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The Merdeka Curriculum, as a new educational policy in Indonesia, emphasizes the cultivation of the Pancasila Student Profile, which is rich in citizenship values. This study aims to analyze the application of citizenship values in Pancasila and Civic Education (PPKn) learning within the framework of the Merdeka Curriculum at the high school level. This research employs a qualitative descriptive method, collecting data through classroom observations, semi-structured interviews with PPKn teachers, and analysis of teaching modules and project-based learning documents (P5). The findings indicate that the application of citizenship values is primarily integrated through Project-Based Learning to Strengthen the Pancasila Student Profile (P5). Values such as mutual cooperation (gotong royong), critical reasoning (bernalar kritis), and global diversity (berkebinekaan global) are the most frequently emphasized. However, teachers face challenges, including the need to adapt pedagogical approaches, difficulties in assessing value-based outcomes authentically, and a lack of specific reference materials aligned with the new curriculum. The implication of this research is the urgent need for structured professional development for teachers and the development of comprehensive teaching guides to ensure the effective and standardized implementation of citizenship values in PPKn learning across all educational units.

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This study aims to determine the effect of the deep learning learning approach on fourth-grade elementary school students’ understanding of IPAS concepts, particularly on the topic of pollination in perfect flowers. This research employed a quantitative approach with a quasi-experimental design using a pre-test and post-test control group design. The population consisted of all fourth-grade students of SDN 4 Muara Dua, totaling 58 students, who were divided into experimental and control classes through total sampling techniques. Data collection techniques included tests, observations, and documentation. The research instruments were tested for validity and reliability before being implemented in the study. The results revealed that the implementation of the deep learning approach had a positive effect on students’ understanding of IPAS concepts. This was indicated by the higher post-test scores achieved by students in the experimental class compared to those in the control class. In addition to improving conceptual understanding, the deep learning approach also enhanced students’ critical thinking skills, activeness, and participation during the learning process. Therefore, the deep learning learning approach can be considered an effective alternative strategy to improve elementary school students’ understanding of IPAS concepts.

This study aims to examine the debate regarding the effectiveness of traditional learning methods in science education at Madrasah Ibtidaiyah (MI) amid the development of educational digitalization. The study employed a qualitative approach with a case study design conducted in Jember Regency for three months, from February to April 2026. The research informants consisted of 16 participants, including madrasa principals, teachers, parents, and community members. Data collection techniques were carried out through interviews, observations, and documentation, which were then analyzed using descriptive qualitative techniques. The findings revealed that traditional methods are still considered effective in helping students understand basic science concepts because the learning process is systematic and easy to comprehend. However, limited access to technology in several schools remains an obstacle to the equal implementation of digital learning. In addition, although digital learning can increase students’ motivation and engagement, it does not necessarily lead to an optimal improvement in conceptual understanding. Therefore, this study concludes that a combination of traditional and digital learning methods is the most appropriate approach in science learning at elementary schools and Madrasah Ibtidaiyah, considering students’ needs as well as the availability of facilities and infrastructure. structure.

Breast cancer has a high global incidence and is the most prevalent cancer among women. Chemotherapy is a primary treatment option, but it may cause various physical and psychological side effects that can reduce patients’ quality of life. This study aimed to describe the characteristics of breast cancer patients undergoing chemotherapy and examine the relationship between chemotherapy side effects and quality of life at the outpatient unit of Ciremai Hospital. A cross-sectional analytical observational design was applied, with 30 patients receiving chemotherapy between May and July as the sample. Data were collected from medical records and the Indonesian version of the WHOQOL-BREF questionnaire, then analyzed using Spearman rank correlation. Most patients were aged 40–60 years, had a senior high school education, were housewives, and were in the 2nd or 5th chemotherapy cycle. Frequently reported side effects included nausea, vomiting, decreased appetite, early satiety, dizziness, sleep disturbances, body pain, and alopecia, mostly categorized as moderate. Most patients had a relatively poor quality of life. The analysis indicated a strong positive correlation between chemotherapy side effects and patients’ quality of life, with a Spearman correlation coefficient of 0.604 (p = 0.000 < 0.05), demonstrating a significant and strong relationship.

This study aims to analyze the relevance of Robert Raikes' Christian educational thinking to the character formation of children in contemporary Sunday School services. This study uses a qualitative approach with a library research method. Data were obtained from various literature sources such as books, scientific journals, and research articles related to Christian education, character education, and the history of Sunday School development. Data analysis techniques were carried out through the stages of data reduction, grouping themes, interpretation, and drawing conclusions using descriptive qualitative methods. The results show that Robert Raikes' thoughts remain relevant in modern Christian education, especially in the formation of children's character through the teaching of God's Word, discipline, role models, and the instilling of Christian values. Sunday School plays an important role as a means of fostering faith, morality, and social responsibility in children from an early age. In addition, the challenges of the digital era require churches to develop more creative, interactive, and contextual learning methods without abandoning the basic values ​​of the Christian faith. This study confirms that the success of children's character formation depends not only on the church, but also on the role of Sunday School teachers and families who work together to build a conducive spiritual environment. Thus, Robert Raikes' thinking makes an important contribution to the development of Christian education that is relevant in the modern era.

Breast cancer has a high global incidence and is the most prevalent cancer among women. Chemotherapy is a primary treatment option, but it may cause various physical and psychological side effects that can reduce patients’ quality of life. This study aimed to describe the characteristics of breast cancer patients undergoing chemotherapy and examine the relationship between chemotherapy side effects and quality of life at the outpatient unit of Ciremai Hospital. A cross-sectional analytical observational design was applied, with 30 patients receiving chemotherapy between May and July as the sample. Data were collected from medical records and the Indonesian version of the WHOQOL-BREF questionnaire, then analyzed using Spearman rank correlation. Most patients were aged 40–60 years, had a senior high school education, were housewives, and were in the 2nd or 5th chemotherapy cycle. Frequently reported side effects included nausea, vomiting, decreased appetite, early satiety, dizziness, sleep disturbances, body pain, and alopecia, mostly categorized as moderate. Most patients had a relatively poor quality of life. The analysis indicated a strong positive correlation between chemotherapy side effects and patients’ quality of life, with a Spearman correlation coefficient of 0.604 (p = 0.000 < 0.05), demonstrating a significant and strong relationship.

This study aimed to develop Matif (Interactive Mathematics) video media on the topic of equivalent fractions for fourth-grade elementary school students and to determine its validity, effectiveness, and student responses. The research employed a Research and Development (R&D) method using the ADDIE model. It was conducted at SD Muhammadiyah Gresik during the first semester, involving 19 fourth-grade students. Data collection techniques included interviews, expert validation sheets for content and media, learning effectiveness tests, and student response questionnaires. The development process followed five ADDIE stages. (1) Analysis involved curriculum analysis, needs analysis, and student characteristics analysis. (2) Design focused on creating the learning flow and storyboard. (3) Development produced the video media, which was validated by experts. The material expert validation score reached 97.5%, and the media expert validation score was 91.6%, both categorized as very valid. These results indicate that the material is highly appropriate, clear, and easy to understand, while the media demonstrates excellent quality in visual, audio, typography, language, and usability aspects. (4) Implementation involved testing the media on students, with an N-Gain score of 0.8405, categorized as high, indicating that the media effectively improves students’ understanding. (5) Evaluation was conducted through student response questionnaires, resulting in a score of 95.5%, categorized as very good, showing that students found the media engaging, easy to use, and helpful. Overall, the Matif video media meets the criteria of validity and effectiveness, making it suitable as an innovative learning alternative, with potential for further development through enhanced animations and varied exercises.

This study aims to examine the influence of principal leadership and school culture on teacher discipline in public junior high schools (SMP Negeri) in Sembawa District, Banyuasin Regency. Teacher discipline is an important factor in supporting the effectiveness of the learning process and achieving educational goals. Therefore, understanding the factors that contribute to teacher discipline is essential for improving school performance. This study employed a quantitative research method with a purposive sampling technique. Data were collected through the distribution of questionnaires consisting of 66 statement items measured using a five-point Likert scale. The collected data were analyzed using statistical techniques to determine both partial and simultaneous effects of the independent variables on teacher discipline. The results indicate that principal leadership has a positive and significant partial effect on teacher discipline, as evidenced by a t-value of 5.127, which is greater than the t-table value of 1.9809. School culture also has a positive and significant partial effect on teacher discipline, with a t-value of 7.244 exceeding the t-table value of 1.9809. Furthermore, principal leadership and school culture simultaneously have a positive and significant effect on teacher discipline, as indicated by an F-value of 34.152, which is greater than the F-table value of 3.07. These findings suggest that strengthening principal leadership and fostering a positive school culture can significantly improve teacher discipline.

To address the negative impacts of teenage romantic relationships on peer dynamics and academic achievement at SMP Negeri 5 Sipahutar, school authorities implemented a regulation prohibiting dating, in line with Pancasila character education principles. This study aimed to evaluate the influence of this policy on fostering positive social behavior among ninth-grade students. The research employed a quantitative descriptive approach and involved 81 students as respondents. Data were collected using a four-level multiple-choice agreement questionnaire consisting of ten items. The analysis results showed a total score of 2707, a mean score of 33.42, a standard deviation of 4.8, and an average scale score of 3.34. The findings revealed that 78.2% of students agreed that the regulation encouraged peer cooperation, improved discipline in obeying school rules, and supported effective group learning. In addition, the policy appeared to contribute to a more positive school environment by reducing distractions associated with adolescent dating behavior. These findings indicate that school-based regulations can play an important role in shaping adolescent character and social behavior based on national values. Therefore, such policies may serve as an effective preventive strategy for educational institutions that aim to strengthen character education and promote responsible student conduct.

This study explores the acceptance of the Free Nutritious Meal Program (MBG) at SD Inpres Gere through William of Ockham's negative rights framework, focusing on freedom from external interference. As a positive rights policy (the right to services), the MBG has the potential to conflict with the principles of individual subjective rights (negative rights). Ockham emphasized that every individual has a personal sovereignty that must be free from interference from external authorities. Using qualitative research methods through literature studies and interviews, this article analyzes the risk of standardizing consumption that can reduce individual autonomy in determining their private needs. The analysis shows that although the MBG has a noble aim to fulfill the right to life, its implementation risks becoming a form of state paternalism that harms citizens' negative freedoms if not accompanied by strict limits on power. This paper concludes that to align with Ockham's principle of individual subjective rights, the MBG program must continue to respect the private space and diversity of individual choices without creating dependency that erodes the sovereignty of legal subjects.

Picky eating behavior is a common feeding problem among preschool-aged children. Children who exhibit picky eating tendencies often reject various types of food, especially new or unfamiliar ones, placing them at risk of an imbalanced intake of macronutrients such as energy, protein, fat, and carbohydrates. Inadequate nutritional intake over the long term may negatively impact a child's nutritional status and growth. This study aims to examine the relationship between picky eating behavior and the adequacy of macronutrient intake including energy, protein, fat, and carbohydrates and nutritional status among preschool children at Lab School 1 Kindergarten, State University of Surabaya. This research utilized a quantitative design with a cross-sectional approach. The study population consisted of 60 preschool children aged 4–6 years (48–73 months), selected using total sampling. After applying inclusion and exclusion criteria, a total of 37 respondents were included. Data were collected using the Child Eating Behavior Questionnaire (CEBQ) to assess picky eating behavior, interviews with the Semi-Quantitative Food Frequency Questionnaire (SQ-FFQ) to evaluate macronutrient intake, and anthropometric measurements to determine nutritional status. Data analysis was conducted using the Spearman Rank correlation test. The results showed a significant relationship between picky eating behavior and energy intake (p=0.002; r=0.495), fat intake (p=0.002; r=0.502), carbohydrate intake (p=0.006; r=0.443), and nutritional status (p=0.002; r=-0.493) among preschool children at Lab School 1 Unesa. However, no significant relationship was found between picky eating behavior and protein intake (p=0.064; r=0.307).

This study aims to explain students' learning activities in Natural and Social Sciences (IPAS) subjects using a volcanic eruption simulation through the Project Based Learning (PjBL) model. The background of this study is the low student engagement caused by the teacher-oriented learning method, so that students tend to be passive. The method used in this study is descriptive qualitative, with data collection techniques in the form of observation, interviews, and documentation. The subjects of this study were fifth-grade elementary school students. The learning process was carried out through the PjBL stages, which include project planning, project implementation, and presentation of project results. In addition, this learning also contributes to improving the ability to work together, think critically, be creative, and solve problems. Contextual and experience-based learning helps students understand the material better and increases their motivation and curiosity. Thus, the PjBL model has proven effective in increasing student learning activities in science learning at the elementary school level.

Student engagement remains a critical determinant of academic success in elementary education, yet traditional instructional approaches often fail to sustain meaningful participation. This narrative literature review synthesizes contemporary evidence (2020–2026) on the strategic planning of Case-Based Learning (CBL) and its impact on multidimensional student engagement in primary schools. Using Google Scholar as the primary database, peer-reviewed studies were screened and thematically analyzed to identify core planning components, engagement outcomes, and contextual implementation factors. The synthesis revealed five essential instructional design elements: developmentally appropriate case selection, structured scaffolding, explicit curriculum alignment, adequate temporal allocation, and authentic assessment. Empirical findings consistently demonstrate that well-planned CBL significantly enhances behavioral participation, cognitive deepening, and affective motivation among elementary learners. However, implementation success is heavily moderated by teacher pedagogical competence, institutional support, and adaptive resource utilization. These findings underscore the necessity of integrating CBL planning frameworks into teacher professional development and curriculum design. Ultimately, strategically designed case-based instruction offers a transformative pathway to reinvigorate elementary classrooms, though sustained adoption requires targeted training, flexible policies, and further longitudinal research on engagement trajectories in primary education.

This study was motivated by the low basic multiplication skills of third-grade elementary school students, particularly in conceptual understanding, calculation accuracy, and problem-solving abilities. The objective of this study was to determine the effect of the Jarimatika method combined with the Problem Based Learning (PBL) model on students’ basic multiplication skills. This study employed a quantitative approach using a one-group pretest-posttest design. The participants were 30 third-grade students of SD Negeri Sukanegara. Data were collected through pretest and posttest instruments that had been tested for validity and reliability. The results showed a significant improvement in students’ multiplication skills after the treatment, as indicated by the increase in the mean score from 55.17 in the pretest to 80.00 in the posttest. The paired sample t-test analysis revealed a significant difference between pretest and posttest scores (t = -10.951, p = 0.000 < 0.05). The findings indicate that the implementation of the Jarimatika method combined with the Problem Based Learning (PBL) model effectively improves students’ basic multiplication skills and supports more active and meaningful mathematics learning.

This study aims to describe the representation of adolescent conflicts in the film Jumbo directed by Ryan Adriandhy and to analyze its relevance as teaching material for review text learning in vocational high schools. This research employed a descriptive qualitative approach using content analysis. The data consisted of dialogues, scenes, character expressions, plot, and cinematic elements representing adolescent conflicts in the film. Data sources included the film Jumbo, interviews with Indonesian language teachers and eleventh-grade students at SMK PGRI 1 Surakarta, and review text learning documents. Data were collected through observation, documentation, and semi-structured interviews, then analyzed using the Miles and Huberman model. Stuart Hall’s representation theory was used as the analytical framework. The findings show that the film represents identity, family, friendship, and social conflicts experienced by adolescents. These conflicts are constructed through dialogues, visuals, character relationships, and plot development. Furthermore, the film is relevant as teaching material for review text learning because it helps students understand story elements, increases learning engagement, and develops analytical, evaluative, and critical thinking skills. However, students still need guidance in distinguishing summaries from evaluations in review texts.

This research is motivated by the need for interactive digital learning media to increase interest in learning and understanding of multiplication concepts in elementary school students. This study aims to develop interactive Math Space media based on space math adventure games on multiplication material for third-grade students of Mursyidah Elementary School and assess its feasibility based on aspects of validity, response, and effectiveness. The method used is research and development with a 4D model that includes the stages of definition, design, development, and dissemination. Data were collected through expert validation, teacher and student response questionnaires, and learning outcome tests. The results showed that the Math Space media has a very high level of validity with a percentage of 94% from material experts and 95% from media experts. Meanwhile, positive responses from teachers and students were 94.5% which is included in the very good category. Meanwhile, the effectiveness test produced an N-gain value of 0.87 which is in the very effective category, so this media is proven to be able to significantly improve understanding of multiplication concepts. Based on these results, it can be concluded that the interactive Math Space media is valid, has received positive feedback, and is effective for use in learning mathematics, especially multiplication, and has the potential to be developed for other materials and subjects.

This study was conducted based on observational findings indicating that educational institutions need to implement appropriate educational marketing management strategies to enhance their attractiveness amid increasing competition. The purpose of this study is to analyze educational marketing management strategies used to attract prospective students and to identify factors influencing their effectiveness. This research employed a qualitative approach, with observation, interviews, and documentation serving as data collection techniques. The collected data were analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that educational marketing strategies are implemented through promotional program planning, utilization of information media, improvement of educational service quality, strengthening of institutional image, and collaboration between schools and the community. A well-planned and sustainable marketing system has been shown to increase public trust in educational institutions. Furthermore, students’ interest in choosing an educational institution is influenced by the quality of educational programs, supporting facilities, school reputation, learning environment, and information accessibility through various media. The study findings indicate that effective implementation of educational marketing management strategies can enhance institutional competitiveness and increase student enrollment. Therefore, educational institutions are encouraged to continuously develop innovative marketing strategies that align with community needs to remain relevant and attractive to prospective students.

This study discusses the practice of morning prayer as a form of lived religion within the school culture of a public elementary school. Morning prayer is understood not only as a formal religious activity, but also as a daily ritual that shapes students’ emotional experiences, religious habits, and social interactions. This study aims to explain the empirical practice of morning prayer, the social relationships formed through it, and its implications for religious education and school culture. The research employs a qualitative approach using school ethnography methods. Data were collected through observations, interviews with the principal, Islamic Religious Education (PAI) teachers, classroom teachers, and students, as well as documentation of the school’s religious activities. The findings show that students participate in morning prayer routinely every day before lessons begin, followed by the collective recitation of short surahs from Juz 30. The daily practice of morning prayer gradually becomes a habit for students in starting their learning activities, both at school and at home. Teachers perceive morning prayer as an opening activity for learning, as well as a means of fostering emotional calmness, discipline, and students’ religious character. Students also reported feeling calmer, happier, and more prepared to learn after praying. In addition, the presence of Juz Amma books, Asmaul Husna texts, the school prayer room (mushola), and the habituation of congregational dhuha prayer indicate the institutionalization of a religious culture within the school, even though these practices are not yet fully included in the official schedule. The findings indicate that morning prayer has become part of students’ daily school experience. Through routine collective prayer activities, students gradually develop emotional readiness, discipline, and religious habits before learning begins.

This journal critically examines the process of harmonizing Pancasila values and Islamic principles within the development of the Citizenship Education (PKn) curriculum in Indonesia. The study aims to understand how the integration of these two values can strengthen national character, enhance tolerance, and enrich the learning process at elementary and secondary school levels. The methodology used is a literature review, analyzing various academic sources, curriculum documents, and theoretical studies related to the harmonization of national and religious values. The findings indicate that applying the principle of harmonization can improve students’ understanding of Pancasila and Islamic values simultaneously, as well as foster mutual respect and appreciation for Indonesia’s cultural and religious diversity. These results underscore the importance of incorporating these values into the PKn curriculum as a strategic effort to build a nation grounded in spiritual, nationalist, and tolerant values. Additionally, this research offers recommendations for developing a more inclusive and harmonious curriculum to create a tolerant, civil, and respectful society.