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This study aims to develop an English learning module based on the role play approach to improve the speaking skills of Grade X students at SMA Negeri 21 Medan. The study is motivated by students’ low speaking ability due to limited communication practice and the use of conventional teaching methods. This research employs a qualitative approach focusing on needs analysis and initial product development. The research subjects include English teachers and Grade X students who participated in the needs analysis questionnaire. The findings indicate that students require interactive, communicative, and contextual learning and show strong interest in role play activities. Based on these findings, a role play-based module was designed to support speaking practice. However, this study is limited to the design and development stage and has not yet conducted expert validation or field testing. Therefore, further research is recommended to evaluate the feasibility, practicality, and effectiveness of the developed module.

This study aims to examine the effectiveness of interactive board game learning media in improving Arabic writing skills among fifth-grade students at MI Islamiyah 02 Madiun. The research employs a quantitative approach using a quasi-experimental design involving an experimental group and a control group with a total sample of 47 students. Data were collected through pretest and posttest instruments and analyzed using the Mann–Whitney U test with the assistance of SPSS software. The findings reveal a statistically significant difference between the experimental and control groups, with a significance value of 0.000 (<0.05). Students in the experimental group demonstrated higher improvement in writing skills compared to those in the control group. The use of interactive board game media enhances student motivation, engagement, and participation in learning activities. This study implies that game-based learning media can serve as an effective alternative for improving Arabic writing skills at the elementary school level.

This study examines teachers’ understanding of the basic concept of school community relations from an outcome prespective in elementary schools. The relationship between schools and the community plays an important role in supporting the effectiveness of educational programs and improving the quality of learning outcomes. Theacers act as key actors who connect schools with parents and the surronding community. Therefore, understanding the concept of school and community relations is essential to build effective communication and collaboration. The researgh used a qualitative approach with a literature study method. Data were collected from relevant academic sources such as journal articels, book, and previous reaseacrh related to school and community relations and educcational management. He collected data were analyzed using descriptive qualitative analysis through data reduction, data presentation, and conclusion drawing. The results of the study indicate the techers’ understanding of the concept of school and community relations countributes significantly to strengthening cooperation between schools and the community. Effective collaboration can increase community partisipation, support school programs, and create positive educational outcomes for students and institutions. Thus, strengthening teachers’ understanding of school and community relations is important to improve the quality and effectiveness of education in elementary schools.

This Community Service (PKM) activity aims to improve the memorization skills of students through a program to familiarize them with memorizing daily prayers at the Syubbanul Qur'an Islamic Boarding School (TPQ) in Jambangan, Surabaya. The background to this activity is based on the low ability to memorize daily prayers of students and the lack of habituation in daily life due to limited mentoring in the family environment. The method used in this activity is the Asset Based Community Development (ABCD) approach which emphasizes the utilization of potential and assets owned by the community. The stages of the activity include discovery, dream, design, and destiny which are carried out systematically and participatory. Data collection techniques are carried out through observation and interviews to determine the development of students' memorization skills and the effectiveness of the program. The results of the activity show an increase in the ability to memorize daily prayers, marked by an increase in the number of memorizations, fluency in pronunciation, and increased self-confidence of students. In addition, this program also has an impact on the formation of religious character, discipline, and positive habits in daily life. The program's success was supported by the active involvement of the ustadz/ustadzah (Islamic teacher) and parents, as well as a conducive learning environment. Despite several obstacles, such as differences in student abilities and time constraints, the program remained effective. Thus, the habit of memorizing daily prayers has proven to be an effective strategy for improving memorization skills and sustainably shaping the students' religious character.

This literature study examines the process of self-regulation in transforming compliance with school rules originating from external pressure into behavioral regularity emerging from personal awareness, and its impact on the effectiveness of student learning outcomes. Using a qualitative approach with content analysis method, this study synthesizes relevant literature to build a theoretical framework on how self-regulation facilitates the internalization of disciplinary values. The findings reveal that self-regulation occurs through a series of interconnected stages including goal setting, strategy planning, self-monitoring, evaluation, and adjustment. The success of this process is determined by internal motivation, appropriate environmental support, positive direct experiences, and healthy emotional management. Strong self-regulation directly impacts learning outcome effectiveness through improved cognitive strategies, strengthened intrinsic motivation, enhanced time and environment management, and developed capacity to constructively cope with failure. Learning outcomes achieved through self-regulation processes are characterized by lasting understanding, knowledge transfer ability, and the formation of lifelong learning dispositions. Schools and teachers play strategic roles in strengthening self-regulation through curriculum design that supports autonomy, formative feedback, role modeling, and collaboration with parents. This study contributes theoretically by positioning self-regulation as the central mechanism bridging external influences and internal disposition formation.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

This study aims to analyze the optimization of regional expenditure in the education sector of Surabaya City for the 2025 fiscal year in supporting regional development. The research uses a descriptive qualitative approach through observation, interviews, and documentation studies conducted at the Surabaya City Education Office. Data were obtained from relevant stakeholders involved in education budget management and supported by official documents related to policies and the implementation of education programs. The results show that the management of education expenditure has been aligned with the Regional Medium-Term Development Plan (RPJMD) and applies the money follow program principle, which prioritizes programs based on community needs and development priorities. Programs such as Regional School Operational Assistance (BOPDA), educational assistance for students, school infrastructure development, and community-based learning innovations have contributed to expanding access to education, improving the equity of educational services, and reducing dropout rates. In addition, the use of monitoring systems, periodic evaluation, and the involvement of multiple stakeholders in supervision has strengthened transparency and accountability in budget management. However, several challenges remain, including limited implementation time, procurement constraints, and economic conditions such as inflation. Overall, education expenditure in Surabaya has been managed relatively well in terms of effectiveness, efficiency, and accountability while still requiring continuous improvement

This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.

This research is motivated by the urgency of effective Islamic Education Management (MPI) as a prerequisite for enhancing the role of Islamic Education (PAI) teachers in shaping students’ religious character amid the challenges of digitalization and institutional coordination constraints. The purpose of this study is to analyze the implementation of MPI experienced by PAI teachers, the interaction among stakeholders, and the teachers’ perceptions of its effectiveness at PKPPS Minhajurrosyidin, East Jakarta. Using a descriptive qualitative method with a case study and phenomenological approach, data were collected through triangulation (interviews, observations, and document studies) and analyzed using the Miles and Huberman interactive model. The findings indicate that MPI is an essential structural mediating variable. The optimization of MPI—particularly in terms of digital facility support and professional training—significantly enhances the effectiveness of PAI teachers as Uswah Hasanah and as facilitators of adaptive and scientific learning. However, the main obstacle lies in the lack of horizontal coordination among teachers in holistically integrating Values-Based Education. The implications of this study emphasize the need for formal managerial policies to ensure collective responsibility in character formation.

This study aims to analyze the effectiveness of play-based methods in Physical Education, Sports, and Health (PJOK) learning for sixth-grade students at Pelangi Elementary School. The background of this study is the decline in movement motivation in upper-grade students due to excessive focus on academic workload. The research method used is descriptive qualitative with data collection techniques in the form of participatory observation and in-depth interviews with key informants. The results of the study indicate that the integration of structured games in the Lesson Implementation Plan (RPP) can improve motor coordination and students' social values. In addition, modifications to game tools and rules provide creative solutions to overcome the limitations of existing facilities. The conclusion of the study confirms that the play-based approach functions not only as a recreational activity but also as an effective formal instructional method to achieve curriculum targets holistically, supporting students' physical and social development simultaneously. This approach is expected to be implemented more widely in schools to improve the quality of PJOK learning.

This study aims to develop a storytelling-based learning media in the form of a YouTube video to support students’ understanding of narrative text based on their learning needs. This study employed a Research and Development (R&D) design using the ADDIE model, focusing on the stages of analysis and development. The data were collected through a questionnaire as part of the needs analysis to identify students’ responses toward listening and repetition activities, as well as the difficulties they face in understanding narrative texts. The results show that students generally respond positively to listening and repetition. However, they still experience difficulties in understanding the storyline and vocabulary. The findings also indicate that students need learning support in the form of audio, visual elements, and vocabulary assistance. Based on these findings, a learning product was developed in the form of a YouTube-based digital storytelling video entitled “Learn Narrative Text Through Fun Storytelling (Listen, Repeat & Retell)”. The video integrates storytelling, repetition, vocabulary explanation, and speaking practice to support students’ comprehension. Due to time limitations, this study was limited to the development of a prototype and has not yet included expert validation. Therefore, future research is recommended to conduct validation to evaluate the feasibility and effectiveness of the developed product.

Bullying is a social problem that still frequently occurs in elementary school settings and may negatively affect children’s psychological development. Improving knowledge from an early age is one of the preventive efforts to reduce bullying behavior. This study aimed to determine the effectiveness of the educational snakes and ladders game as a learning medium in improving students’ knowledge about bullying at SD Negeri 3 Wonorejo, Karanganyar. This study employed a pre-experimental one-group pretest-posttest design. The subjects were 23 fourth- and fifth-grade students. The instrument was a questionnaire assessing knowledge of bullying. The results showed an increase in the students’ average knowledge scores after the intervention using the Snakes and Ladders game. This medium was proven to deliver educational messages in an interesting, enjoyable, and effective way, while also encouraging positive interaction among students during the learning process. The educational snakes and ladders game can therefore be used as an alternative educational medium for bullying prevention in elementary schools.

Bullying is a social problem that still frequently occurs in elementary school settings and may negatively affect children’s psychological development. Improving knowledge from an early age is one of the preventive efforts to reduce bullying behavior. This study aimed to determine the effectiveness of the educational snakes and ladders game as a learning medium in improving students’ knowledge about bullying at SD Negeri 3 Wonorejo, Karanganyar. This study employed a pre-experimental one-group pretest-posttest design. The subjects were 23 fourth- and fifth-grade students. The instrument was a questionnaire assessing knowledge of bullying. The results showed an increase in the students’ average knowledge scores after the intervention using the Snakes and Ladders game. This medium was proven to deliver educational messages in an interesting, enjoyable, and effective way, while also encouraging positive interaction among students during the learning process. The educational snakes and ladders game can therefore be used as an alternative educational medium for bullying prevention in elementary schools.

The low motivation of students in memorizing the Qur’an at the Tahfidz House in Ciranjeng Village has become a problem that encourages the implementation of the tahfidz graduation program as an innovation in learning development. This study aims to analyze the implementation of the tahfidz graduation program and its effect on increasing students’ motivation in memorizing the Qur’an. The problems examined include the implementation process of the program, changes in students’ motivation before and after the program, and the effectiveness of the program in supporting memorization achievement. This study uses a descriptive method with a qualitative approach and an action research design. Data collection techniques include observation, interviews, and documentation, while data analysis is carried out descriptively through data reduction, data presentation, and conclusion drawing. The results show that the tahfidz graduation program is able to significantly increase students’ motivation, as indicated by improved discipline, consistency in memorization, and increased memorization achievements. In addition, parental involvement and appreciation through the graduation program have a positive psychological impact on students, encouraging them to be more enthusiastic in memorizing the Qur’an.

The digital era demands a fundamental transformation in the role of early childhood educators, shifting from passive technology consumers to active architects of digital literacy. However, the dominance of technocentric views often acts as a substantial psychological and pedagogical barrier for teachers in regional areas. This collaborative community service project aims to reconstruct the paradigm of 50 kindergarten teachers in Bulukumba Regency by integrating "unplugged coding" logic and deep learning into play-based learning. Utilizing a Product-Based Intensive Training method with a "Logic over Laptop" strategy, the program focused on deconstructing technology-related stigmas and reconstructing teachers' ability to transform abstract concepts into safe, concrete media for children. Data analysis revealed a significant shift in teacher paradigms; while the majority were initially in the "less successful" category, 100% of participants reached positive categories (successful and very successful) post-intervention. Statistically, the program's effectiveness was evidenced by a dramatic increase in mean scores from 18.04 to 31.24 (p < 0.05) and an N-Gain score of 0.778, classified as highly effective. Furthermore, the partner satisfaction index reached 4.82 (very satisfied), confirming that the tri-campus collaboration model (STAI Al-Gazali, UNM, and Unismuh) is highly relevant to the implementation of the Merdeka Belajar curriculum. This project concludes that strengthening digital literacy through non-digital algorithmic reasoning effectively dismantles technical barriers for teachers while ensuring the safety of child development in the digital age.

Education involves acquiring knowledge and skills, with English learning being a skill-based process that requires consistent and engaging practice. In the digital era, mobile applications have emerged as effective tools to overcome traditional limitations in language learning. This study investigates the effectiveness of the Duolingo application in enhancing English vocabulary among university students. A pre-experimental one-group pretest-posttest design was employed involving 40 first-semester Pharmacy students at Anwar Medika University. Participants engaged in daily Duolingo practice (20 XP per day) for 30 consecutive days. Data were collected through vocabulary pretest and posttest as well as a Likert-scale questionnaire. Quantitative analysis revealed a significant improvement in vocabulary scores, with the mean score increasing from 57.25 in the pretest to 81.70 in the posttest. Questionnaire results indicated high student motivation, positive perceptions of the app’s usefulness and ease of use, and minimal perceived disadvantages. The findings suggest that daily Duolingo practice is an effective, engaging, and accessible method for boosting English vocabulary acquisition. This study provides practical insights for educators seeking innovative technology-integrated approaches to language teaching.

Interpersonal communication is the main foundation in the process of communication and interaction in life, including in the context of caregivers and children with disabilities at orphanages, enabling the creation of emotional closeness, also known as bonding. This study uses a qualitative approach with data collection methods through interviews, participatory observation, and documentation studies. The results of this study illustrate that the interaction process between caregivers and children with disabilities occurs through interpersonal communication involving the use of verbal and nonverbal communication. In addition, emotional closeness through the communication process does not form immediately, but rather through stages leading to emotional closeness established in the interaction between caregivers and children with disabilities at the Bhakti Luhur Orphanage in Baumata Village. Nevertheless, in the interaction process, there are certainly obstacles that disrupt the effectiveness of communication and interaction, namely limitations in resources, learning challenges in interacting with children with special needs, and communication problems such as miscommunication. However, all of these can be overcome by caregivers who strive to become parental figures for children with disabilities through evaluation processes and intensive approaches with each child.

The increasing sophistication of malware has rendered traditional signature-based detection methods insufficient, necessitating behavior-driven and adaptive analytical frameworks. This study presents a sequential deep learning framework that models system-level API call sequences as structured linguistic representations for behavioral malware detection. Unlike conventional comparative studies, this work systematically evaluates recurrent and attention-based architectures under controlled experimental conditions, with a particular focus on generalization performance and overfitting mitigation. Two neural architectures, a Long Short-Term Memory (LSTM) network and a Transformer-based attention model, are trained on publicly available API call sequence data for binary classification of malicious and benign executables. Beyond standard accuracy metrics, the study further examines model stability, convergence behavior, and the impact of long-range dependency modeling on detection robustness. Experimental results demonstrate that the Transformer architecture achieves superior performance, attaining 95.54% classification accuracy and consistent improvements in precision, recall, and F1-score, indicating a stronger ability to capture complex behavioral dependencies. These findings highlight the effectiveness of attention mechanisms in behavioral malware modeling and provide empirical evidence that NLP-inspired architectures offer a robust and scalable approach for real-world cybersecurity applications.

This study aims to examine the use of picture books as a visual literacy medium in teaching English at the elementary school level, particularly in the context of English as a Foreign Language (EFL). This research employed a qualitative descriptive literature review by analyzing relevant national and international journal articles published within the last five years. The findings indicate that the integration of visual and verbal elements in picture books contributes significantly to students’ language development, especially in vocabulary acquisition, reading comprehension, and meaning construction. From an affective perspective, the use of picture books enhances students’ motivation, learning interest, classroom participation, and reduces language learning anxiety. The effectiveness of visual media is theoretically supported by Dual Coding Theory, which explains that information processed through both verbal and visual channels strengthens memory retention and comprehension. However, several challenges remain, including the selection of appropriate picture books and teachers’ limited competence in visual literacy. Therefore, systematic instructional planning and professional development for teachers are essential to optimize the use of picture books in EFL classrooms at the elementary level.

This is a worrying issue in the digital age and has been shown to significantly contribute to low student academic achievement. This research aims to examine the role of Guidance and Counseling (BK) services in addressing social media addiction in students with low academic achievement. The method used in this research is library research with a qualitative approach through content analysis and literature synthesis techniques sourced from various scientific references published between 2020 and 2025. The results show that students addicted to social media have low self-control, resulting in academic procrastination and a consistent decline in learning achievement. GC services have proven to play a strategic role through preventive, curative, and developmental functions implemented through classical guidance, individual counseling, and group counseling. The Cognitive Behavioral Therapy (CBT) approach and self-management technique have proven most effective in helping students reduce social media addiction and improve learning discipline. However, the effectiveness of GC services is still constrained by the non-ideal ratio of counseling teachers, the lack of digital literacy-based GC programs, and students' negative stigma toward counseling services. This study recommends developing GC programs specifically designed to address digital addiction by involving the entire school ecosystem consistently.