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This research aims to develop and implement cognitive assessment instruments in Indonesian language education, with a focus on improving students' high-level thinking abilities. The validity and reliability of this instrument were tested through a series of tests in various schools. The research results show that this instrument is effective in measuring students' abilities in analysis, synthesis and evaluation. The use of technology in assessment instruments increases the efficiency of the evaluation process, although challenges related to technology infrastructure in some schools require special attention. Feedback from students indicated that the instrument was perceived as relevant and motivating, supporting the importance of authentic assessment practices. Overall, this research emphasizes the importance of a collaborative and comprehensive approach in improving students' learning and their preparation for future demands.  

Assessment seeks to determine whether educational goals are achieved or not, so that evaluation has a very large role in the world of education. Effective and efficient evaluations are carried out continuously and comprehensively, it is hoped that educators can get a complete picture of the achievements and progress of the process and learning outcomes achieved by students. Each subject emphasizes continuous evaluation, referring to comprehensive goals and results. Among the domains of differentiation in education is the cognitive domain. Cognitive assessment is an activity carried out to measure students' mastery of knowledge. The assessment of cognitive aspects is carried out through stages: preparing an assessment plan, developing an assessment instrument, carrying out the assessment, utilizing the assessment results, and reporting the assessment results in the form of numbers on a scale of 0-100 and description.

Assessment is an integral component of learning in schools, playing a crucial role in measuring student achievement and enhancing the overall educational process. This article discusses challenges and strategies to improve teachers' understanding and skills in effective assessment implementation. Key challenges include the availability of adequate resources, teachers' readiness to use various assessment types, and societal expectations regarding evaluation standards.The research aims to explore how educators can enhance their assessment practices through continuous professional development. The research methodology employed includes literature review to identify best practices in assessment approaches, along with case analysis to understand implementations across different school contexts.The conclusion highlights the importance of enhancing teachers' understanding and skills in assessment as key to improving student learning quality. Teachers proficient in using diverse assessment types, providing meaningful feedback, and making instructional decisions based on assessment data can help create an inclusive and supportive learning environment. Therefore, focused professional development in assessment is a critical strategy in preparing educators to address future challenges in an increasingly complex and diverse educational landscape.  

Education is a very important factor for the development of a country. Education helps develop and improve skills and improves the quality of life and human dignity. To date, changes have been made to the curriculum. The curriculum is considered a plan developed to facilitate the teaching and learning process which is the responsibility of the school or educational institution and its teaching staff. (Yulia, 2023). Education in Indonesia has undergone curriculum changes 11 times. Starting from after independence until the latest in 2021-2022. This research aims to compare the implementation of the 2013 Curriculum and the Merdeka Curriculum at State Elementary School 064037 and understand the differences between the two in improving the quality of education. The method used is qualitative research with a content analysis and narrative analysis approach. In-depth content analysis is carried out on written and printed information from mass media to identify message characteristics objectively and systematically. Data was collected through interviews and reviewing controversial mass media news. The research results show that the Merdeka Curriculum, which has only been implemented in grades 1 and 4, gives students greater freedom in the use of knowledge, both inside and outside school, and encourages teacher and student creativity. In contrast, the 2013 Curriculum balances soft skills and hard skills in an integrative manner but still places educators as the main assessors of student abilities. Observations show that the Merdeka Curriculum encourages students to play an active role in learning, with educators acting as facilitators. This change in curriculum leads to a more student-centric approach, where students receive active feedback regarding their self-evaluation. These findings confirm that the Merdeka Curriculum promotes more independent and participatory learning compared to the 2013 Curriculum.  

Assessment and evaluation in the context of Indonesian learning plays an important role in assessing and improving the quality of student learning. Effective assessments not only provide an overview of a student's abilities but also provide constructive feedback to improve learning outcomes. Specific and timely feedback, as well as technology integration, are critical to improving assessment efficiency. The differentiation approach is discussed to adapt the assessment strategy to the individual needs of the students. Overall, an assessment approach that is inclusive, competency-oriented, and relevant to the times is expected to help students prepare for global challenges.  

This research explores the application of the Problem-Based Learning (PBL) model to improve the quality of digital image processing learning in the Informatics Engineering Study Program. Through in-depth interviews, observations, and document analysis, this research shows that PBL has a positive impact on students' conceptual understanding, technical skills, and involvement in the learning process. Nevertheless, challenges such as planning relevant learning problems and evaluating the learning process were also identified. Support and training are needed for lecturers to overcome these challenges. These findings provide valuable insights for the development of problem-based teaching practices in the context of digital image processing.  

This research explores the application of the Problem-Based Learning (PBL) model to improve the quality of digital image processing learning in the Informatics Engineering Study Program. Through in-depth interviews, observations, and document analysis, this research shows that PBL has a positive impact on students' conceptual understanding, technical skills, and involvement in the learning process. Nevertheless, challenges such as planning relevant learning problems and evaluating the learning process were also identified. Support and training are needed for lecturers to overcome these challenges. These findings provide valuable insights for the development of problem-based teaching practices in the context of digital image processing.

This research aims to describe the implementation of cultural arts learning (two-dimensional fine arts) in class XII of SMAN 2 Pekanbaru. In this study, researchers used learning theory from E. Mulyasa (2013). This type of research is qualitative. The method used in this research is a qualitative descriptive method, namely observation, interviews and documentation. The author made observations and then interviewed several sources. The author reviews documentation regarding the information data that the author has obtained. This research was conducted at SMAN 2 Pekanbaru. The results of the research show that the implementation of cultural arts (two-dimensional fine arts) learning for class XII at SMAN 2 Pekanbaru is guided by the curriculum, syllabus and lesson plans. The curriculum used by SMAN 2 Pekanbaru in class XII is the 2013 curriculum which is implemented face to face. In preparing learning plans, arts and culture teachers are also guided by the 2013 curriculum which has been determined by the school and the syllabus is determined by the government and then adjusted to school conditions. The learning methods used are lecture, discussion, question and answer and practice methods. The media used when learning Fine Arts are worksheets (students), printed books, and the internet. The tools used by teachers in teaching and learning activities are whiteboards, markers and assessment sheets. The evaluation assessed by the Arts and Culture teacher is the completeness value of the assignment collection, knowledge value, and skills value.

A school principal can be defined as a teacher functional staff who are given the task of leading a school where the teaching and learning process is held and managing educational units. Administrator can be interpreted as the entire work process between two or more people who are tasked with taking care of matters related to administration. Meanwhile, school performance is essentially the productivity of the performance of all school residents and is an indicator of the quality of education, because the failure of school performance is part of the failure of the principal. This study aims to describe the role of the principal as an administrator in improving school performance which focuses on the principal's management functions. This research uses a qualitative approach. The method used is descriptive. The data collection technique is carried out in three ways, namely (1) interviews, (2) observations, and (3) documentation. The collected data is analyzed descriptively, through the flow of (1) data reduction, (2) data presentation, (3) conclusion drawn. The validity of the data is carried out by triangulation of respondents, methods and times. From the field findings, it was found as follows: (1) Educational management planning is carried out at the beginning of the school year through school work meeting activities attended by school steakholders, (2) The implementation of school activities is in accordance with the school program that has been prepared, (3) Evaluation/supervision is carried out periodically by the principal through a supervision program, (4) Follow-up is carried out based on the results of evaluation by carrying out improvements and standardization of activities schools that have been achieved. In the implementation of these four activities, the principal found several obstacles faced. However, solutions were also found to solve the problems or obstacles found, so that school activities ran smoothly.  

This research is motivated by the development of electronic teaching materials based on local wisdom using the Canva and Cap Cut applications to assess, design teaching materials based on local wisdom, improve the learning process in a more interesting way, so that students do not feel bored in class. There is also the aim of knowing the steps for making fairy tale teaching materials based on local wisdom. Theme 8, the area where I live, sub-theme 1, the environment where I live, knowing the quality, effectiveness of the product, student responses before using the product, after using the product. The research methodology uses (research and development/R&D) the ADDIE model (Analysis of the initial stages of product manufacturing planning, Design product planning, Develop product development, Implement use of products that have been validated, Evaluation assess the resulting product which has been tested to see whether the final result is more productive ). Data collection techniques include interviews, observation, validation, trials, questionnaires, documentation. The results of the research show that, teachers' assessment of local wisdom-based electronic teaching materials for 95% of students 91.25% of the criteria is very feasible. Based on student learning outcomes, an average score is obtained. 805 So electronic teaching materials based on local wisdom for classes. IV SDN NO 228 VII Mandiangi Sarolangun Regency received very good criteria

The learning process of students can be assessed through evaluation methods. The purpose of this evaluation is to assess learning outcomes as well as to evaluate the learning process. The concept of learning evaluation involves the control, assurance, and establishment of learning quality for all components at various levels and pathways of education, which is the responsibility of educational management. Assessment is the process of using various methods and tools to collect information about specific learning outcomes. Measurement, in English, refers to an action taken to adjust something. The basic way of measuring is by comparing something to a certain standard. Educators provide a series of tasks or questions to students to gauge their understanding and reach an agreement between students and teachers regarding the taught material, in line with current learning objectives, commonly referred to as tests. Therefore, it can be concluded from the table that tests are a benchmark for success in delivering education through educational assessment.

This research aims to determine the feasibility, practicality and effectiveness of using the Canva Application as a Mathematics Learning Media for Class VII Flat Building Material at SMP Negeri 1 Citeureup.This research adopts the ADDIE model stages (analyze, design, develop, implement, and evaluate). The analyze stage includes initial analysis, student analysis, concept analysis and formulating learning objectives. The design stage includes preparing learning media in the form of selecting appropriate media and designing learning content. The development stage includes the development of data collection instruments. The data collection instrument in this research was interviews with the teachers concerned. The implementation stage includes implementing the use of the Canva application. The evaluation stage includes the form of evaluation carried out at each ADDIE stage. The data analysis technique used is the validity coefficient by Aiken's V. The research results show that the learning media that has been developed is in the very good category and can be used in the learning process.    

Utilizing the System Usability Scale (SUS) method, the goal of this study is to understand the challenges faced by eduSMart users. Edusmart is an online learning platform. A survey consisting of several questions is conducted using the SUS method to improve the quality of work, efficiency, and ease of use. This study indicates that the user's SUS score indicates the use of tinggi. In the end, the platform needs to be improved to increase its capacity. The study's findings indicate how users should use the Edusmart platform and provide helpful advice for improving users' efficiency and enjoyment. The research findings can be used as a reference for future studies that assess the value of digital learning systems.

Tahfidz or memorization is pronunciation that is done repeatedly and is a teaching that is done for the first time orally or by memorization. By memorizing you need to use methods to make it easy and fun, such as applying the Ummi method. The ummi method is a practical Qur'an reading method that does not require much explanation and is repeated in learning to read the Qur'an. This method uses tones or songs that can make it easier for students to memorize. SDIT Rabbi Radhiyya is one of the schools that implements tahfidz learning using the ummi method and has been implemented for 1 year and progress has been seen. This research focuses on tahfidz learning in class V of SDIT Rabbi Radhiyya. The problems formulated in this research are (1) How is the implementation of the ummi method at SDIT Rabbi Radhiyya 02 (2) What are the supporting and inhibiting factors in implementing the ummi method at SDIT Rabbi Radhiyya 02. This research aims to determine the implementation of the Ummi method in learning tahfidz at SDIT Rabbi Radhiyya 02 as well as the supporting and inhibiting factors. This research uses a type of field research using a qualitative approach. The data sources obtained came from primary data and secondary data. This research uses data collection techniques, namely observation, interviews and documentation. The results of this research show that the implementation of the ummi method in learning tahfidz uses tones or songs in each lesson, be it tahsin or tahfidz. Preparations can be made in the form of classrooms, dividing groups to take part in this tahfidz learning with a fun implementation. Its implementation uses several steps, namely Opening, Appreciation, Concept Planting, Concept Understanding, Practice/Skills, Assessment/evaluation, and Closing. The evaluation results of student assessments have increased successfully using this method and many students have achieved the targets set by the school. Supporting factors in implementing the Ummi method are having adequate facilities and creativity for teachers, potential students, and families who support learning conditions. Meanwhile, the inhibiting factors are the different abilities of students, families who do not support them, and the quality of each student's reading. Keywords: Tahfidz Learning, Ummi Method, SDIT Rabbi Radhiyya 02 

In the dynamic digital era, artificial intelligence (AI) like ChatGPT presents revolutionary opportunities to advance classroom learning, particularly in science education. This research focuses on the utilization of ChatGPT to develop a learning model that supports the enhancement of students' Self-Regulated Learning (SRL) abilities. The study investigates four main aspects: (1) How can student-centered science learning improve SRL skills such as goal setting, self-management, and reflection? (2) How can the use of active and collaborative learning strategies in science increase students' motivation and SRL? (3) How can formative and summative assessments focused on developing SRL skills enhance science learning? (4) What are the researchers' experiences in using ChatGPT as a tool to develop and refine learning units, and their reflective research on its use as a teaching aid? An exploratory methodology was applied, utilizing ChatGPT to generate teaching materials tailored to classroom needs. Initial findings highlight ChatGPT's potential to support the development of SRL skills by providing quick access to structured and verified information. However, its use must be carefully managed to prevent over-reliance and ensure critical evaluation of sources. Educators are responsible for guiding students in the wise use of AI, fostering critical thinking, and promoting independent learning. Integrating ChatGPT into lesson design can enhance science education by creating engaging units, providing clear rubrics, and supporting formative assessment. This research underscores the positive potential of ChatGPT in fostering inclusive and adaptive science education, while also addressing the need for responsible technology management to ensure student development and well-being.

The aim of this activity is to (1) determine the impact of globalization of education on the quality of learning in class V of MIN 1 Langkat (2) determine the efforts and strategic steps towards the quality of learning in class V A of MIN 1 Langkat in the era of digital globalization. The results of this research are: 1) The impact of globalization in the digital era on the quality of learning in class V A of MIN 1 Langkat consists of two impacts, namely positive impacts and negative impacts. Positive impacts include globalization providing opportunities for educators and students to learn science and technology as a learning reference. Meanwhile, negative impacts include teachers not yet 100% implementing digital-based learning in schools because the availability of learning technology in schools is still incomplete. Several efforts that can be made and strategic steps in learning are divided into three activities with several stages, namely (a) Preliminary activities in the form of a phase of getting used to class order, motivation and advice. (b) Core activities include four stages, namely the understanding or reasoning stage, the application stage and the meaning stage. (c) The closing activity is evaluation and reflection between students and teachers regarding the implementation of learning in class V A of MIN 1 Langkat Tanjung Pura.Abstract and Keywords must be written in English, in italic style, and contain a brief description of the research background, objectives, methods, findings, and implications. The abstract is written in one paragraph with a single space (maximum 200 words), without any reference or formula.

The arrangement of Classroom Activity Investigate at SMA Negeri 8 Denpasar was propelled by the comes about of introductory perceptions which appeared issues related to moo understudy learning results in move subjects. Subsequently, this investigate points to move forward move learning results utilizing the PJBL Learning Show with the Peer Mentor Strategy. This sort of investigate comprises of two cycles, each cycle has four stages, specifically arranging, executing activities, watching and reflecting. The subjects of this investigate were 30 understudies of lesson XII IPS 3. This inquire about was carried out from April to May 2024. The information collection procedures utilized were perceptions with respect to the execution of activities and the comes about accomplished, interviews, and worksheet appraisals. The information examination procedure is subjective clear investigation utilizing the PJBL learning demonstrate with the peer mentoring strategy to test the comes about of understudy introduction appraisals by comparing the normal score of completeness of learning results. The investigate comes about appeared that the normal move learning results had expanded from cycle I to cycle II. This may be seen from the normal increment gotten from the comes about of the introduction evaluation. The normal course score in cycle I was with the most noteworthy score of 78 and the least score of 63. In the mean time in cycle II the normal lesson score was 87, with the most elevated score being 90 and the most reduced score being 82.

One of the significant challenges in the world of education is the learning difficulties experienced by students, including in the boarding school environment. The purpose of this service activity is to provide tutoring to grade VII students, especially class VII-C MTs Mambaul Ulum to help students overcome difficulties in learning mathematics. The method of implementing service activities consists of five main stages: 1) planning and preparation including taking care of permits to carry out service activities, conducting initial surveys to identify mathematical materials that are considered necessary for guidance, compiling teaching materials needed in tutoring activities, and determining the schedule for the implementation of tutoring activities; 2) providing pretest questions to determine students' learning abilities before tutoring activities are held; 3) the implementation of tutoring activities; 4) the provision of posttest questions to determine students' mathematics learning ability after tutoring activities, and; 5) evaluation. The results of this activity show that mathematics tutoring activities for grade VII students, especially grade VII-C MTs Mambaul Ulum, have proven to be effective in helping to overcome difficulties in learning mathematics. The increase in the average score from pretest to posttest, from 45 to 80, shows that students are able to understand and master the material taught.

The uneven distribution of guidance on the Pancasila Student Profile (P3) material as part of the Independent Curriculum at all levels of education and regions in Indonesia has caused some teachers who take the Teacher Professional Education (PPG) to have minimal knowledge in designing indicators for the Pancasila Student Profile (P3). This classroom action research aims to determine the independence of PPG participants for Catholic religious teachers and the concept of critical reasoning in designing indicators for the P3 dimension. The research was carried out in four stages of planning, implementation, evaluation and reflection in the Lokakarya 1 Batch 1 class in 2024 totalling 17 people. The results of the study showed that learning for Catholic religious teachers who implemented professional teacher education (PPG) with the problem based on learning method was proven to be able to increase independence from 68% in cycle 1 to 87% in cycle 2. In the process, it was also proven that there was an increase in critical reasoning skills in designing P3 dimension observation indicators according to the final development path in phases A, B, and C of Elementary School (SD) education from 55 to 88 in cycle 2. Suggestion: the learning process needs to be always reflected by educators so that learners are able to improve their learning outcomes from the affective, psychomotor, and cognitive aspects.

This research aims to increase students' learning motivation using the discussion method in class IV science and science subjects at SD Negeri 1 Towangsan. This research is Classroom Action Research (PTK). The subjects of this research were 16 grade IV students at Towangsan State Elementary School. The object of this research is the application of discussion methods and student learning motivation. The data collection techniques used are observation, questionnaires and documentation. The data obtained were in the form of questionnaire results, observation results and documentation results as primary data, as well as learning results tests as supporting data. The data analysis techniques used are quantitative and qualitative descriptive. The results of this research indicate that the application of the discussion method in science and science learning can increase the learning motivation of class IV students at SD Negeri 1 Towangsan. This is proven by the average science learning motivation of students increasing from cycle I by 67.43% to 75.31% in cycle II and is in the good category. In line with this, the average learning evaluation results increased, namely from cycle I it was 65.00% in the medium category, increasing to 78.12% in the good category. From the results of this research, it can be concluded that the Discussion Method applied in science and science learning is effective in increasing the learning motivation of class IV students at SD Negeri 1 Towangsan.