPA programs in supporting the internationalization of Indonesian.

This article aims to find out what the flow of learning objectives and Principles. The flow of learning objectives is a series of learning obectives that are arranged systematically and logically in the learning phase so that students can achieve learning which is the limit of learning echievement. The flow of learning objectives becomes a guide for teachers and students to achieve Learning outcomes at the end of a phase. Teachers can develop a flow of learning objectives, each according to the context and needs of students in the class taught. The government provides several examples of learning flows that can be directly used or modified, and creates guidelines for preparing teaching tools.Asement can be defined as the activity of collecting, analyzing and interpreting data or information about study participants and their environment to obtain an overview of the individual’s condition or environment.  

This research aims to improve students' initial reading skills using audio-visual media in class I UPTD SDN 145 Inpres Pampangan. This research is Classroom Action Research, the subject of this research is class 1, totaling 30 students consisting of 18 boys and 12 girls. This research was carried out for 3 weeks. The implementation of this action was carried out during three 3 teaching and learning process meetings and at every third meeting there was a learning evaluation results test. This research was carried out as part of the Teaching Profession Strengthening (P2K) activities which started on September 11 2023 for the 2023/2024 academic year. The results of the research show that during the learning process there is a change in students' attitudes during the learning process in accordance with the results of observations, namely by applying reading skills through audio-visual media assisted by image media, it can increase students' self-confidence to ask both the teacher and their friends about material they don't know. understandable and can increase student attendance, and improve student reading skills with audio-visual media. So, beginning reading skills through audio-visual media are suitable for use in this class. This can be seen from the increase in learning outcomes for class I students at UPTD SDN 145 Inpres Pampangan, after learning initial reading skills through audio-visual media.    

The curriculum is an important part of the education system because it is one of the determining factors in achiefing goals. Likewise, the Islamic religious education (PAI) curriculum also plays a central role in various curricula to achieve the direction and goals of Islamic education itself. Islamic education aims to develop all human potential based on Islamic law. However, in reality, the PAI curriculum still has problems in real life. For example, the education model is still docmatic, old-fashioned, redundant, and the religius concept taught are no longer relevant to modern life. Teachers and all scool staff mus be able to trully understand and design the curriculum. In developing an Islamic religious education (IRE) curriculum, a special approach is anneded that ensures that the designed curriculum can bring students to the desiret changes. Teachers can choose several approaches that suit their teatching model, taking into account the specifics of Islamic education itself. Four approaches can be used in curriculum development: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can then be used by various PAI teachers in the teaching and learning process at school.

Digital transformation is a challenge for the business world today to transform into a digital company that utilizes information technology to optimize company business processes, for efficiency and effectiveness in company performance with improved operational acceleration to achieve company goals. Education is a massive industry in carrying out technological innovation and improving teaching methods, but it is still separated only by one process in education. The aim of this research is to select, examine and combine the development of collaborative technological innovation with the development of learning models carried out previously, then adapting them into an Enterprise Architect smart course design. The research method used is literature study and observation at educational institutions, especially the skills course industry, so that a comprehensive smart course design can be created, adopting proven learning methods, teaching techniques and technological innovation into a rich diagram model. can be understood by all levels of stakeholders in the company. The result of this research is an Enterprise architecture smart course blueprint with ArchiMate modeling, using a business model canvas (BMC) to describe the business architecture and the TOGAF ADM framework which represents the entire Enterprise design and information technology components to support each process in the business design

Writing skills (maharah al-kitabah) are the highest of the four language skills. Writing is an activity that is related to the thinking process and expression skills in written form. Maharah Kitabah or also known as applied writing has a very important role in human life. Even in educational institutions, learning a foreign language is the main aim of writing skills. In general, writing skills have unique characteristics compared to other types of skills that have an impact on teaching methods. Therefore, every educator needs to look for effective writing teaching methods to improve student achievement. The most effective is the Total Physical Response method or known as Perfect Physical Response (TPR). In the 1960s, American psychologist James Asher developed the TPR method. This research uses a qualitative method, descriptive research type. In other words, this method provides comprehension practice through the use of physical drawing techniques during foreign language teaching at the initial level. This method has the following principles: First, teaching must reduce productive skills in language learning (spoken and written). Second, delay teaching speaking before the child's understanding has developed. Third, language skills acquired through hearing transfer to other skills (speaking, reading and writing). Fourth, teaching must emphasize the meaning of form.

This research discusses how the syllabus is used in the KMMB curriculum.  The curriculum is designed to prepare students to become active and responsible citizens, with an emphasis on developing critical thinking, problem solving, and social skills.  The syllabus in the KMMB curriculum usually includes learning objectives, material to be taught, teaching methods, and assessment.  Learning objectives usually include the knowledge, skills, and attitudes that students are expected to achieve.  The material taught usually covers topics that are relevant to students’ daily lives and their communities.  The teaching method in the KMMB syllabus usually involves an active approach, where students are given the opportunity to participate actively in the learning process.  Assessments typically include formative and summative assessments, designed to measure student progress and teaching effectiveness.  Overall, the syllabus in the KMMB curriculum is designed to support student-centred learning and the development of skills necessary for life in civil society.

This article aims to analyze the attitude of Non-Muslim students in the context of learning Malay Arabic in the Indonesian Language and Literature Study Program (PBSI) Riau University in 2021. The data collection method used in this research is descriptive qualitative. The data in this study are questionnaires and interviews conducted with Non-Muslim students of the 2021 batch of the Indonesian Language and Literature Education Study Program at Riau University. Non-Muslim students showed a positive attitude, openness, and dedication to the subject matter, facing the challenges of language, culture, and values contained in this subject. The main focus is the learning spirit shown by Non-Muslim students during the learning process of Arabic Malay. Although the subject matter is related to religious aspects, Non-Muslim students showed appreciation and openness to Islamic values and traditions taught in the context of Malay Arabic. The results of this study provide important insights for curriculum development as well as more inclusive teaching strategies, to ensure that learning Malay Arabic in Riau University's PBSI environment provides balanced and beneficial benefits for all students, regardless of their religious background.

Teaching Assistance is one of the student work programs at Teaching Campus 6 at SDN Kapasan III/145 Surabaya. This activity received full support from the school. This program is the result of collaboration between local elementary school teachers and students, with the aim of students replacing the teacher if the teacher is unable to attend to help with the teaching process. Apart from that, students also have a responsibility to improve literacy and hone students' thinking skills. The learning provided adapts to existing learning subjects but is packaged in fun learning with games or ice breaking included. The implementation of Teaching Assistance uses the observation method by observing objects directly during the Teaching Campus 6 assignment period at SDN Kapasan III/145 Surabaya. The results of this activity can show that the role of students in Teaching Assistance plays a very important role in supporting students to increase their motivation to learn and helping teachers carry out their duties.

  Myopia is a condition where distant objects cannot be displayed clearly on the retina. The aim of the research is to determine the incidence of myopia in school-aged children in Trenggalek district. Myopia is the cause of decreased vision in school-aged children, good vision is needed in the teaching and learning process. The aim of this research is to provide education about hypertension to respondents (MIK students). The research design uses pre-experimental design, using one group pretest and post-test design. The sample was 14 respondents. Chi-Square Statistical Test Results What was obtained was that 68.46% of students did not understand what myopia was and after counseling, 86.92% understood what myopia was.

Teachers are required to have the ability to use various methods or combine several relevant methods so that they are able to integrate the development of students' multi-intelligences in the learning process. Based on the results of observations, information was obtained from the school that they experienced several problems in the teaching and learning process, namely that teachers in the classroom learning process were still classical, teachers had never received training in multiple intelligences learning models, while on the other hand students were required to be creative in developing knowledge in the learning process. This assistance is intended to improve teachers' abilities in implementing effective learning models by implementing multiple intelligence learning models which can be used as fun learning models in the classroom. This assistance aims to provide understanding to high school teachers about effective learning by implementing the multiple intelligence learning model, increasing the ability of high school teachers in planning, implementing and evaluating using the multiple intelligence learning model, implementing this learning model in high school according to the conditions and potential of students. The methods used include lecture, question and answer, discussion, practice and assignment methods.

This article aims to investigate the changes that have occurred in the development of the Islamic religious education curriculum. Islamic religious education has an important role in shaping the character of students and developing their understanding of Islamic teachings. This research uses a descriptive-analytical method by analyzing related documents, school policies, and interviews with related parties. It is hoped that the results of this research will provide a clear picture of how changes in the development of the Islamic religious education curriculum contribute to improving the quality of education. Based on the results of research in the field, it was found that learning activities make it very easy for us to get further information about innovative curriculum developments using internet-based learning media and determining the applications that are of interest to students nowadays, including the applications used by teachers, the IG application. , interactive Power Point, Tiktok, Quiziz, Classroom and other supporting applications. Based on the researcher's explanation, it was found that in innovation in Islamic religious education, curriculum development in the era of revolution 4.0 can also be applied to visuals for learning, flipped classrooms, centered on students learning the learning process, results-based learning, collaborative spaces.

Simulation of buying, selling and saving activities motivated by the needs of young children, especially students at Kindergarten Al Azhar 54 Pekanbaru in improving ability to recognize the concept of numbers because currently it is still using the assignment method, books and using general learning media cause young children  difficult in understanding concept of numbers and number symbols. Several methods were applied, namely: observation, interviews, counseling and documentation. The PKM activities are simulation of buying and selling activities to provide education on buying and selling activities that are often do in daily life, simulations of saving activities at bank, counseling the benefits of saving at bank and explanations bank products. The expected final result of this PKM activities are Al Azhar 54 Pekanbaru Kindergarten students can improve their ability to recognize numbers and number symbols, know the value of money, understand buying and selling transactions in daily life, increase their knowledge about banks, knowing how to save at bank, motivate to save from an early age to buy favorite items, training discipline in using money according to needs, and teaching not to spend all the money you have so that it is easier to manage your finances.

This research discusses the importance of developing effective contextual catechesis methods for prospective catechist students, especially in facing modern challenges involving social change, technology and contemporary moral issues. The focus of the research is to understand the integration of these aspects into religious teaching approaches to prepare students to apply religious values ​​in their daily lives. Spiritual challenges in the modern world, including clericalism and restrictions on the scope of catechists, require innovative and adaptive responses in learning and preaching approaches. This research uses a qualitative descriptive approach through literature study to investigate relevant literature. It is hoped that the results of this research will provide a theoretical and practical basis for religious educators, enabling prospective catechist students to integrate religious teachings with the context of their lives. Thus, this research contributes to developing catechesis methods that are responsive to changing times, preparing the younger generation to face spiritual challenges wisely in the ever-changing modern era.

The purpose of this study was to increase student learning independence in Civics subjects by applying the contextual teaching and learning (CTL) learning model in class X IPS 3 SMA Negeri 8 Muaro Jambi. This type of research is Classroom Action Research (PTK) with a research design using the Kemmis & Taggart spiral model. The research was carried out in 3 cycles where each cycle consisted of 3 meetings. Each cycle is carried out through 4 stages of activity, namely planning, implementing actions, observing (observation), and reflecting. The success criterion set in the research is 60%. The results showed that in cycle I the level of student learning independence increased from the initial condition of an average value of 23% to 49% but had not yet reached the established success criteria. Cycle I then made improvements to continue in cycle II. After the repairs were made, there was an increase in cycle II which increased by 9% to 58% but also did not reach the specified success criteria. Improvements were made again in cycle II to be continued in cycle III. The results of the research cycle III increased by 11% to 69%, which means that the action was declared successful because it had achieved the specified success criteria.Keywords: Independent Learning, CTL Learning Model

The teaching material design of Tourism Management should meet the vocational students' needs and be relevant to the workplace milieu. A few coursebooks have recently been offered to fulfill the student's needs. Some books that are usually used are about tourism management materials in general. It needs to meet the student's needs. This study aims to describe the process of developing English Materials for Tourism Management courses and how the development of English materials for Tourism Management courses can help students learn Tourism Management. The method used was Research and Development. There were four steps: Defining, Designing, developing, and disseminating. The finding showed that developing materials follows four steps: define, design, design, and disseminate. In Define showed that EFL learners and lecturers need relevant teaching-learning materials that can instantly be applied in the teaching-learning process. In Desing, steps showed that the result of the design stage is a Tourism Management handout based on problem-based learning. The result of this book design is that it contains ten chapters and 110 pages. In Develop steps is the validity test. The last step is Dissemination; the materials are shared with the EFL Learners and lecturers who taught tourism management classes as a reference. This study had two implications; first, Developing this textbook would improve the lecturer's role in the Tourism Management classroom as a facilitator, motivator, and manager. Second, implementing this textbook into the teaching-learning process in Tourism Management classes can improve students' motivation.

Fiqh learning is an integral part of the Islamic Religious Education subject which aims to provide students with an understanding of Islamic teachings, especially in terms of sharia law, and to guide them in forming beliefs and understanding Islamic law correctly. However, the implementation of Fiqh learning which is still dominated by a teacher-centered approach tends to cause low active student participation. In addition, the use of conventional lecture methods creates a monotonous impression which has an impact on low learning outcomes. This study aims to determine the effectiveness of the application of the Talking Stick learning model in improving the learning outcomes of fourth grade students at MI Ma’arif Sidasari. This study uses the Classroom Action Research (CAR) method which is carried out in three stages, namely pre-cycle, cycle I, and cycle II. The results of the study showed an increase in learning outcomes, with an average student score in cycle I of 73.2 which then increased to 83.5 in cycle II. The percentage of student learning completion also increased significantly. Thus, it can be concluded that the application of the Talking Stick learning model is effective in improving student learning outcomes in the Fiqh subject in fourth grade MI Maarif Sidasari.