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This study aims to analyze the correlation between learning models and student achievement at SMA Negeri 1 Kuala by applying the Apriori algorithm in data mining, using Rapid Miner software as the primary tool for analysis. The research is motivated by the shift in educational approaches from conventional teacher-centered methods toward more innovative strategies such as project-based learning and cooperative learning, which are expected to foster higher levels of student engagement and improve academic outcomes. In many schools, particularly at the secondary level, the choice of learning model, availability of facilities, and attendance rates are crucial factors that shape learning effectiveness and student performance. The data collected in this study include student grades, the types of learning models implemented, school facility conditions, and attendance rates for the 2023/2024 academic year, covering a total of 680 students. The Apriori algorithm was employed to discover hidden patterns and associations among these variables, enabling the identification of relationships between learning factors and academic achievement. By applying Rapid Miner software, the research systematically generated association rules that reflect meaningful correlations in the dataset. The results indicated that the use of the Indonesian language subject in combination with a cooperative learning model, adequate and complete school facilities, and good student attendance was strongly associated with the attainment of an A grade. This finding was supported by a support level of 53.33% and a confidence level of 100%, suggesting a robust and reliable relationship between these factors. The implementation of data mining techniques through Rapid Miner not only allowed for efficient data processing but also provided practical recommendations for educators and school administrators in designing effective instructional strategies.

This study aims to determine the extent to which mental ability influences volleyball underhand passing skills and strategies for improving them in seventh-grade students at MTs SA Atholibiyah Bumijawa. The mental abilities studied included learning motivation, concentration, and self-confidence, as all three are considered important factors in supporting sports performance. The study used an experimental survey method with a correlation approach. The sample was determined through a purposive sampling technique, meaning only students who were actively involved in volleyball learning were included as respondents. The research instruments included a questionnaire to measure students' mental ability levels and an observation sheet to assess underhand passing skill practice. Data analysis was conducted using a correlation test to identify the relationship between mental ability and underhand passing skills, and regression analysis to measure the magnitude of the effect. The results showed a significant effect of mental ability on underhand passing skills. Students with high learning motivation tend to be more enthusiastic and consistent in practicing. Good concentration enables students to control movements, maintain balance, and manage timing when passing. In addition, strong self-confidence encourages students' courage in making decisions and reduces technical errors. This results in passing skills with more accuracy, control, and optimal timing. Improving strategies that can be implemented include structured training with the use of assistive devices to enhance technique, providing motivation and positive feedback from teachers to maintain enthusiasm, and focused training such as game simulations to strengthen concentration. The findings of this study confirm that mental development plays a crucial role in learning sports skills, particularly volleyball, thereby improving both the quality of learning and student achievement.

This community service initiative was designed to improve the digital competence of the PKK (Family Welfare Empowerment) group in Simogirang Village, Prambon Sub-district, Sidoarjo Regency, with a focus on utilizing social media and internet-based tools to optimize the branding of local UMKM (Micro, Small, and Medium Enterprises) products. The program adopted an andragogical approach that emphasizes adult learning, integrating methods such as direct instruction, hands-on demonstrations, and guided simulations. Key digital platforms including Instagram, WhatsApp Business, Google Docs, and Google Drive were introduced and practiced during the sessions. A total of 40 participants took part in the training. Evaluation results indicated that 85% of the participants successfully mastered the digital branding techniques, achieving over 85% accuracy in practical exercises. This achievement was evidenced by the creation of functioning business accounts, digital catalogs, and various forms of promotional content tailored to their UMKM products. The implementation of these digital tools led to a noticeable increase in consumer engagement and demand for village products, particularly cassava chips and handmade crafts, signifying a positive impact on local economic activities. To ensure long-term benefits and continuous improvement, a dedicated WhatsApp group was established as a support forum for participants to share experiences, ask questions, and receive guidance post-training. Despite its success, the initiative faced challenges related to unstable internet infrastructure in certain areas of the village, highlighting the need for improved digital access. In conclusion, this initiative not only enhanced the digital literacy of rural women but also contributed to their economic empowerment, aligning with broader efforts to promote smart village development and digital transformation in rural Indonesia.

This study aims to determine the influence of students' learning habits on learning outcomes in Mathematics subjects in grade IV students of SD Negeri 200307 Padang Sidempuan. The background of this research is the importance of the role of structured and consistent learning habits in supporting the achievement of optimal learning outcomes, especially in logical and analytical subjects such as Mathematics. This study uses a quantitative approach with a descriptive survey method to obtain an objective picture of the relationship between variables. The population in this study is all grade IV students, and the sampling technique was carried out by purposive sampling, with a sample of 26 students selected based on certain criteria. Data collection was carried out through an instrument in the form of a Likert scale questionnaire as many as 60 previously validated statements, in order to measure the level of students' learning habits. Meanwhile, student learning outcome data is obtained from their academic scores in Mathematics subjects. Data analysis was carried out using a parametric statistical test in the form of a t-test to test the proposed hypothesis. The test results showed that the tcount value of 1.909 was greater than the ttable of 1.695, which means that there was a significant influence between students' learning habits on Mathematics learning outcomes. Thus, it can be concluded that good study habits make a real contribution to improving student learning outcomes. These findings are an important basis for teachers and schools to continue to encourage and foster positive learning habits among students. The implications of this study also recommend the need to strengthen independent learning strategies and effective study time management as part of the learning program in elementary schools.  

Community-based education is an approach that positions society as an active participant in the educational process, integrating local culture, values, and social dynamics into learning. One such model that reflects these principles is the Wustho educational model, which originates from the Islamic pesantren system. This model offers a balanced integration between religious and general education, emphasizing the role of community and character development as essential elements of student success. This research aims to explore the influence of the Wustho model on students’ academic achievement at SMP PGRI 1 Ciambar, Ciambar Sub-district, Sukabumi Regency. The study involved 150 students across different grade levels, using a qualitative descriptive research approach. Data collection techniques included participatory observation, in-depth interviews with teachers, school leaders, and parents, as well as document analysis of academic performance records.The findings indicate that the implementation of the Wustho model has a positive impact on student achievement, both in academic and behavioral aspects. Students showed improvement in learning motivation, discipline, and active engagement in religious and community-based learning activities.¹ This model also strengthens moral values and spiritual awareness, which in turn enhances students’ holistic learning outcomes.² Moreover, collaboration between schools, families, and community figures plays a crucial role in reinforcing the effectiveness of this educational approach.³ The presence of religious instruction embedded within daily learning experiences helps students to better contextualize academic content in real-life situations.⁴In conclusion, the Wustho educational model offers a meaningful contribution to the development of community-based education practices, especially in rural or religiously active areas. Its focus on moral education, community involvement, and the integration of spiritual and secular knowledge demonstrates its relevance and effectiveness in improving student learning outcomes. It is recommended that similar models be adapted in other educational settings where community values are strongly upheld.

This study aims to deeply uncover the learning management tactics implemented by teachers in an effort to improve student learning satisfaction at the elementary school level. Learning satisfaction is an important indicator of the success of the educational process because it is closely related to motivation, active involvement, and student academic outcomes. This study was conducted at SDN 3 Kaliombo, Jepara, using a descriptive qualitative approach. Data collection techniques used included observation of learning activities, interviews with teachers, and documentation in the form of learning notes and class activity plans. The results show that teachers use a variety of innovative and adaptive learning strategies, including a scientific approach, collaborative learning, the use of interactive learning media, and conducive and student-friendly classroom management. The role of teachers is not only as a deliverer of material, but also as a facilitator, motivator, and guide who creates a learning atmosphere that is fun, communicative, and meaningful for students. The tactics used by teachers also consider student characteristics, including their learning styles, levels of understanding, and emotional needs. Active student involvement in the learning process is key to improving their learning satisfaction. This study emphasizes the importance of teachers' role in designing and implementing appropriate learning strategies to support the achievement of educational goals. The implications of these findings suggest that ongoing training for teachers is essential to strengthen their professional capacity in implementing more creative, responsive, and student-oriented learning approaches.

This study aims to improve student learning outcomes through the implementation of the cooperative learning model of the jigsaw type in science instruction for Grade V students at SDN 76/IX Muaro Jambi. This research is a Classroom Action Research (CAR) using the Kemmis & McTaggart model, which consists of four stages: planning, action, observation, and reflection. The research was conducted in two cycles to measure progressive improvements in student learning outcomes. Data collection techniques included observation, interviews, and documentation. The subjects were all 20 students of Grade V at SDN 76/IX Muaro Jambi. In the pre-cycle stage, before the intervention, only 25% of the students achieved satisfactory learning outcomes, which was categorized as "not yet meeting expectations." After the implementation of the first cycle, student achievement improved to 50%, falling into the category of "approaching fairly successful." However, this result had not yet reached the expected level of success. In the second cycle, the application of the jigsaw-type cooperative learning model was further optimized. The results showed a significant increase, with 80% of students achieving successful outcomes, which was categorized as "approaching highly successful." This improvement demonstrates that the jigsaw model effectively enhances student engagement, individual and group accountability, and conceptual understanding in science learning. Therefore, this study concludes that the cooperative learning model of the jigsaw type has a positive impact on improving student learning outcomes in science. The researcher recommends that teachers, especially in science and religious education (PAI), adopt the jigsaw learning model as a strategic alternative to foster an active, enjoyable, and meaningful learning process. The collaborative nature of the model encourages students to take responsibility for their own learning and for helping their peers, creating a more supportive and productive classroom environment.

This study examines the effectiveness of implementing a democratic classroom management model in enhancing student learning motivation at Jambu Public Elementary School 3. A descriptive qualitative approach was employed, with data collected through direct classroom observations and interviews involving teachers and students. The aim was to understand how democratic principles applied in classroom settings could influence students’ motivation, behavior, and engagement in learning activities. The findings reveal that adopting democratic leadership in classroom management creates an inclusive, respectful, and participatory learning environment. Students are encouraged to express opinions, collaborate in decision-making, and take ownership of their learning process. This approach significantly enhances intrinsic motivation, responsibility, and student independence. It also helps reduce passive behavior and fosters a sense of belonging and self-worth among students. The results are in line with several prominent educational theories. According to Self-Determination Theory (Deci & Ryan), autonomy and relatedness are key drivers of motivation, which are facilitated through democratic practices. Vygotsky’s Social Development Theory emphasizes the role of social interaction in learning, which is actively promoted in this model. Carl Rogers’ humanistic approach also supports the creation of a learning climate centered on empathy and student potential, while Rudolf Dreikurs’ Adlerian classroom model advocates for respectful teacher-student relationships and cooperative behavior. Overall, the implementation of a democratic classroom management model is considered effective in promoting both academic achievement and character development at the elementary level. The study recommends broader application of this model in primary education settings to support holistic student growth and to foster a learning culture rooted in mutual respect, responsibility, and student agency.  

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.

TikTok social media has become an integral part of students' daily lives, yet its use in the educational context remains a topic of debate. This study aims to determine the influence of TikTok usage on students' learning outcomes in the Indonesian language subject for Phase C at SDN 007 Teratak Air Hitam. A quantitative approach with a correlational method was employed. Data collection techniques included the distribution of questionnaires and documentation of learning outcomes. Statistical test results indicated no significant influence of TikTok usage on students' learning outcomes. The conclusion of this study is that students’ use of TikTok does not have a meaningful impact on their Indonesian language learning achievement, suggesting the need for control and guidance to ensure it does not disrupt the learning process.

This study examines the contribution of the PAKEM (Participatory, Active, Creative, and Fun) learning model in fostering students' self-confidence in outlying areas, especially Hoi Village, Oenino District, South Central Timor Regency. The background of the study is the low self-confidence of students due to minimal parental support, social pressure, and geographical and economic challenges that affect the quality of learning. This study aims to identify learning strategies used by teachers to build students' self-confidence and improve their learning achievement. The method used is a qualitative approach through literature studies and interviews with three informants: two elementary school teachers who actively teach and open free tutoring, and one local resident as a direct observer. The results of the study indicate that the implementation of the PAKEM model has a significant impact on increasing students' self-confidence through active, contextual, and fun learning activities. Teachers who are pedagogically sensitive are able to create an inclusive and supportive learning space, so that students feel valued and dare to express themselves. Despite obstacles such as time constraints, variations in student character, and a less than ideal teacher-student ratio, the PAKEM model still provides positive results in building learning motivation and restoring students' self-image. In conclusion, PAKEM is not just a learning method, but a transformative approach that is able to overcome students' psychological barriers and create a strong foundation of self-confidence to support children's academic success and character.

Thematic learning management in tahfiz Qur'an is a holistic and structured approach in integrating the teaching and memorization of the Qur'an with relevant Islamic themes. This approach aims to enable students not only to memorize the text of the Qur'an but also to understand and apply Islamic teachings in the context of their daily lives. Here are some important aspects in the management of thematic learning management of tahfiz Qur'an: planning: careful planning is the main key, organizing: involving the arrangement of teaching staff, classroom management and facilities, implementation: teaching and learning processes, evaluation: measuring student achievement, coaching: teachers provide support and coaching to students, collaboration: collaboration between teachers, students and parents is very important and continuous development: this includes curriculum development, teacher training and program adjustments according to the needs and development of students. With good management, the thematic learning program of tahfiz Qur'an can provide greater benefits to students, help them become more spiritually meaningful individuals, and understand Islamic teachings more deeply.  

Educational supervision serves as a key instrument in improving educational quality; however, its implementation in elementary schools often faces systemic challenges that affect teacher performance and learning quality. This study aims to analyze the implementation of educational supervision by school principals to improve the performance of Catholic Religious Education (CRE) teachers in enhancing educational quality at Inpres Natarita Elementary School. The research employs a descriptive qualitative approach with the school principal and CRE teacher as research subjects. Data collection was conducted through in-depth interviews, participatory observation, and documentation. Data analysis used the interactive model of Miles and Huberman with stages of data reduction, data presentation, and conclusion drawing.The findings reveal significant disparities between the implementation of administrative supervision and academic supervision. Administrative supervision is consistently implemented but remains procedural-mechanistic in nature, while academic supervision experiences systematic deficits with minimal frequency (once per semester). This condition impacts the competence-performance gap phenomenon in CRE teacher performance, characterized by the dominance of lecture methods, limited learning innovation, and minimal professional initiative. Educational quality shows acceptable achievement in graduation rates but has not been optimal in potential realization and educational value-added.Educational supervision at SDI Natarita has not achieved optimal effectiveness due to a paradigm that remains compliance-oriented rather than development-oriented. A fundamental reorientation toward holistic and transformative supervision is needed to optimize teacher performance and educational quality.

This study aims to examine the impact of test variations on students’ motivation and academic achievement in Christian Religious Education subjects. Traditional evaluations that focus only on cognitive aspects often fail to capture students' full spiritual and character development. Using a qualitative descriptive approach through literature review, this article emphasizes the importance of varied assessmentssuch as written tests, oral exams, practical applications, service projects, portfolios, and personal faith reflectionsin creating meaningful, contextual, and transformative evaluations. The findings indicate that diverse testing methods enhance students’ learning motivation by accommodating different learning styles and have a positive effect on academic achievement, not only in knowledge mastery but also in the application of Christian values in daily life.

This thesis discusses efforts to increase students’ interest in learning Mathematics through the use of concrete media among third-grade students at SDN 110/1 Tenam. The purpose of the study is to improve students’ interest in learning Mathematics by using concrete media with these third-grade students. The results of the study show an increase in learning activities that indicate student interest during Cycle I and Cycle II. In Cycle I, all student learning activities were still at percentages below 70%, with ratings categorized as poor and adequate. Meanwhile, in Cycle II, the increase in student learning activities was shown by all activities reaching percentages above 74%, which means they exceeded the predetermined Learning Objectives Achievement Criteria (KKTP) and were rated good and very good. In addition, improved learning outcomes, as evidence of increased student interest, also showed a significant rise. In Cycle I, students’ learning outcomes did not meet the Learning Objectives Achievement Criteria (KKTP), with a class average of 68.9%, whereas in Cycle II, overall class mastery reached 82.3%. This improvement in learning outcomes indicates that students showed fairly good interest when learning with concrete media.

Education in Indonesia is facing a number of challenges and issues related to students, reflecting the complexity of the national education system in social, economic, and cultural contexts. Various elements such as inequality in access to education, variations in the quality of facilities, family economic constraints, and socio-cultural differences affect the learning process and growth of students. In addition, internal problems such as low enthusiasm for learning, lack of literacy and numeracy skills, and violence in schools further add to the complexity of education. The purpose of this article is to identify the main problems faced by students in Indonesia, analyze their causes, and develop relevant alternative solutions to improve the quality of education. By utilizing a literature analysis approach and empirical data study, this article highlights the importance of cooperation between all parties, improving teacher capacity, optimizing the role of parents, and implementing inclusive and adaptive education policies. Numerous student-related problems plague Indonesian education, including unequal access to education, insufficient motivation for learning, and social and psychological problems that affect academic achievement. Numerous factors, such as differences in the caliber of teachers, a lack of educational resources, and socioeconomic background, contribute to this situation. All-encompassing solutions are needed for these problems, including improving the curriculum, increasing teacher competency, and implementing a more flexible and inclusive teaching approach that considers the needs of the students. This article discusses the primary issues faced by Indonesian students and offers practical solutions in order to create a more equitable, effective, and sustainable educational system.  

Learning evaluation is a process of assessing the achievement of learning objectives. The research aims to determine the cognitive domain contained in the questions created by the class XII Indonesian language teacher at Al-Furqon Bantarkawung Vocational School. This research method uses qualitative methods. The data source for this research is Indonesian PSAJ questions. Data collection techniques in this research used observation, interviews, and question documents. The researcher's technical data analysis using the assessment of PSAJ questions was carried out using the cognitive domain. This cognitive domain consists of 6 levels which cover students thinking abilities from the lowest to the highest. Teachers can plan learning and determine the types of questions that suit students' abilities in analyzing Indonesian language evaluations. The cognitive domain outlines six levels of response in the thinking process, namely: The results in this study contain 6 questions, the first is knowledge, knowledge based on cognitive level indicators, the ability to name is a characteristic of category (C1), Second, comprehension, there are two questions, this question is included in comprehension, the cognitive objective of this question is the stage of understanding (C2), Third the application of data based on cognitive level indicators (C3), Fourth Analysis (analysis) the ability to explain is a characteristic of the category (C4), Fifth Synthesis: There is one data based on the question above which is included in the cognitive domain category because students are asked to combine the correct parts to make one unit (C5). The six assessments (evaluation) and one question data above are included in the category (C6), because students are asked to compare texts 1 and 2 in the analysis of Indonesian PSAJ questions.

Asessing how well digital platforms work to improve student achievement is becoming increasingly important as these technologies become more widely adopted in the education sector. This study examines the contribution of Microsoft OneDrive in social studies learning at the secondary school level, with an emphasis on its potential to support learning flexibility, strengthen collaboration between students, and encourage learning autonomy. The lack of studies that specifically review the benefits of OneDrive in the context of the Indonesian education system, especially in the implementation of the Merdeka Curriculum, is a significant problem identified in this study. A descriptive, qualitative study employed the technique of document analysis on several instructional resources that utilize OneDrive. The results show that OneDrive facilitates the distribution of assignments, increases the accessibility of educational resources, enables immediate feedback, and encourages both solo and group learning methods. OneDrive also facilitates the synchronization of online learning methods with curriculum objectives. However, obstacles still exist, such as the lack of supporting facilities and educators' low digital skills. Overall, OneDrive is considered an instrumental tool in transforming social studies learning to a more responsive, efficient and student-oriented digital structure.

This study aimed to improve the English learning outcomes of 9B grade students at UPT SMP Negeri 28 Medan in the 2024/2025 academic year through the implementation of the Student Teams Achievement Division (STAD) method. This research applied a Classroom Action Research (CAR) approach conducted in two cycles. Data were collected through learning outcome tests administered in the pre-cycle, Cycle I, and Cycle II. The results showed that the STAD method improved students’ average scores from 67.125 in the pre-cycle to 73.75 in Cycle I, and further to 78.81 in Cycle II. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 25% to 78.1%. The Wilcoxon test indicated a statistically significant difference in learning outcomes before and after the intervention. The findings suggest that the STAD method is an effective cooperative learning strategy to enhance students’ English performance and foster collaborative classroom skills. Nevertheless, teachers must consider individual differences within teams to ensure equitable learning experiences for all students.

In recent years, education has placed greater emphasis on academic achievement, often overlooking the importance of character and ethical development in students. However, instilling the value of adab (proper manners) before knowledge is essential as a foundational aspect of the learning process. Adab encompasses attitudes such as respect for teachers, honesty, responsibility, and politeness, which contribute to forming ethical individuals. This study aims to explore the significance of adab values in education as an effort to cultivate students' character and ethics from an early age. The research uses a literature review method by analyzing various sources from Islamic education and character education theories. The findings reveal that the integration of adab values can be achieved through teacher role modeling, fostering positive habits within the school environment, and embedding these values into learning materials. When consistently applied, these approaches create a conducive learning atmosphere and develop students who are not only intellectually capable but also morally upright. The study implies that a balanced approach to education, which emphasizes both knowledge and adab, should be instilled early in both school and family settings