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Arabic language learning is influenced not only by cognitive ability but also by students’ learning characteristics, including affective, social, and physiological dimensions, particularly the phenomenon of language anxiety that often hinders language performance. This study aims to analyze the relationship between students’ learning characteristics and the emergence of language anxiety in Arabic language learning, as well as to formulate its implications for instructional strategies. This research employs a qualitative approach through a conceptual study based on relevant literature concerning learning characteristics and language anxiety. The findings indicate that variations in students’ characteristics contribute to different levels of anxiety across the four language skills: listening, speaking, reading, and writing. Language anxiety is multidimensional and affects students’ participation, motivation, and academic performance. Therefore, Arabic language instruction should be designed using differentiated, communicative, and student-centered approaches while fostering a supportive learning environment. The study highlights the importance of the teacher’s role as a facilitator who understands students’ cognitive and affective dynamics in order to create more effective, humanistic, and responsive Arabic language learning.

This study aims to analyze the management of sharia-based teaching and learning activities at SD KUTTAB Imam Syafi’i Brebes, including the processes of planning, implementation, and evaluation of learning, as well as the application of sharia values in daily classroom activities. This research employed a quantitative approach, with data collected through observation, documentation, and questionnaires distributed to relevant parties. The data were analyzed descriptively to provide an objective overview of the implementation of sharia-based learning management at the school.The results indicate that the management of teaching and learning activities at SD KUTTAB Imam Syafi’i Brebes has systematically implemented the main management functions, namely planning, implementation, and evaluation. The learning process integrates sharia values such as honesty, discipline, responsibility, trustworthiness (amanah), habituation of worship practices, and the principle of adab before knowledge. Evaluation is conducted not only on academic achievement but also on students’ attitudes and character development. Although several challenges were identified, such as differences in student characteristics and time limitations, the school has addressed them through effective coordination, time management, and administrative improvements.In conclusion, the sharia-based learning management at SD KUTTAB Imam Syafi’i Brebes has been effectively implemented and supports the achievement of educational goals that emphasize not only academic excellence but also the development of Islamic character among students.

This study analyzes and describes the multidimensional role of Catholic religious educators as a determining factor in innovating a conducive learning environment for academic achievement and the development of students' creativity. This study was conducted at SD Negeri 101856 Gunung Rintih, involving Catholic religious educators, homeroom teachers, students, and the principal as research subjects, using a qualitative approach. Data collection techniques included participant observation, in-depth interviews, and documentation collection. The findings of this study indicate that professional teachers who understand the essence of learning creativity have the strategic capacity to innovate a dynamic and inspiring learning environment through the implementation of their integrative roles as educators, teachers, mentors, creativity motivators, and counselors. The implementation of this role has been proven to foster a creative learning climate, as seen in increased active participation, courage to present ideas, frequency of questions, and willingness to take intellectual risks among students. The implication is that the integrative role of teachers is key to stimulating creativity and academic achievement. Therefore, to optimize and maintain these achievements, continuous professional development is needed to transform this positive dynamic into a culture of sustainable learning quality in the school environment.

Student learning activeness is an important component in achieving effective learning outcomes. However, many classroom learning processes still tend to be teacher-centered, resulting in low student participation. This study aims to analyze the implementation of the Family 100 Quiz Game in improving students' learning activeness in Islamic Religious Education (PAI) learning among eleventh-grade students at SMAN 1 Tambakboyo. This research used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 38 students. Data were collected through observation sheets, field notes, and documentation. Data analysis was carried out using descriptive quantitative and qualitative techniques by calculating the percentage of student learning activeness. The results showed that the implementation of the Family 100 Quiz Game was able to increase student learning activeness. The average percentage of learning activeness increased from 65% in cycle I to 86% in cycle II. The findings indicate that game-based learning strategies can create a more interactive, collaborative, and enjoyable learning environment. Therefore, the Family 100 Quiz Game can be used as an innovative learning strategy to improve student participation in Islamic Religious Education learning.

Learning English as a Foreign Language English as a Foreign Language still faces various linguistic and psychological challenges, both in school-age and adult learners, such as limited vocabulary mastery, pronunciation difficulties, and low confidence in the use of English orally. This condition is exacerbated by affective factors in the form of anxiety and fear of making mistakes. This article aims to examine the use of songs as a learning medium that is able to create a fun learning atmosphere, while improving learners' English skills. This study uses a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews to explore learners' perceptions and experiences related to the effectiveness of songs in English language learning. Meanwhile, the data were analyzed thematically to identify patterns of learning experiences, especially in terms of vocabulary mastery, classroom atmosphere, and confidence level. The results showed that the integration of songs in English learning was highly motivating in the active involvement of learners. Where the repetition of lyrics combined with melodies helps to strengthen vocabulary retention in long-term memory, as well as facilitate the imitation of pronunciation, intonation, and rhythm of language naturally. At the same time, it creates a relaxed and fun learning atmosphere, thereby lowering psychological barriers as described in the Affective Filter Hypothesis. Thus, songs are an integrative learning medium that is effective in bridging the academic needs and emotional comfort of learners, and is relevant to support the development of listening and speaking skills in English learning across ages.

Bullying is a psychosocial hazard that can occur in the school environment and may negatively affect students’ mental health, social interactions, and learning processes. Bullying can take various forms, including physical, verbal, and psychological actions that occur repeatedly and cause victims to experience emotional distress, decreased learning motivation, and feelings of insecurity at school. This Community Service Program (PKM) aimed to increase high school students’ knowledge and awareness regarding the dangers of bullying and its prevention through the principles of Occupational Safety and Health (OSH). The methods used in this activity included delivering educational materials through lectures, conducting question-and-answer sessions to assess students’ initial understanding, and facilitating interactive discussions to encourage active participation. Monitoring and evaluation were also conducted to assess the effectiveness of the activity. The results of the program indicated a significant improvement in students’ understanding and awareness of the forms, impacts, and prevention strategies related to bullying in the school environment. Students also demonstrated a more critical attitude toward bullying behavior and a greater awareness of the importance of creating a safe, healthy, and respectful school environment. The application of an OSH-based approach in bullying prevention is expected to strengthen the safety culture in schools and support the development of a conducive learning environment for all students.  

Excessive smartphone use among adolescents, especially students, can develop into smartphone addiction and potentially disrupt learning concentration. At SMP Negeri 11 Jambi City, most students use smartphones for long periods for entertainment and social media until late at night, which leads to drowsiness and reduced focus during lessons. This study employed a quantitative method with a cross-sectional design. The population consisted of all seventh-grade students at SMP Negeri 11 Jambi City, totaling 352 students, with a sample of 175 respondents selected through stratified proportionate random sampling. Data were collected using the Smartphone Addiction Scale–Short Version (SAS-SV) questionnaire and a learning concentration questionnaire. Data analysis was conducted using univariate and bivariate methods with Kendall’s tau-b test. The results showed that 84% of respondents experienced smartphone addiction, while 61.7% had a good level of learning concentration. Kendall’s tau-b test indicated a significant relationship between smartphone addiction and learning concentration (p-value = 0.000; r = 0.243), showing a weak association. Higher levels of smartphone addiction were linked to decreased learning concentration. Therefore, active involvement from schools and parents is needed to guide adolescents in managing stress and boredom positively.

The low interest in reading and learning outcomes of students in Indonesia poses a significant challenge in the education sector. The Kampus Mengajar program has emerged as one of the solutions to enhance literacy and the quality of learning in schools. This article aims to analyze the impact of literacy activities initiated through the Kampus Mengajar program on student learning outcomes using a literature review approach. The research uses a qualitative method in the form of a literature review that examines various relevant sources published between 2020 and 2026. The study's findings indicate that structured literacy activities, such as reading for 15 minutes before lessons, have a significant impact on the improvement of students' cognitive, affective, and psychomotor skills. Literacy is not limited to reading and writing skills but also serves as a crucial foundation for developing critical thinking abilities, which are directly correlated with students' academic performance. Therefore, the Kampus Mengajar program can be an important driver to enhance reading interest and the quality of learning, as well as shape a more critical and high-achieving generation in the future.

The ups and downs of learner participation in learning activities at Pusat Kegiatan Belajar Masyarakat (PKBM) is not only influenced by technical factors, but is also closely related to how they interpret their learning experiences. Through the lens of Self-Determination Theory, this study explores the urgency of fulfilling basic psychological needs—namely autonomy, competence, and relatedness—to maintain and increase learning motivation. This research uses a phenomenological approach to explore the subjective experiences of three school-age learners in the Equivalency Education program, Paket C. Through in-depth interviews, it was found that environmental support for the fulfillment of learners' basic psychological needs varies greatly. The quality of social interaction in the PKBM environment proved to be key; warm, open, and consistent interpersonal support was able to encourage more authentic learning engagement. These findings underscore that PKBM is not merely an academic space, but a crucial social ecosystem in facilitating basic psychological needs, which ultimately determine learners' intrinsic motivation and perseverance in learning.

This research was motivated by the relatively low level of student learning activities, indicated by limited participation in asking questions, answering, and expressing opinions during the learning process. In addition, some students showed low concentration and attention to the teacher’s explanations. The learning process was still teacher-centered, which reduced student activeness and affected learning outcomes. To address this problem, teachers need to apply learning methods that encourage student participation while improving learning outcomes. One method that can be applied, particularly in social studies subjects, is the Quiz Team learning method. This study aimed to determine the effect of the Quiz Team learning method assisted by Baambozle media on student activity and learning outcomes in social studies at MTsN 6 Tulungagung. The study used a quantitative approach with a quasi-experimental design, specifically a non-equivalent control group design. Data were collected through questionnaires, tests, and documentation. Questionnaires were used to measure student learning activity, while tests were used to assess learning outcomes. The sample consisted of 32 students in the control class and 32 students in the experimental class selected through purposive sampling. The results showed that the Quiz Team method assisted by Baambozle media significantly affected students’ activity and learning outcomes, indicated by a Sig. (2-tailed) value of 0.000 < 0.05. The findings imply that this method can enhance student activity and consequently improve learning outcomes.

This study aims to investigate the skill gaps experienced by bachelor’s degree graduates in Indonesia when facing the dual demands of Industry 4.0 and Society 5.0. The method applied in this research is a systematic literature review, synthesizing findings from 21 scientific articles focusing on the dynamics of skill gaps and the effectiveness of higher education interventions in Indonesia. The study findings reveal two main categories of competency gaps. In the context of Industry 4.0, the most significant deficiencies are observed in specific hard skills, particularly data literacy, artificial intelligence proficiency, and automation across various sectors. Meanwhile, within the Society 5.0 dimension, deeper gaps emerge in soft skills and human-centered competencies, including complex problem-solving, emotional intelligence, creativity, and environmentally sustainable skills. These human-centered skill gaps play a critical role in enhancing graduate value as AI technologies increasingly replace routine tasks. Although the Merdeka Belajar Kampus Merdeka program shows positive outcomes in improving sustainability skills and digital certification, it has not fully succeeded in driving fundamental transformation of higher education learning outcomes, limiting alignment with sustainability principles and the Society 5.0 approach. It can be concluded that Indonesian higher education faces the challenge of undertaking fundamental curriculum reform to integrate human-centered competencies as a foundation for preparing future human resources.

Penulisan ini bertujuan guna untuk mengkaji peran teknologi dalam penyusunan desain pembelajaran di kelas pada era digital. Menggunakan pendekatan kualitatif dengan metode studi pustaka. Hasil kajian menunjukkan bahwa teknologi pembelajaran telah berkembang menjadi sistem yang terintegrasi, mencakup perencanaan, pengembangan, implementasi, dan evaluasi pembelajaran secara sistematis. Pemanfaatan teknologi digital seperti Learning Management System, aplikasi desain kreatif, kecerdasan buatan, serta pula augmented reality terbukti mampu meningkatkan interaktivitas, fleksibilitas, dan keterlibatan peserta didik dalam proses belajar. Selain memberikan kemudahan akses dan efisiensi, teknologi juga mendukung pembelajaran berbasis kompetensi melalui pemantauan dan evaluasi yang lebih akurat. Kendati, integrasi teknologi dalam desain pembelajaran memerlukan kesiapan guru, dukungan institusi, serta infrastruktur yang memadai agar pelaksanaannya berjalan optimal. Maka demikian dengan perencanaan yang tepat dan pendekatan yang adaptif, teknologi dapat menjadi instrumen strategis dalam meningkatkan mutu dan efektivitas pembelajaran di kelas.  

Learning media is a tool that can be used to help students learn better and more efficiently. The media used in SMP Negeri 23 Pekanbaru is a teacher-centered picture/poster media so that students quickly get bored, and because of the limited media from the school. Most students prefer learning that involves them directly such as the element of games. The learning models used are discovery, PBL, and lecture models, and student learning activities are still lacking or less active in science learning. The purpose of this study is to develop learning media in the form of a cooperative-based snakes and ladders game with the Teams Games Tournament (TGT) type which aims to train student learning activities. The research method used is Research and Development (R&D) by implementing the ADDIE model which consists of five stages, namely Analyze, Design, Development, Implement, and Evaluation. Based on the validation results obtained, media experts were 94% with very feasible criteria, material experts were 92% with very feasible criteria, teachers gave a practicality assessment of 95% with very practical criteria, and students' responses were 85% with very interested criteria. This shows that the snakes and ladders media based on Teams Games Tournament (TGT) is very reasonable, very practical to use, and very interesting for students during the learning process. The results of observations on all student learning activities showed that 79% got a good interpretation.

Indiscipline in learning behavior is a form of problematic behavior that is commonly found in the school environment and has the potential to hinder the effectiveness of the learning process. This issue does not arise suddenly; rather, it develops gradually through processes influenced by various factors. This article aims to examine the problem of indiscipline in learning through a review and analysis of relevant research findings. The study uses a literature review method by collecting, examining, and analyzing journals and scientific references that discuss learning discipline and students’ indisciplined behavior. The results indicate that indiscipline in learning activities is influenced by both internal and external factors. Internal factors include low interest and motivation, poor study habits, weak values and morals, as well as students’ physical and psychological conditions. Meanwhile, external factors include family situations, peer influence, the school environment, the use of technology, and inconsistent enforcement of rules. The observable behaviors include arriving late, skipping school without clear reasons, violating school regulations, and showing a lack of responsibility. Therefore, addressing the problem of indiscipline in learning requires a comprehensive and sustainable approach involving both schools and families.

The campus atmosphere significantly affects students' motivation for learning, influencing their academic experiences, mental health, and social relationships. This study explores how the campus environment impacts students' learning motivation through a literature review approach. The campus atmosphere is a multifaceted concept that includes physical, educational, and social aspects. A conducive physical environment, with well-maintained facilities and adequate learning spaces, enhances students' comfort and focus. The educational environment, particularly the interaction between lecturers and students, teaching methods, and institutional support, plays a key role in students' motivation and involvement. Additionally, the social environment, which includes friendships and a sense of belonging to the campus community, fosters intrinsic motivation and positive learning attitudes. Using a literature review approach, this study analyzes academic sources such as peer-reviewed journals, theses, and scholarly articles on the campus environment and student motivation. The findings indicate that a supportive campus atmosphere enhances students' motivation to learn, while a negative atmosphere can lead to decreased motivation and poor academic involvement. Universities should focus on creating and maintaining a supportive campus atmosphere to improve students' learning motivation and academic success.

This study investigates the effectiveness of implementing group counseling services using self-regulation learning strategies to improve students' learning discipline. Learning discipline plays a crucial role as a determining factor of academic success; nevertheless, many senior high school students still demonstrate weaknesses in managing their time and fulfilling their academic responsibilities. This study adopted a quantitative approach through a quasi-experimental method utilizing a pre-test and post-test control group design. Subjects were selected using purposive sampling technique with low learning discipline scores as the primary selection criterion. Data were collected using a learning discipline scale that had been tested for its validity and reliability. Hypothesis testing was conducted through a paired sample t-test to detect changes occurring before and after the intervention was administered. The results demonstrated a meaningful improvement in students' learning discipline following participation in group counseling sessions incorporating self-regulation strategies. This technique proved beneficial in helping students plan, monitor, and evaluate their learning activities in a more structured manner. These findings suggest that incorporating self-regulation learning into group counseling has strong potential to become a leading strategy for school counselors in enhancing student discipline and academic achievement.

This study aims to examine the application of group guidance in improving students' learning processes at the secondary school level. Group guidance is one of the services in guidance and counseling that allows students to discuss, share experiences, and develop problem-solving skills in a group setting. The background of this research stems from the observation that many students experience difficulties in their learning process, including low motivation, ineffective learning strategies, and an inability to manage academic pressure. The method used in this study is a literature review approach that examines various relevant research and theories. The results show that group guidance has a significant positive impact on improving students' learning processes, including increasing learning motivation, developing effective study habits, enhancing social interaction among students, and reducing academic anxiety. Group guidance also provides a safe space for students to express their academic difficulties and receive constructive support from peers and counselors. The implications of this research suggest that group guidance services need to be consistently and systematically implemented in schools as part of a comprehensive guidance and counseling program. Schools are recommended to design structured group guidance programs with clear objectives and methods tailored to students' developmental needs. This approach is proven to be effective in supporting students' academic achievement and personal development.

This study aims to analyze the application of reality therapy counseling in improving students’ learning motivation influenced by social and family environmental factors. This research uses a qualitative approach with a literature study method supported by interview data as complementary information. Data were collected through the analysis of relevant scientific literature and supported by interviews with parents to describe students’ daily behavior. The results show that low learning motivation is influenced by an unfavorable social environment and lack of family supervision, leading to behaviors that do not support learning activities, such as poor time management and low engagement in academic tasks. The application of reality therapy using the WDEP technique (wants, doing, evaluation, planning) helps students develop self-awareness, evaluate their behavior, and plan more adaptive actions. The findings indicate that reality therapy contributes positively to improving students’ learning motivation through behavioral change and increased personal responsibility. This study concludes that reality therapy can be used as an alternative approach in helping students overcome learning motivation problems.

This study aims to explore the effectiveness of group counseling services integrated with self-regulated learning (SRL) techniques in enhancing students’ learning motivation. Learning motivation is a crucial factor influencing academic achievement, yet many students still experience low motivation due to various internal and external challenges. The integration of SRL is considered beneficial as it encourages students to actively manage their learning processes through goal setting, self-monitoring, and reflective evaluation. This research employs a literature review approach by examining recent and relevant academic sources. The findings indicate that the application of SRL within group counseling contributes positively to students’ motivation, as reflected in increased participation, improved learning discipline, and stronger responsibility toward academic tasks. Furthermore, students demonstrate better ability in organizing their learning activities and maintaining consistency in achieving learning objectives. These results suggest that SRL-based group counseling can serve as an effective strategy for school counselors in supporting students’ academic motivation and engagement.

The ability to read the Qur’an is a fundamental competence that must be possessed by every Muslim student. However, in educational practice at schools, various problems are still found, particularly the low level of Qur’an reading ability among some students, accompanied by learning boredom. One of the contributing factors to this condition is the use of a single, monotonous, and less varied teaching method. This article aims to examine the problems related to students’ ability to read the Qur’an and the learning boredom that arises due to the implementation of a single method in instruction, as well as to offer practical solutions that can be implemented by educators. The writing method of this article uses a literature review approach and reflection on teaching practice. The results of the study show that a single teaching method tends to reduce students’ learning motivation, hinder active engagement, and slow down the improvement of Qur’an reading skills. Therefore, it is necessary to implement more varied, interactive, and contextual teaching methods, such as game-based learning, group work, and the use of innovative instructional media. Thus, it is expected that students’ ability to read the Qur’an can improve and learning boredom can be effectively minimized.