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Brain Gym assistance at SDIT AL-Ghazali, Palangka Raya City, Central Kalimantan Province, MBKM students innovate by implementing wake bounding with varied greetings as a form of their dedication to the school. They do this by accompanying Brain Gym in the morning to improve students' fitness and behavior in order to increase their enthusiasm before starting learning activities. The aim of these varied greetings is to make activities at Brain Gym more fun and interesting for students. The ABCD (Asset Based Community Development) method was used in this research. Inculturation, discovery, design, definition, and reflection are the processes carried out. By placing their hand on the picture, they choose a variety of greeting images. The results of accompanying brain exercise activities in the morning by applying varied greetings can create discipline, students' readiness to learn with a happy, enthusiastic mood and become an evaluation for future teachers to create other creative ideas.

The Sinau Bareng work programme is an effective part of learning activities in an effort to improve the quality of the children of Bumiayu Village, Kajoran Sub-district, Magelang District. The purpose of this study to (1) obtain a description of learning planning, (2) learning implementation, and (3) learning evaluation to improve the quality of (2) learning implementation, and (3) learning evaluation to improve the quality of quality of education by applying the direct practice method of various subjects and activities. The research design was descriptive qualitative research. The research subjects were children from elementary to junior high school or equivalent in Desa Bumiayu village. The object of research is the planning, implementation, and evaluation of Sinau Bareng activities through hands-on methods. Sinau Bareng activities through direct practice methods. The data were collected through observation and documentation. The results of the study showed several things, (1)learning planning uses a variety of learning media, (2) the implementation of learning is proven to increase knowledge and enthusiasm for learning children of Bumiayu Village, and (3) evaluation of Sinau Bareng activities in the form of non-test evaluation.  

This study aims to analyze the implementation of the demonstration teaching method in improving the learning outcomes of Islamic Religious Education (IRE) for eighth-grade students at SMP Budi Utomo, Srono. The demonstration teaching method was chosen because it provides students with direct experience, allowing them to understand the material more clearly and practically. This research employs a qualitative approach with a case study design. Data were collected through observations, interviews, and documentation, and were then analyzed by systematically describing the findings based on facts and phenomena observed in the field. The results of the study show that the implementation of the demonstration teaching method was carried out through three main stages: planning, implementation, and evaluation. During the planning stage, the teacher prepares relevant materials and teaching aids for the topic being taught. The implementation stage involves using visual media and teaching aids to clarify the explanation of the material, while engaging students in the demonstration activities directly. In the evaluation stage, the teacher provides feedback to assess the students' understanding of the material taught. The application of the demonstration method has a positive impact on the students' learning outcomes. The study shows that students experienced an increase in their understanding of IRE material, greater enthusiasm for learning, and improved responsiveness to issues in their surrounding environment. Additionally, group learning activities during the teaching process strengthened communication skills among students. Therefore, this method proves to be effective in enhancing the quality of classroom learning.

The process of learning Islamic Religious Education in SLB N Banjarnegara is an educational interaction between students and the school environment. In this case, schools are given the freedom to choose the most effective learning strategies, methods and techniques according to the characteristics of the subjects, characteristics of students, characteristics of teachers, and resources available at the school. With this freedom, researchers are interested in conducting further research related to the implementation of Islamic Religious Education learning for students in SLBN Banjarnegara. This study aims to describe the implementation of Islamic Religious Education learning for students in SLBN Banjarnegara. This type of research is field research (Field Research) with a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. While the data analysis method uses Data Reduction, Data Presentation, and Conclusion Drawing. Based on the results of the research conducted by the author on the implementation of Islamic Religious Education learning for students with special needs in SLB N Banjarnegara. There are three results from this study, including (1) The concept of Islamic Religious Education learning for students with special needs (2) implementing the application of Islamic Religious Education learning with various strategies (3) Constraints and supporters of the Islamic Religious Education learning process for students with special needs. For the implementation process, the teacher delivers material that is adjusted to the abilities of the students. Meanwhile, the methods used by the teacher are lecture methods, questions and answers, and practice. In addition, it is supported by using media so that students are interested and focused on following the learning. In addition, the teacher also does not give many assignments or questions but rather does more repetition. Meanwhile, the evaluation carried out on mentally retarded children is adjusted to the abilities of the students themselves. The evaluation tools used by the teacher do not specifically have documents.  

The purpose of this research is to find out how Abu Bakar As-Siddiq, the fifth grade winner of MIN 04 Trimo Rejo creates interactive learning multimedia on SKI subjects by using video. Learning media must complement other learning components as part of the system. The aim is to facilitate learning activities as efficiently as possible. Abu Bakar As-Shiddiq, the fifth grade winner of MIN 04 Trimo Rejo, explains video-based interactive learning on SKI material in this post. The ADDIE model is used in this research. According to ADDIE, learning design creates learning through analysis, design, development, implementation, and evaluation phases. Learning system design development methodology is used to explain the research and development design process. Primary data collected through distributing questionnaires is the required data source. Participants in this study include media experts, material experts, and students. Nurul Huda University Sukaraja PGMI 6B students participated in this study. The interactive video is suitable for the application of learning, and the results of learning validation are rated as good.

This study aims to analyze the implementation of the management of educational facilities and infrastructure and its contribution to increasing the effectiveness of learning at SMPI Darul Ulum Sangatta Utara. The research background is based on the importance of the role of facilities and infrastructure in supporting an optimal, effective, and meaningful learning process. This study uses a qualitative approach with a descriptive method, where data is obtained through observation, interviews, and documentation of school principals, teachers, and education staff. Data analysis is carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that the management of facilities and infrastructure at SMPI Darul Ulum Sangatta Utara has been carried out through five main stages, namely planning, procurement, utilization, maintenance, and evaluation. The implementation of this management is quite effective because it actively and continuously involves all school residents, especially in routine maintenance activities and the use of learning facilities. The existence of adequate facilities such as classrooms, laboratories, and information technology devices has been proven to increase student learning motivation and encourage the creation of a conducive learning atmosphere. However, some obstacles are still found, such as budget limitations and the need to update props that are no longer suitable for use. The implications of this study emphasize the importance of strategic planning and continuous evaluation in the management of facilities and infrastructure in order to continue to support the improvement of learning effectiveness, especially in the pesantren-based school environment.  

At SMP Negeri 2 Gucialit, teachers have difficulty designing and implementing learning models that can develop students to have skills in critical thinking and problem solving, creative thinking skills, communication skills, and collaboration skills. The aim of this community service is to expand understanding of concepts and improve the skills of Junior High School teachers in designing project-based learning through lesson study. The method used in community service consists of three stages, namely preparation, implementation and evaluation. In the preparation stage, field survey activities and coordination with service partners were carried out. At the implementation stage, material is provided, practice is carried out in developing project-based learning teaching modules through lesson study and discussion. At the evaluation stage, an assessment of the results of the activities was carried out using a questionnaire distributed to participants by the community service team. Based on the results of the questionnaire, it shows that the percentage of answers achieved was 59.3% strongly agree with the benefits of this activity, 37% agree, 3.7% neutral, and there were no answers strongly disagree or disagree. This shows that this service activity increases the understanding of the concepts and skills of Junior High School teachers in designing project-based learning through lesson study. Apart from that, this community service activity produces project-based learning teaching module products and aquascape learning media.

The Social Cognitive Theory proposed by Albert Bandura emphasizes that learning occurs largely through the process of observation. Teachers play an important role as models who provide direct examples so that students can understand and imitate a particular action or skill. This study aims to describe the implementation of Albert Bandura's social cognitive theory through modeling strategies in Islamic Jurisprudence learning on the material "Ablution Procedures" in class IA MI Al Ikhlas. This study uses a descriptive qualitative approach with the research subjects being Islamic Jurisprudence subject teachers for class I and 25 class IA students. The research objects include the application of Bandura's modeling theory in Islamic Jurisprudence learning and students' abilities in practicing ablution procedures. Data collection techniques are carried out through observation, interviews, and documentation. The results of the study indicate that the application of modeling strategies in Islamic Jurisprudence learning consists of three stages, namely: (1) the planning stage, where the teacher prepares a learning plan; (2) the implementation stage, which includes four core processes, namely attention (students pay attention to examples from the teacher), retention (students record information in memory), reproduction (students practice ablution procedures), and motivation (the teacher provides reinforcement in the form of praise or rewards); and (3) the evaluation stage, which is carried out through written, oral and practical tests. The application of this theory has proven effective in improving students' ability to practice ablution correctly.

This study aims to develop and design Media based on Educational Games Wordwall and Educaplay on fiqh muamalah material class IX MTs Hidayatul Muhajirin. In order to increase the learning interest of ninth grade students at MTs Hidayatul Muhajirin. The method used is development research (R&D) with the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of 26 ninth grade students of MTs Hidayatul Muhajirin. Data was collected through Google Form after the use of the media, as well as feedback regarding students' learning experience. The results showed that the use of this educational game significantly increased students' interest in learning. The average score of students' interest in learning before the use of the media was 60, which increased to 92 after implementation. In addition, students showed higher enthusiasm for learning and actively participated in class activities. This study concludes that educational game-based learning media can be an effective alternative in increasing students' interest in learning. It is hoped that the results of this study can make a positive contribution to the learning process at MTs Hidayatul Muhajirin and become a reference for further learning media development.

Aromatherapy is beneficial for maintaining and enhancing physical, physiological, and spiritual well-being by consuming flowers, roots, fruits, resins, bark, and other aromatic compounds from plants. In Indonesia, around 90% of the used cooking oil produced is not managed properly, leading to environmental issues and contaminating soil and water, as well as public health. To reduce its negative impact on the environment and public health, it can be processed into valuable products such as aromatherapy candles. The purpose of this study is to study the impact of using used cooking oils and its benefits for the community of Sinarsari Village so that they can utilize this waste more sustainably and efficiently. The Tim PPK Ormawa HImasiter IPB (Student Association of Nutrition and Animal Feed) plays a significant role in promoting new innovations that benefit the community, one of which is the creation of aromatic candles with the aim of learning how to recycle used oil into useful products. The results of this comprehensive evaluation will assist the implementing team in identifying the strengths, weaknesses, opportunities, and challenges of this program.

Curriculum administration is all business processes that have been planned and attempted deliberately and earnestly as well as continuous guidance on teaching and learning activities effectively and efficiently in order to achieve the educational goals that have been set. The importance of curriculum administration in educational institutions, which includes the selection of materials, teaching methods, and assessments that are in accordance with educational goals and student needs. Curriculum administration plays a role in ensuring that the curriculum is well structured and organized through various levels of planning, implementation, and supervision. Curriculum evaluation is also an important part of education management, aiming to collect information about the effectiveness of curriculum implementation and the impact of learning outcomes. In addition, this journal highlights the role of teachers in curriculum administration as implementers, adapters, developers, and researchers. The presence of artificial intelligence (AI) technology presents an opportunity for educators to carry out a learning process that focuses on the needs, interests, and learning styles of students, because the independent curriculum requires educators to carry out differentiated learning as an initiative in facilitating students, especially in Pancasila education, which incidentally is still carried out by conventional models or methods.

The development of Science Student Worksheets (LKPD) based on Problem Based Learning (PBL) aims to produce teaching materials that are suitable for use in terms of content, language and design. Development is carried out using the ADDIE model, which includes the Analysis, Design, Development, Implementation and Evaluation stages. The LKPD product developed has been validated and is considered suitable for use in learning. This LKPD is expected to make the learning process more efficient, centered on students, and encourage them to find and solve problems with teacher guidance, thereby improving critical thinking skills through the PBL approach.

POAC (Planning, Organizing, Actuating, Controlling) is a management framework used to improve effectiveness in various sectors, including education. In modern education management, the implementation of POAC plays a crucial role in achieving the goals of efficient and quality education. Planning helps set the long-term vision and strategy of the educational institution. Organizing ensures that human and material resources are managed effectively. Actuating involves leadership and motivation to ensure that all parties are active in the educational process. Control is carried out through periodic evaluation and monitoring to ensure the achievement of goals. Research shows that the proper implementation of POAC can improve learning quality, operational efficiency, and student satisfaction. The application of POAC in modern education management is an important strategy in creating educational institutions

In the digital era, technology plays an important role in designing learning that is more interactive, personalised and adaptive. This research examines the role of learning technology in learning design through a qualitative approach based on a literature review. The use of technology, such as Learning Management Systems (LMS), virtual reality (VR), and artificial intelligence (AI), shows potential to increase student engagement as well as provide a more flexible learning experience. Blended learning approaches are also proven to increase engagement and provide flexibility in the learning process. In addition, technology supports competency-based learning that enables real-time evaluation of student progress through learning analytics. However, there are challenges in implementing technology, such as the digital divide, teacher readiness, and infrastructure limitations. Therefore, the successful integration of technology in learning design requires support from educational institutions and policies to provide adequate training for teachers and appropriate technology infrastructure. This study concludes that technology integration in learning design provides significant benefits in improving learning quality, but still requires a systematic and adaptive approach.

Optimizing education management in schools is a strategic step to achieve superior education quality, where various aspects such as human resource development, utilization of facilities and infrastructure, and education supervision play an important role in creating a conducive learning environment and responsive to student needs. The purpose of this study is to examine more deeply the role of education management in realizing quality schools. The research method to be used in this study is a literature study approach, in which data and information will be collected from various academic sources, such as books, journals and relevant articles on education management and quality schools. The results of this study show that effective education management plays a key role in creating quality schools through key components such as human resources, facilities and infrastructure, finance and education supervision. Each of these components works synergistically to support optimal learning processes, although they often face challenges such as limited resources, resistance to change and lack of stakeholder support. Through collaborative strategies from various parties, including the government, community and parents, schools can overcome these obstacles. Optimizing education management complemented by educational supervision helps improve the professional quality of teachers, curriculum and school management, and builds a culture of continuous evaluation. This synergy results in schools that are qualified, adaptive and able to respond to the demands of today's education.

This study aims to describe the learning conditions of Indonesian History applied at Madrasah Aliyah Bustanul Muta'allimim Blitar which uses the Problem Based Learning learning model. Problem Based Learning model learning directs the ability of students to play an active role in solving a problem in the process of learning activities, but in reality in learning in class 10 of Madrasah Aliyah Bustanul Muta'allimin there are still some students who still have difficulty in solving problems and there are also some students who are less active when the learning process takes place. The formulation of the problems in this study are: 1) How is the implementation of the Problem Based Learning learning model in grade 10 Indonesian History subjects? 2) How can the implementation of Problem Based Learning improve the quality of 10th grade Indonesian History learning? 3) What are the implications of the implementation of Problem Based Learning on student learning outcomes? The method used in this research is descriptive qualitative, as for the data sources used, namely through primary data by digging directly to the research location located at MA Bustanul Muta'allimin Blitar, with data collection techniques using interviews, observation, and documentation and checking data validity through source triangulation. . The results of this study are 1) Implementation of Problem Based Learning model learning in Indonesian History subjects in class 10 A, 10 B and 10 C there are three stages that are applied in the learning process, namely the preparation stage, the core activity stage, and the final stage or evaluation. 2)  Analysis of Whether the Problem Based Learning Method can Improve the Quality of Indonesian History Learning in grade 10. There are differences in the responses of students from the three classes for class 10 A, the response of students is still difficult in solving problems in the learning process and difficulty in presenting material when in front of the class and less active in learning in class, this is different from class 10 B and 10 C, students are easier in solving a problem and can present material and be active in learning activities in class. So from this it can be said that learning in the classroom has improved, but there must be more improvements from the Problem Based Learning model when learning activities take place in class. 3) Classroom student learning outcomes For student learning outcomes are influenced by factors within students, namely about the motivation of these students in participating in learning. Students from the three classes can be said to be class 10 A which is rather low compared to the other classes, because there are only male students, this can happen because in the application of Problem Based Learning model learning, these students do not pay attention to the teacher's direction, and are less serious in learning activities, so they do not understand the material being discussed together, in contrast to classes 10 B and 10 C which tend to be more easily organized by the teacher and pay attention when learning activities take place and are active in the process of ongoing learning activities.  

Creativity is an activity that positively impacts human growth and development. One form of human growth and development is the output of creativity through an activity and a product. EPHICS emerged as a form of creativity from international prime tourism polytechnic students and involved students. Qualitative descriptive methods followed by observation and visualization of layouts assisted by the interview process and documentation to collect data related to research. As a result of this activity program, students make a field learning model that can continue to hone creativity and is expected to develop EPHICS even better. SWOT analysis and analysis of the concept of event implementation become the basis for the activity evaluation process. The evaluation results obtained after each activity is completed are used as material for improvement in the implementation of future EPHICS activities to make it even better. 

The integration of Kahoot aims to create an interactive and engaging classroom environment that leverages technology to support English language learning. This study explores the use of the Kahoot app as a game-based learning tool to enhance students’ vocabulary at SMP Negeri Tiakur. The methodology involved three main stages: planning, implementation, and evaluation. The results indicated several positive outcomes: 1) Students were exposed to technological learning tools they had not previously encountered, particularly in English language education. 2) The game-based approach created a lively and enjoyable learning environment, increasing student engagement and participation. 3) Students expressed a strong desire to continue learning English beyond the scheduled activity, highlighting an increase in motivation. 4) The feedback from students suggested a noticeable improvement in their vocabulary acquisition. These findings suggest that Kahoot can be an effective tool for enhancing vocabulary learning in a fun and interactive way, making it a valuable addition to the language learning curriculum. Future research could explore the long-term impacts of such interventions and the potential for similar digital platforms in different educational contexts

IPS can be interpreted as a study or study of society. Difficulties in understanding social studies material can be caused by various factors, such as the complexity of the content, less effective teaching methods, and a lack of connection between the material and students' daily lives. These factors can hinder students' learning process and affect their overall learning outcomes. The method used in this research is a questionnaire which is a data collection method carried out by giving a set of questions or written statements to respondents to answer. The data collection techniques used are primary data and secondary data, where primary data is data directly obtained from respondents while secondary data is data obtained from sources relevant to the research topic, such as books, articles, theses, etc. The results of this research show that the interest of students at SMP Negeri 1 Sidikalang in International Trade material varies, with 50% very interested but 26.7% feeling less interested. The main obstacle comes from the teacher's delivery which is considered less interesting and material which is considered irrelevant to everyday life. Although many students find assignments and evaluations helpful, there is an urgent need for innovation in learning methods to make them more interactive and relevant. Based on the results of a survey conducted via Google Form on 10 respondents from students at SMP Negeri 1 Sidikalang, it appears that students face various obstacles in understanding and being interested in international trade material.

This study examines how PKBM Kedondong's Package C Equality Education Program empowers the community. Through the Package C equality education program at PKBM Kedondong, this study seeks to characterize the stages of awareness, knowledge transformation, and enrichment of community empowerment. This study is qualitative in nature. Package C students, package C teachers, and managers served as the research subjects. Observation, interviewing, and documentation research techniques were used to gather data. Data verification (conclusion), data display, and data reduction are the methods employed in data analysis. According to the research findings, there are three stages in the community empowerment process at PKBM Kedondong through the Package C Equality Education Program. The first stage is awareness, which has been well- socialized, as evidenced by the usage of word-of-mouth to disseminate knowledge. Second, the learning activity process that is part of the knowledge transformation stage consists of: Package C managers and tutors handle the planning stage, which includes creating a syllabus and a Learning Implementation Plan (RPP). During the in-person learning implementation stage, modules, e-books, YouTube, and the internet are used as media, and lectures, Q&A sessions, and discussions are the methods employed. At this point, the evaluation stage seeks to gauge the students' performance in the learning process of package C equivalency education. Thirdly, the effectiveness of the enrichment stage's implementation is demonstrated by the students' learning outcomes and the post-program coaching that is offered.