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Madrasah Ibtidaiyah plays an important role in shaping the character of the younger generation, especially facing the challenges of generation Z who have grown up in the digital era. This generation has characteristics such as visual orientation, high technology involvement, and learning patterns that demand interactivity. Social studies education at Madrasah Ibtidaiyah is a strategic forum for instilling Islamic character values ​​such as integrity, cooperation and social responsibility. The development of an integrated and innovative curriculum, involving a thematic approach that is relevant to the needs of the times, is needed to eliminate barriers between scientific disciplines, thereby providing holistic learning. Learning strategies based on moral values, technology and collaboration can increase the effectiveness of character education. Teachers as curriculum developers play a vital role in compiling, implementing and evaluating teaching methods that suit the needs of generation Z, whether through Student-Centered Learning, Visual-Based Learning, or Flipped Classroom approaches.This research emphasizes the importance of collaboration between teachers, students, and technology in realizing social studies education that is able to create a generation that is critical, moral, and ready to face global challenges without losing its Islamic identity. With this approach, madrasahs are able to produce the nation's next generation who are superior in character and competence. 

The Rotating Nadzam Paste Program is a learning innovation at the At-Taroqqi Karongan Sampang Islamic Boarding School which aims to make it easier for students to memorize the Maqsud, Imriti, and Alfiyah nadzams. In this program, the nadzams to be memorized are attached to various strategic places around the boarding school in rotation, so that students can easily access and repeat their memorization at any time. This method is designed to create a more interactive and contextual learning atmosphere, with the hope of improving students' memory and understanding of the nadzams being studied. This study aims to analyze the effectiveness of the rotating nadzam paste program in helping students memorize quickly and accurately, as well as to identify the obstacles and supporting factors that influence the success of this program. It is hoped that this program can provide solutions to the challenges of memorizing nadzams in Islamic boarding schools

This study aims to examine the effectiveness of assistant teachers in the teaching and learning process at TK Negeri Pembina, Kota Tengah, Gorontalo City. The research focuses include: (1) identifying the challenges faced by assistant teachers in the learning process, (2) understanding how the learning process is conducted by assistant teachers, and (3) evaluating the outcomes achieved in the implementation of the learning process by assistant teachers.The study employs a qualitative descriptive approach, with data collected through interviews, observations, and documentation. The results indicate that assistant teachers play an active role in supporting classroom teachers, assisting and guiding children who require special attention. The tasks performed by assistant teachers reveal certain inconsistencies, such as assistant teachers taking on the role of classroom teachers. Despite challenges in managing students, asssistant teachers are able to contribute significantly to achieving learning objectives.

The aim of this research is to evaluate the effectiveness of learning simulations in the Pancasila Education subject in implementing creative learning strategies for grade 2 students at SD Negeri Cangkiran 01. This research was conducted using a qualitative descriptive approach, where data collection was carried out through observation, interviews and documentation. The research subjects were 2nd grade teachers and 28 students. The research results show that educational simulations are effective in increasing students' understanding of Pancasila values. This also helps students create more interactive and interesting learning strategies. Demonstrated by better critical thinking skills, better understanding of concepts, and increased student engagement in learning. Educational games based on Pancasila values, stories and role plays are one of the creative learning strategies used. This research shows that educational simulation can be an effective learning alternative in instilling Pancasila values in grade 2 elementary school students at SD Negeri Cangkiran 01.

This research aims to determine the effectiveness of contextual learning approaches in subjects. Social Sciences (IPS) in Elementary Schools/Madrasah Ibtidaiyah based on literature review. The contextual learning approach is considered relevant because it allows students to connect lesson material with everyday life experiences, thereby improving students' understanding and critical thinking skills. The method used in this research is a literature study, where researchers collect and analyze various literature sources related to contextual learning and its application in social studies learning. These sources include books, scientific journals, and previous research that supports contextual learning theory and practice. The results of the literature review show that a contextual learning approach can increase student engagement, understanding of the material, as well as critical and analytical thinking skills. The contextual learning approach, based on evidence from the reviewed literature, is effective in improving learning outcomes and student involvement in social studies learning in SD/MI. Thus, this approach can be one of the recommended learning strategies to improve the quality of education in elementary schools.

This investigation examines the implementation of linguistic politeness in English as Foreign Language (EFL) instruction in Karawang, with particular emphasis on faculty-student interactions. Utilizing an ethnographic qualitative methodology, the research encompasses one faculty member and thirty-five, first-semester students. Data acquisition was conducted through non-participant classroom observations and semi-structured in-depth interviews. The findings demonstrate that the faculty member systematically implemented politeness strategies through indirect communication and face-threatening acts management. The incorporation of Sundanese cultural values in instruction was manifested in the utilization of address systems and modifications in communication approaches. The implementation of politeness significantly contributed to the enhancement of students' communicative competence and the establishment of a conducive learning environment. This research underscores the significance of integrating linguistic politeness and indigenous cultural values in EFL instruction to facilitate pedagogical effectiveness.  

Maritime safety is a critical aspect of military ship operations, where mastery of Ship Salvage Equipment (PEK) becomes a fundamental competency for cadets of the Indonesian Naval Academy (AAL). This research aims to identify and analyze the benefits of knowledge of Ship Salvage Equipment (PEK) for AAL cadets in the context of professional competence development, operational readiness, and leadership character formation. Using a mixed methods approach with a sequential explanatory design, this study involved 312 AAL cadet respondents from three batches (2022-2024) selected through stratified random sampling. Data were collected through structured questionnaires, in-depth interviews, participant observations, and focus group discussions. Data analysis used descriptive and inferential statistics for quantitative data, as well as thematic analysis for qualitative data. The research results show that AAL cadets have a good level of PEK knowledge (score 78.6/100), high self-efficacy (3.68/5), and good operational readiness (3.72/5). As many as 85.6% of cadets acknowledge the very high benefits of PEK learning. The five main themes of benefits identified include: the development of operational technical competencies (37.2%), the enhancement of leadership abilities in critical situations (24.8%), the formation of mental resilience (18.9%), the development of quick decision-making skills (11.4%), and the improvement of a sense of responsibility for safety (7.7%). Cadets with good PEK knowledge demonstrate superior performance with a response speed 32 seconds faster, an error rate 23.4% lower, and an emergency communication score 18.2% higher. Factors influencing the effectiveness of PEK learning include the quality of instructors and teaching methods (β = 0.34), the frequency and variety of emergency simulations (β = 0.28), which together can explain 74.8% of the variance in learning effectiveness. This study provides recommendations for intensifying practical training, improving instructor quality, standardizing the curriculum to integrate technical and leadership aspects, and conducting continuous evaluations of the PEK learning program.

This study developed a Discovery Learning model with a Meaningful Learning approach to improve students' critical thinking skills in Economics at SMAN 2 Tulang Bawang Udik. The study used the ADDIE model and produced a conceptual model, lesson plans, student worksheets, and HOTS assessment instruments. Expert validation results showed that the products were feasible, practicality tests obtained a very practical category, and effectiveness tests with a Nonequivalent Control Group design showed that the critical thinking of students in the experimental class was higher than that of the control class. These results confirm that this learning model is feasible, practical, and effective, and can be a guide for teachers for active, contextual, and high-level thinking skills-oriented learning. Additionally, the integration of Discovery Learning and Meaningful Learning provides a structured and student-centered learning process that encourages learners to construct knowledge independently while connecting concepts to real-life contexts. The resulting learning tools also support teachers in implementing systematic instruction that fosters student engagement and deeper understanding. Overall, the developed model contributes to improving instructional quality in Economics education and offers an innovative alternative for enhancing students’ cognitive abilities, particularly in critical thinking.

In understanding foreign language texts, there are several challenges faced by young learners. The transformation of the learning system into online increasingly adds new problems for them. Students' motivation in online learning is relatively low, while the acquisition of foreign language reading comprehension demands great motivation (Fareh, 2010). Authentic text can be a solution to this problem. Therefore, this study was conducted to test its effectiveness in improving young students' reading comprehension in online classes and to examine their perceptions of teaching reading comprehension using authentic texts in online classes. This research is a quasi-experimental research with one group pre-test post-test design. The data generated is quantitative data in the form of student learning outcomes and reading interest questionnaires. The results showed that the use of authentic texts was proven to be effective in resolving new conflicts that arose in the online foreign language reading comprehension class. In addition, students' perceptions of the use of authentic texts are also good. However, the role of teachers and students is needed in its implementation

Learning Islamic Cultural History (SKI) at Madrasah Aliyah presents unique challenges, particularly in increasing students' interest and learning outcomes. Conventional methods such as lectures and memorization often result in low student engagement, leading to suboptimal understanding and poor learning outcomes. To address this issue, this study implements project-based learning (PjBL) as an alternative approach to enhance student learning outcomes. This study examines the effectiveness of project-based learning in improving student achievement in SKI subjects at Madrasah Aliyah 1 Kampar, specifically in class XI Science. Using the Kemmis and McTaggart classroom action research (CAR) model, the research was conducted in two cycles, involving planning, implementation, observation, and reflection stages. Data were collected through learning outcome tests, observation sheets, interviews, and student and teacher questionnaires. Both quantitative and qualitative analyses were performed to comprehensively assess the effectiveness of this method. The findings indicate that implementing project-based learning positively impacts student learning outcomes. The average student score increased significantly from the first to the second cycle. Moreover, student engagement in learning activities improved, as seen in their active participation in discussions, material exploration, and teamwork on assigned projects. Additionally, this method helped students develop critical thinking, problem-solving, and collaboration skills essential in modern education. The study confirms that project-based learning is an effective strategy for enhancing SKI education in Madrasah Aliyah. These findings suggest that educators should adopt more innovative and interactive teaching methods to foster student engagement and deeper understanding in learning.

This research aims to analyze the benefits of learning shipbuilding theory for cadets of the Technical Corps at the Indonesian Naval Academy (AAL) using a mixed methods approach. The research results show that mastery of shipbuilding theory significantly enhances the technical competence of cadets, particularly in understanding ship structure, stability, hydrodynamics, and propulsion systems, and contributes to their operational readiness in the TNI AL environment. However, the main challenges identified include the complexity of the material, limited laboratory and simulator facilities, and the gap between classroom theory and real-world application on warships. The effectiveness of learning is greatly influenced by interactive teaching methods, instructor competence, and the support of learning facilities. This research recommends the development of an adaptive curriculum, increased investment in simulation technology, and collaboration with the maritime industry to enrich the cadets' learning experience. These findings are expected to serve as a basis for the evaluation and development of the shipbuilding theory curriculum at AAL, as well as a reference for other maritime educational institutions in designing more applicable and relevant learning programs that meet operational needs in the field.

Inclusive education guarantees the learning rights of children with special needs, including their understanding of Islamic values in public schools. This study aims to analyze the effectiveness of inclusive learning and the role of teacher mentoring in instilling Islamic values in children with special needs at SD Fransiskus Bukittinggi Elementary School. A qualitative case study method was employed, with data collected through observation, in-depth interviews, and documentation. Participants included teachers, children with special needs students, and parents. The results indicate that contextual learning strategies—such as storytelling, simulations, and integrating Islamic values into various subjects—effectively enhance children with special needs understanding. Collaboration among teachers, peers, and parents fosters an inclusive learning environment that supports the internalization of honesty, compassion, and responsibility. The main challenge of limited teacher time was addressed through differentiated approaches and support from shadow teachers. The study concludes that intensive mentoring, adaptive methods, and teacher exemplification are crucial in building children with special needss understanding of Islamic values. Recommendations include teacher training, development of children with special needs -friendly media, and supportive policies for sustaining Islamic value-based inclusive education.

This research explores the use of Virtual Reality (VR) storytelling in language learning, focusing on its impact on speaking fluency, narrative skills, and student engagement. As traditional language teaching methods often face challenges such as limited speaking practice and learner anxiety, VR offers a promising alternative by creating immersive, interactive environments that encourage active participation. The objective of the study was to investigate the effectiveness of VR storytelling in enhancing these language skills, particularly in second language learners. The study utilized an action research methodology, involving language learners who participated in VR-based storytelling interventions. Pre- and post-assessments, along with surveys and student feedback, were used to evaluate speaking fluency, narrative construction, and overall engagement. The findings indicated significant improvements in all three areas, with students reporting increased confidence, reduced anxiety, and enhanced motivation to engage with the language. The use of VR not only improved grammatical and lexical aspects of speaking but also fostered creativity and coherence in storytelling. These results support the potential of VR to transform traditional language education by providing an engaging, low-pressure environment for learners. The study concludes by recommending the integration of VR in language classrooms to enhance language acquisition and suggests further exploration into long-term effects and content diversity.

This study aims to develop a hypothetical model of Balai Latihan Kerja (BLK) / Job Training Center through the POAC (Planning, Organizing, Actuating, Controlling) approach as a fundamental framework in reforming the vocational training system. Using qualitative methods with data triangulation from expert interviews, empirical studies, and international reports, the study identified four key themes that determine the effectiveness of the model: digital transformation, strengthening triple helix partnerships, sustainable competency development, and industry-based standardization and certification. Digital transformation through virtual reality-based simulations and digital learning platforms has increased training effectiveness by up to 48%. Triple helix partnerships increase graduate absorption rates by up to 78%. Sustainable competency development is essential, considering that 65% of jobs in 2030 will require skills that do not yet exist today. Industry-based standardization positively correlates with labour productivity, increasing it by 24%. The hypothetical Balai Latihan Kerja (BLK) model that integrates these four themes is expected to be a reference in preparing an adaptive, competitive workforce that is ready to face global challenges in the era of technological disruption.

This study aims to evaluate the effectiveness of tilawah training in increasing students' love for the Qur'an at the Nurul Furqon An-Nuriyah Surabaya Al-Qur'an Education Park (TPQ). The method used is a qualitative approach with data collection through interviews, observations, and document analysis. The results of the study indicate that tilawah training carried out in a structured and systematic manner not only improves the ability to read the Qur'an, but also strengthens students' love and closeness to the Qur'an. Students showed increased interest and motivation in learning, and better understood the values ​​contained in the holy book. This study concludes that tilawah training is an effective strategy to build love for the Qur'an, and recommends the implementation of this program on an ongoing basis to achieve optimal results.

This research aims to identify and analyze the essential instructional tools needed in gas turbine learning for cadets of the Naval Academy's engineering corps using a mixed-method approach with an explanatory sequential design involving 160 respondents, consisting of 120 engineering corps cadets, 15 instructors, and 25 field engineering officers. The research results identified 28 types of gas turbine instructional tools categorized into four groups, with simulators and software showing the highest level of importance (4.65/5.0), and there were significant differences in the perception of importance levels among the three groups of respondents (F(2,157) = 12.45, p < 0.001). The AHP analysis produced a priority framework in four levels, with Level 1 encompassing 5 essential instructional tools: gas turbine simulator (0.742), gas turbine cut-section model (0.698), control system trainer kit (0.681), interactive learning video (0.673), and troubleshooting simulator (0.667). Regression analysis showed that instructional tools significantly contribute to learning effectiveness (R² = 0.742), with the gas turbine simulator as the main predictor (β = 0.384), positively impacting the cognitive aspect with a 26.8% increase in concept understanding (effect size 1.24), the affective aspect with an increase in learning motivation and career interest from 67% to 84%, and the psychomotor aspect with a 33.7% increase in hands-on skills and a 28.5% reduction in troubleshooting time. The resulting priority framework provides strategic guidance for optimizing resources and gradually developing gas turbine learning capabilities in military educational institutions, despite facing major obstacles such as budget constraints, technology compatibility, lack of quality human resources, and limited laboratory infrastructure.

The purpose of this community service activity is to strengthen the concept of electrolysis for students of SMAN 1 Suwawa through interactive laboratory exercises, as well as to enhance students' understanding and practical skills related to the electrolysis process. The partners involved in this activity include the Principal, Chemistry Teacher, and all 12th-grade students of SMAN 1 Suwawa. The implementation method of the activity involves four main stages: a pre-test to measure initial understanding, providing material to reinforce the concept of electrolysis, conducting interactive laboratory exercises using electroplating tools, and a post-test to measure the improvement in students' understanding. The results of this activity show a significant improvement in the understanding of electrolysis concepts, with an N-Gain value of 76.8%, indicating the effectiveness of this method in improving students' learning outcomes. Based on these findings, it is recommended to continue applying interactive laboratory approaches in science education in secondary schools, as well as utilizing technology and interactive modules to support students' understanding of complex chemical concepts. Additionally, teacher training is also important to ensure the sustainability of effective laboratory-based learning.

This study aims to evaluate the effectiveness of the "Hijrah as Inspiration" learning model in enhancing self-improvement motivation among sixth-grade students at SDIT Syahiral 'Ilmi Bukittinggi. Using a Classroom Action Research (CAR) approach, the model integrates historical storytelling, group discussions, and creative projects related to the Islamic concept of hijrah (migration). Data were collected through observations, interviews, and pre-post motivation tests involving 25 students. Results showed a significant increase in students' intrinsic and extrinsic motivation scores (from 61.2 to 76.4), along with improved Islamic Education (PAI) academic performance (from 78.5 to 85.2). Behavioral changes, such as proactive collaboration and reflective thinking, were observed. The study concludes that embedding hijrah values into learning activities effectively fosters students' spiritual and academic growth. Recommendations include teacher training, parental involvement, and further research to adapt the model across diverse Islamic educational contexts.

This study investigates the effectiveness of the Jigsaw cooperative learning model in enhancing fourth-grade students’ understanding of Asmaul Husna in elementary schools. The research employed a pre-test and post-test design, involving an experimental class that applied the Jigsaw method and a control class that used conventional teaching. Data were collected through written tests designed for elementary-level comprehension and observation sheets to record students’ learning activities. The results indicate that the Jigsaw model fosters greater student engagement, encourages collaboration, and facilitates a clearer understanding of the material, as students actively participate in sharing knowledge with peers. In addition, the method nurtures a sense of individual responsibility and improves communication skills among students. The teacher’s role as facilitator proved essential in guiding group interactions and ensuring that learning objectives were met effectively. These findings suggest that the Jigsaw model can serve as an effective alternative strategy for teaching Islamic Religious Education in elementary schools, particularly on topics such as Asmaul Husna that require not only cognitive understanding but also moral application in daily life.

The rapid growth of online English learning platforms has introduced new opportunities for language acquisition, yet maintaining student engagement and motivation remains a persistent challenge. Many learners experience reduced participation and limited knowledge retention in digital settings compared to traditional classroom environments. Addressing this issue, the present study investigates the effectiveness of gamified quizzes as a pedagogical strategy to enhance engagement, motivation, and retention among online English learners. A quasi-experimental design was employed with two groups: a control group that used a standard online platform and a treatment group that engaged with gamified quizzes incorporating points, badges, and leaderboards. Data on engagement were collected through participation frequency and time spent, while motivation was measured using pre- and post-intervention questionnaires, and retention was assessed through follow-up tests. Statistical analyses using independent-sample t-tests and ANOVA revealed significant differences between the two groups. The treatment group demonstrated higher engagement, stronger motivation, and improved retention outcomes compared to the control group. These results, supported by both tabular and graphical representations, highlight the pedagogical value of gamification in addressing motivational challenges and fostering meaningful learning. The study concludes that gamified quizzes serve not only as motivational tools but also as effective mechanisms to strengthen long-term knowledge retention in online English education. Implications for practice suggest that educators and digital learning designers should integrate gamification elements as a central feature of online platforms to optimize learner outcomes.