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This study aims to analyze the effect of school principals' transformational leadership on the performance of ICT teachers in implementing digital learning at SMAN XYZ, specifically examining how four dimensions of transformational leadership Influence teacher motivation, creativity, and innovation in technology integration. This quantitative research employed an explanatory correlational design with 20 ICT teachers as respondents selected through purposive sampling. Data were collected using validated questionnaires adapted from the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (1994) for transformational leadership and the TPACK framework by Koehler and Mishra (2009) for teacher performance. Simple linear regression analysis was conducted using SPSS 25 to test the research hypothesis. Results demonstrate that transformational leadership significantly and positively influences ICT teacher performance (β = 0.672, p = 0.003 < 0.05), explaining 67.2% of performance variance. The principal's transformational leadership scored highly (4.3/5), with individualized consideration contributing most significantly to teacher performance. ICT teacher performance reached a high category (4.1/5), with the most substantial achievement in technology-based lesson planning, although challenges remain in independent digital content development and innovative assessment methods. Theoretically, this research strengthens transformational leadership Theory in digital Education contexts and supports the TPACK framework's emphasis on leadership support for technology integration. Practically, findings guide principals to optimize transformational leadership through enhanced mentoring, professional development programs, and the creation of an innovation culture. The study offers an empirical foundation for educational policymakers to develop school leadership training programs focused on digital transformation, while highlighting the importance of individualized consideration in supporting teacher technology competency development.

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.

This study develops Prezi-based audio-visual learning media aimed at improving motivation and economics learning outcomes for Grade X students at SMA X. The primary issue addressed is the low motivation and achievement among students due to the use of monotonous teaching methods and unengaging media. This research distinguishes itself by integrating Prezi’s Zooming User Interface (ZUI) with economics content, aligning with the independent curriculum and the Pancasila student profile. The study follows the Four-D Research and Development (R&D) model, consisting of Define, Design, Develop, and Disseminate phases. Data were collected through needs analysis, expert validation, and a quasi-experimental pretest-posttest control group design. Two classes, each consisting of 36 students, participated in the study. The learning media developed integrates various components such as text, images, charts, animations, and audio explanations, creating a comprehensive and interactive learning experience. The media was validated and found to be suitable, practical, and flexible for classroom use. The experimental group using the Prezi-based learning media saw a significant improvement in their learning outcomes. The average score of this group increased from 43.472 to 86, showing a substantial gain. In contrast, the control group, which used traditional methods, showed a smaller increase in average score, from 43.056 to 66.389. These results indicate that Prezi-based media is an effective tool for enhancing students' motivation and learning outcomes. It provides an innovative and engaging alternative for teachers, making economics content more dynamic and accessible. The study suggests that integrating such audio-visual tools can play a crucial role in improving the quality of learning, fostering both student engagement and academic achievement.

The early outcomes of teaching fundamental passing techniques in volleyball games to the students of class IV-A at SDN Jeruk 1/469 Surabaya were unsatisfactory, with a significant number of pupils failing to fulfil the expected performance standards (KKTP). This is demonstrated by the fact that only 50% of students in this class have successfully finished or satisfied the KKTP. Researchers were motivated to carry out Classroom Action Research (PTK) in this class utilising the grab the ball game method. The objective is to enhance academic achievements in class IV-A at SDN Jeruk 1/469 Surabaya. Substantial outcomes were achieved after implementing this methodology. The methodology is executed in two rounds. During cycle I, there was a 20% increase, going from 50% to 70%. Additionally, during cycle II, there was a notable improvement in student learning outcomes. In cycle I, the percentage of students achieving satisfactory results was 70%, but it increased to 80% in cycle II. Based on these results, it can be inferred that implementing the grab the ball game can enhance the learning outcomes of basic volleyball underpassing movement material for class IV-A students at SDN Jeruk 1/469 Surabaya.    

Education plays a fundamental role in shaping character, developing personality, and exploring students' potential. Schools should ideally be safe, comfortable, and conducive spaces for student growth and development. However, reality shows that the school environment is still vulnerable to negative behaviors such as bullying and sexual violence. Bullying is understood as aggressive behavior carried out repeatedly with the aim of harming the victim, whether through physical, verbal, social, or online media (cyberbullying). Meanwhile, sexual violence includes various forms of sexual acts without the victim's consent, which have serious impacts on psychological, social, and academic achievement. Sexual violence in schools not only harms the victims physically but also leaves deep psychological scars that may affect their future. To respond to this problem, KKM Group 30 Bina Bangsa University conducted a socialization activity entitled "Stop Bullying and Sexual Violence" at SMAN X, District Y. The main objective of this activity was to provide in-depth understanding, build awareness, and encourage mutual respect in the school environment. The outreach was conducted through several methods, including presentations by resource persons, educational drama performances depicting real-life cases, and interactive question-and-answer sessions involving active student participation. Interactive sessions are essential to engage students and encourage them to express their thoughts openly. The results of the activities demonstrated high student enthusiasm, increased understanding of the forms and impacts of bullying and sexual violence, and a growing awareness to report victims or witnesses. These activities emphasized that prevention is not solely the responsibility of schools but also requires collaboration between students, teachers, parents, and the wider community. This creates a safe, comfortable learning environment free from all forms of violence.

This study aims to determine the influence of several psychological factors and learning behavior on the English learning achievement of Madrasah students in Wonosobo Regency. In detail, the objectives of this study include: (1) to determine the influence of self-confidence on the English learning achievement of Madrasah students in Wonosobo; (2) to determine the influence of emotional intelligence on the English learning achievement of Madrasah students in Wonosobo Regency; (3) to determine the influence of learning discipline on the English learning achievement of Madrasah students in Wonosobo Regency; and (4) to determine the influence of self-confidence, emotional intelligence, and learning discipline together on the English learning achievement of Madrasah students in Wonosobo. The type of research used is quantitative with an explanatory research approach. The population of this study was all 161 class X students at MAN 1 Wonosobo. The research sample was determined as many as 164 students using simple random sampling techniques, so that each student has an equal opportunity to become a respondent. Data collection techniques were carried out through documentation and questionnaires. To test the first, second, and third hypotheses, product-moment correlation analysis was used, while for the fourth hypothesis, multiple linear regression analysis was used. The results of the study indicate that: (1) there is a positive and significant influence of self-confidence on English language learning achievement of students at MAN 1 Wonosobo in the 2024/2025 academic year; (2) there is a positive and significant influence of emotional intelligence on learning achievement; (3) there is a positive and significant influence of learning discipline on learning achievement; and (4) there is a simultaneous positive and significant influence between self-confidence, emotional intelligence, and learning discipline on students' English language learning achievement.

The purpose of this study was to understand the impact of using the digital educational tool Educaplay on student learning outcomes, specifically in learning the concept of energy sources and their transformations in third-grade students at Brumbungan Lor Elementary School. The main question examined was whether the use of this interactive platform significantly impacts student learning outcomes. The method used was a quantitative approach with a pre-experimental one-group pretest-posttest design. The subjects were all 17 third-grade students at Brumbungan Lor Elementary School. The research instrument consisted of a pretest and a posttest, consisting of 15 multiple-choice questions structured according to basic competencies regarding energy sources and their transformations. Data were analyzed using a paired sample t-test. The analysis showed a two-tailed significance value of 0.000, less than 0.05. This finding indicates that the null hypothesis (H0), which states there is no difference in learning outcomes before and after the treatment, is rejected. Conversely, the alternative hypothesis (H1), which states there is a significant difference after the treatment, is accepted. Thus, the study proves that the interactive learning media Educaplay has a significant impact on improving student learning outcomes. Students experienced improved understanding and academic achievement after participating in learning using this media. This demonstrates that technology integration, specifically Educaplay, can create engaging, interactive learning experiences and motivate students to be more active in the learning process. The final results of the study confirm that Educaplay is a suitable alternative learning media for improving student academic achievement. Therefore, educators and teachers are encouraged to utilize it as part of their learning strategies to support improved student learning outcomes.  

This research is based on the importance of relevant and contextual teaching materials that foster understanding and practice of religious values, particularly in the teaching of voluntary fasting at the elementary school level. In the context of Islamic religious education, voluntary fasting material not only aims to provide knowledge but also to shape students' religious character from an early age. The purpose of this study is to critically examine the suitability of the learning objectives, materials, and teaching methods in the teaching materials with the expected competency achievements in the curriculum. The research method used is descriptive qualitative with a document study approach, through content analysis of Islamic Religious Education and Character Education teaching materials for grade VI. Data were collected through documentation techniques and interviews with Islamic Religious Education teachers, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results show that the teaching materials generally contain voluntary fasting material in accordance with the applicable curriculum. However, there are still shortcomings in aspects of material depth, relevance to students' daily lives, and the diversity of learning methods used. The materials tend to be textual and do not fully encourage students' emotional involvement or spiritual practices. Furthermore, the emphasis on character building and internalization of religious values ​​in students' lives is not optimal. The conclusions of this study indicate the need to develop more applicable, interactive, and contextual teaching materials to improve students' understanding, religious attitudes, and active involvement in consciously and consistently observing the sunnah fast. As a follow-up to these findings, collaboration between teachers, textbook authors, and curriculum developers is crucial to ensure that teaching materials are not only cognitively appropriate.

This study aims to conduct an in-depth study of various effective classroom management strategies at the elementary school level. Classroom management plays a crucial role in supporting the smooth running of the teaching and learning process, as a successful learning process is greatly influenced by a conducive, orderly, and enjoyable classroom environment. Teachers serve not only as transmitters of material but also as classroom managers tasked with creating a learning climate that supports active student engagement. Good classroom management is believed to minimize disruptions, improve discipline, and foster student motivation. The research method used is library research, reviewing various academic sources such as books, scientific articles, research journals, and relevant previous studies. This approach was chosen to obtain a comprehensive overview of classroom management strategies that have been proven effective in educational practice in elementary schools. The results of the study indicate that effective classroom management strategies encompass several key aspects. First, the development of clear and mutually agreed-upon classroom rules so that students understand the boundaries of expected behavior. Second, the use of varied learning methods to accommodate different student learning styles. Third, the provision of positive reinforcement as a form of appreciation for student behavior and achievement. Fourth, establish good communication between teachers and students to build mutual trust and increase active participation. Implementing these strategies has been proven to improve discipline, reduce learning barriers, and create a classroom environment conducive to the optimal development of children's potential. These findings are expected to serve as a practical reference for teachers, schools, and related parties in designing more effective, innovative, and sustainable classroom management.

This study examines the effectiveness of education and training programs in improving employee performance and identifies the factors influencing training outcomes at the Personnel and Human Resources Development Agency (BKPSDM) of Southwest Papua Province. A qualitative descriptive approach was employed, utilizing interviews, observations, and documentation, with key informants including the Head of BKPSDM. Data were analyzed using the interactive model of Miles et al. (2014), encompassing data condensation, data display, and conclusion drawing. Findings reveal that education and training programs at BKPSDM significantly enhanced employee performance, as evidenced by improved timeliness in task completion, increased knowledge, skills, and expertise, and notable positive changes in employee behavior and attitudes. Training outcomes were also reflected in improved workplace discipline and greater responsibility among civil servants. Evaluation of program effectiveness employed five levels: participant reaction, learning achievement, behavioral change, organizational impact, and cost-effectiveness, all of which indicated favorable results. Factors influencing training effectiveness included the relevance of training materials to employee roles, appropriate scheduling that minimized work disruption, the use of clear and supportive training methods, and the competence of instructors in delivering material effectively. These findings demonstrate that well-planned and well-delivered training programs can strengthen the capacity and professionalism of civil servants, enabling them to better fulfill governmental and developmental responsibilities while supporting overall organizational performance improvement. In addition, the study highlights the importance of continuous monitoring and feedback throughout the training process to ensure sustained improvements in employee performance. It suggests that the involvement of employees in the design and planning stages of training programs can enhance the relevance and applicability of the content, fostering greater engagement and retention of knowledge.

This study aims to describe the application of the Jigsaw Learning method in Islamic Religious Education (PAI) learning at SMP 3 Sendana and to identify the advantages and obstacles encountered during the learning process. The research method used is descriptive qualitative, with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the application of the Jigsaw Learning method can increase student activeness, strengthen group cooperation, and help understand the material more deeply and comprehensively. In this activity, students not only act as recipients of information from the teacher, but also as conveyors of material to their group mates. The process of sharing information between members encourages students to be more active in seeking out, understanding, and explaining the concepts being studied. In addition, this method also creates a collaborative and enjoyable learning atmosphere, due to the positive social interactions between students. This can increase a sense of responsibility and concern for the success of the group. However, in its implementation, several obstacles were found that require attention. Some of these include limited study time within the available lesson hours, inequality in contributions between group members which sometimes results in an uneven workload, and a lack of student readiness to understand the material independently before the group discussion process takes place. Despite the challenges, these obstacles can be minimized through effective classroom management, such as balanced group division, motivation, and intensive teacher support throughout the learning process. With the right strategy, Jigsaw Learning remains an effective and relevant method for Islamic Religious Education (PAI) learning, as it encourages the achievement of learning objectives in a participatory, active, and enjoyable manner. Therefore, this method is a worthy alternative to cooperative learning that can improve the quality of religious education at the junior high school level.

This study aims to (1) determine the level of learning motivation among students at MTs Muhammadiyah 1 Singkawang, (2) identify the physics learning achievement of students at MTs Muhammadiyah 1 Singkawang, and (3) examine the influence of learning motivation on students’ physics learning achievement. The research employed a survey method with simple linear regression analysis, which is used to model the relationship between one dependent variable and one independent variable. The population consisted of all students at MTs Muhammadiyah 1 Singkawang, and the sampling technique applied was total sampling. Data were collected through a student learning motivation questionnaire and documentation of students’ physics grades.Descriptive analysis results indicated that the learning motivation variable had an average score of 85, which, based on the categorization criteria, falls into the very high category. In terms of physics learning achievement, data analysis revealed that the highest frequency was within the score interval of 30 < X ≤ 70. Specifically, 39 students (34%) were categorized as medium achievers, while 35 students (30%) were categorized as low achievers. These findings indicate that overall, students’ physics learning achievement can still be considered high, although a significant proportion remains in the medium and low categories.The results of simple linear regression analysis demonstrated a positive influence of learning motivation on physics learning achievement. This suggests that higher levels of learning motivation are associated with better physics performance among students. The findings highlight the importance of fostering and maintaining high learning motivation levels to enhance academic achievement. Therefore, educators are encouraged to design and implement learning strategies that not only improve students’ understanding of physics concepts but also stimulate and sustain their motivation to learn.

This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

Improving the quality of biology learning in secondary schools requires pedagogical innovations that connect academic content with real-life contexts and leverage digital technology. This study aims to analyze the effect of a contextual teaching approach assisted by interactive PowerPoint on students’ learning outcomes in the human respiratory system topic. A true experimental design with a pretest–posttest control group was employed at SMA Negeri 1 Langowan, involving two eleventh-grade classes selected through simple random sampling. The experimental class received contextual instruction integrated with interactive PowerPoint, while the control class was taught using conventional methods. Data were collected through validated achievement tests and analyzed using normality and homogeneity tests, followed by independent and paired t-tests. The results indicate a significant improvement in learning outcomes for students in the experimental class compared to the control group. The experimental group’s posttest scores were substantially higher, and the difference was statistically significant. Integrating a contextual approach with interactive visualization effectively enhanced students’ understanding of abstract biology concepts, promoted active participation, and strengthened learning motivation. These findings support constructivist theory and highlight the relevance of contextual teaching in science education aligned with the Merdeka Curriculum. The study implies the importance of implementing context-based strategies combined with simple digital media to improve biology learning effectiveness. Future research may explore its impact on non-cognitive skills such as critical thinking and scientific attitudes. Furthermore, the results of this study provide opportunities for teachers to be more creative in designing teaching materials that are not only informative but also interactive and relevant to students' lives. By utilizing media such as interactive PowerPoint, teachers can present complex biological content in a more engaging and understandable way.

This study aims to determine the effectiveness of mindfulness training in reducing academic stress levels in college students. The background of this study is based on the high academic pressure experienced by college students, which can impact mental health, learning motivation, and academic achievement. Mindfulness was chosen as an intervention because this approach focuses on increasing full awareness of the present moment in a non-judgmental manner, which is believed to help individuals manage stress more adaptively. The study population was college students, with a sample of 15 participants selected using a simple random sampling technique. The study was conducted in a psychology laboratory under controlled conditions to minimize confounding factors. The research approach used was quantitative with an experimental design. The academic stress measurement instrument consisted of 31 items compiled based on the theory of Sarafino and Smith, which has been tested for validity and reliability. The research procedure included measuring academic stress levels before and after mindfulness training. Data analysis was carried out using a t-test to examine differences in pre-test and post-test scores, and a correlation test to examine the relationship between mindfulness application and stress reduction. The results showed a significance value of 0.00 (p < 0.05) and a correlation value of 0.991, which means Ha was accepted. These findings indicate a very strong positive relationship between mindfulness training and reduced academic stress levels. Therefore, it can be concluded that mindfulness training is effective in reducing academic stress in college students. The implication of this study is the need for higher education institutions to consider mindfulness training programs as a preventive and curative intervention strategy to maintain student mental health, enabling them to face academic demands more healthily and productively.

This study aims to examine the influence of self-efficacy and learning environment on learning outcomes, with learning motivation as a mediating variable, among students of SMK Negeri 44 Jakarta. Employing a quantitative approach with a survey method, the research involved a population of 175 students, all of whom were included as the sample through a total sampling technique. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The analytical procedures encompassed measurement model analysis, structural model analysis, and hypothesis testing for both direct and indirect effects.The findings reveal a positive and significant direct effect of self-efficacy on learning outcomes, indicating that students with higher confidence in their abilities tend to achieve better academic performance. Similarly, the learning environment was found to have a positive and significant direct effect on learning outcomes, suggesting that supportive academic surroundings contribute meaningfully to student achievement. However, the study found no significant direct effect of learning motivation on learning outcomes, nor any significant mediating role of learning motivation in the relationships between self-efficacy and learning outcomes or between learning environment and learning outcomes. These results imply that while self-efficacy and a conducive learning environment are key determinants of academic success, the role of learning motivation as an intervening variable may not be as substantial in this context. The absence of mediation suggests that motivation alone may not bridge the gap between personal and environmental factors and actual academic performance. This study contributes to educational research by providing empirical evidence on the complex interplay between psychological, environmental, and motivational factors influencing student achievement, highlighting the need for educators to strengthen both self-belief and learning conditions to optimize outcomes.

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This study aims to explore the concept of Qur’anic Spiritual Intelligence and its role in developing high-quality human resources, with a specific focus on the implementation at SMAIT Ash-Shohwah Berau. Qur’anic Spiritual Intelligence refers to a form of spiritual capacity derived from deep interaction with the Qur’an, encompassing the intelligence of the spirit, soul, heart, and moral consciousness. This research employs a qualitative method with a case study approach to provide an in-depth understanding of the phenomenon. Data were collected through semi-structured interviews with teachers and students, participant observations during religious and academic activities, and documentation analysis of school programs. The findings reveal that the cultivation of Qur’anic Spiritual Intelligence at SMAIT Ash-Shohwah Berau is systematically integrated into the school’s curriculum and extracurricular programs, particularly through the high-quality Tahfidzul Qur’an program, which is mandatory for all students. The process of memorizing the Qur’an is not only aimed at achieving mastery of verses but also at nurturing closeness to Allah SWT, shaping attitudes and values that form the foundation of high-quality human resources. Students participating in the program demonstrate notable improvements in discipline, responsibility, enthusiasm for learning, social competence, emotional regulation, honesty, independence, and leadership skills. Furthermore, the study highlights that Qur’anic Spiritual Intelligence serves as a transformative element, influencing both academic achievement and personal character. It fosters an integrated development that balances intellectual capability with moral integrity, enabling students to contribute meaningfully to society. The results suggest that embedding Qur’anic Spiritual Intelligence in educational settings can be a strategic pathway for producing graduates who are not only academically competent but also spiritually grounded and socially responsible. This has significant implications for Islamic education institutions aiming to develop comprehensive human resources aligned with Qur’anic values and the demands of the modern world.

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This study is a qualitative research employing a case study approach to explore the leadership management of a madrasah principal in improving teacher performance. The data analysis technique used consists of four main steps: data collection, data reduction, data presentation, and drawing conclusions. To ensure the validity and reliability of the findings, source triangulation was applied. The research findings reveal that the madrasah principal plays a multifunctional role encompassing that of a manager, supervisor, and motivator, all of which are central to the effective management of the institution. The principal’s leadership is characterized by a strong orientation toward the achievement of the institutional vision, optimal resource management, and the establishment of a conducive and productive learning environment. Several strategic efforts have been implemented to enhance teacher performance, including the enforcement of work discipline, organizing continuous professional development through teacher training, offering rewards and incentives for achievements, cultivating positive attitudes and mental resilience among staff, and providing financial support to facilitate teaching activities. These strategies reflect a proactive and visionary leadership model that emphasizes communication, motivation, and collaboration. The effectiveness of this leadership approach is evidenced by the significant improvement in teacher performance, contributing to the overall enhancement of educational quality within the madrasah. This study concludes that leadership which is visionary, communicative, and supportive is essential in fostering an environment that promotes teacher development and institutional progress. The results of this research provide valuable insights for education stakeholders, particularly in Islamic educational institutions, on how strategic leadership practices can drive meaningful change and improve educational outcomes. This study also highlights the importance of ongoing support, recognition, and empowerment of teachers as key elements in building a high-performing and motivated teaching workforce.