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Self-evaluation is an important instrument in teacher professional development, as it can help identify strengths and weaknesses in learning practices. This study aims to describe in depth the practice of teacher self-evaluation, the supporting and inhibiting factors, and its impact on teacher professional development in the school environment. This study used a descriptive qualitative approach with a case study method focused on a teacher at SMA Negeri 1 Maumere. Data collection techniques were conducted through an open-ended questionnaire designed to explore teachers' understanding of self-evaluation practices, as well as observations of lesson planning documents. The results showed that the teachers who were the subjects of the study had fairly good lesson planning and demonstrated a commitment to improving the quality of teaching. However, several challenges remained, such as difficulties in optimally adapting the curriculum to student needs and limitations in developing and implementing relevant learning evaluation instruments. Furthermore, the utilization of evaluation results for learning improvement has not been optimal. Although teachers have been active in Classroom Action Research (CAR), the integration of self-evaluation results into learning innovations still requires strengthening. Factors supporting self-evaluation include teachers' intrinsic motivation to develop, principal support, and relevant training. Meanwhile, inhibiting factors include time constraints, administrative burdens, and the lack of reflective forums at the school level. This study confirms that self-evaluation conducted in a structured and reflective manner can play a significant role in improving teachers' professional competence and the quality of learning in schools.

The transition of children from early childhood education to elementary school (SD) is a critical phase in their psychological and academic development. During this phase, children face significant challenges, including changes to a more structured learning environment and increasing academic demands. At SDN 055991 in Langkat Regency, this phenomenon is reflected in the difficulties experienced by some students, particularly with basic skills such as reading, writing, and arithmetic, as well as with socializing with peers. These difficulties can impact children's long-term academic and social development. This study aims to identify the key factors influencing children's learning readiness during this transition period, utilizing artificial intelligence (AI) technology. Specifically, this study uses Artificial Neural Networks (ANN) and Decision Trees as tools to analyze the data obtained. The use of this data-driven approach allows for a more in-depth analysis of the complex patterns and relationships between various variables that influence children's learning readiness, such as family factors, social environment, and students' basic skills. This study also references various previous studies demonstrating the effectiveness of backpropagation and Deep Learning algorithms in the context of education and student performance prediction. This approach is expected to provide more precise solutions for understanding children's learning readiness and provide a more accurate picture of the factors contributing to difficulties experienced by students in the transition to elementary school. The results of this study are expected to provide relevant recommendations for parents, educators, and education policymakers to support children's learning readiness and strengthen basic education policies that are adaptive to the needs of students in this digital era.

This study aims to examine in depth the effectiveness of the application of the Children Learning in Science (CLIS) learning model in the Natural Science (Science) learning process. The background of this study stems from the problem of low active student participation in class, which is largely caused by difficulties in understanding abstract science concepts. The CLIS model offers a learning approach that emphasizes active student involvement through a series of systematic learning stages. The method used is a literature review with a qualitative descriptive approach. Analysis was conducted on 25 articles from national and international publications. Each article was reviewed based on relevance, research methods, main findings, and the suitability of CLIS application in various science learning contexts. The results of the study indicate that CLIS has proven effective in improving students' understanding of science concepts, developing science process skills such as observation, classification, measurement, and hypothesis testing, and encouraging active student participation during the learning process. In addition, this model is also able to improve critical thinking skills through exploration activities, experiments, group discussions, and reflection on learning outcomes. The CLIS stages, which include exploring students' prior knowledge, introducing new concepts through experiments, strengthening understanding through discussions, and strengthening concepts through reflection, enable students to construct knowledge independently and meaningfully. Based on these findings, CLIS is considered relevant and can be an effective alternative learning model to improve the quality of science learning at various levels of education.

This corpus-based study explores the acquisition patterns of English modal verbs by Indonesian EFL (English as a Foreign Language) learners through a comprehensive analysis of learner language data. The study utilizes a specialized learner corpus consisting of 2.5 million words drawn from both written and spoken productions of 450 Indonesian learners, covering various proficiency levels. The research focuses on examining the frequency patterns, semantic distributions, and error types associated with modal verb usage across the learner corpus. The study employs a combination of quantitative corpus linguistic methods and qualitative error analysis to uncover developmental trends and persistent difficulties in acquiring English modals. The findings highlight a significant underuse of epistemic modality, which expresses degrees of certainty, and an overreliance on core modals like "can," "will," and "must." Additionally, learners systematically avoid more complex modal constructions that are semantically nuanced and less frequent in their linguistic output. The analysis also reveals notable cross-linguistic influences from Indonesian, particularly in the areas of politeness marking and the expression of certainty. These interference patterns suggest that Indonesian learners may transfer modal expressions from their native language, leading to specific errors in the usage of English modals. Based on the findings, the study proposes a usage-based pedagogical framework that integrates corpus-informed instruction with explicit semantic mapping of modal meanings. This framework encourages teachers to address modal verb acquisition by emphasizing frequency-based approaches, contrastive semantic analysis, and corpus-driven awareness-raising activities. The research suggests that by focusing on the form-meaning-function relationships of modals in authentic contexts, learners can better understand and produce English modals accurately and appropriately. The findings have significant implications for enhancing modal verb instruction in EFL classrooms, especially for Indonesian learners.

Character education plays a crucial role in shaping students who excel not only academically but also possess strong moral and social values. In this regard, the government, through the Ministry of Education and Culture, has launched the Strengthening Character Education (PPK) policy as a strategic step to create a generation of character. This study aims to explore how the PPK policy is implemented in elementary schools and analyze the factors that support and hinder its implementation. The method used in this study is descriptive qualitative, with data collection techniques through observation, in-depth interviews with principals and teachers, and documentation studies. The results show that the PPK policy has been implemented through the integration of character values into the learning process, extracurricular activities, and school culture. Several factors supporting the success of this implementation include the principal's visionary leadership, active teacher involvement, and support from parents and the community. However, several challenges remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in consistently integrating character values across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is still needed in terms of training, evaluation, and collaboration between all stakeholders. Supporting factors for successful implementation include the visionary leadership of the principal, active teacher involvement, and support from parents and the community. However, several obstacles remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in integrating character values consistently across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is needed in terms of training, evaluation, and synergy between stakeholders.

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.

The advancement of information technology has had a profound impact on education, including at the Universitas Bina Sarana Informatika (UBSI), where My Best, an elearning application, was created. With this program, users may participate in a variety of academic tasks, including online attendance, discussions, assessments, assignments, and course materials. But pupils continue to face usability difficulties. The System Usability Scale (SUS) technique is used in this study to assess the usability of the My Best program. The approach included 35 current UBSI students who have been using the My Best software for more than seven semesters. According to the assessment, the average SUS score was 70, which is considered to be rather high but still needs work in terms of interface usability and user-friendliness. As a result, although the My Best app is thought to be helpful in fostering learning, improvements are needed to enhance the whole user experience.

The research conducted in class X IPA SMA Negeri 1 Rengat aims to determine the level of student learning difficulties in biology subjects in class X IPA SMA Negeri 1 Rengat. This study used a cluster sampling sample with a population of 90 students of class X IPA. Data analysis in this study used percentage techniques. The results of the study showed that the level of learning difficulties of students at SMA Negeri 1 Rengat, physiological indicators were 56.4% in the sufficient category, psychological indicators were 65.26% in the sufficient category, family indicators were 66.01% in the sufficient category, school indicators were 59.46% in the sufficient category, community indicators were 62.5% in the sufficient category, the average overall percentage was 61.92% in the good enough category.

The ability to recognize numerical symbols is a crucial aspect of cognitive development that should be stimulated from an early age. This study aims to describe the process of using the stick box learning media by a teacher in introducing numbers to children aged 5–6 years and to explore its impact on children's understanding of numbers. This research employed a qualitative approach with a narrative design, focusing on the personal experiences of a teacher as the main participant. Data were collected through observation, interviews, and documentation. Observations were conducted four times to examine the learning process and children's responses to the media, while interviews were conducted twice to explore the teacher's insights regarding children's numerical understanding before and after using the stick box. Supporting documents such as lesson plans and activity photos were also collected. Data analysis involved reduction, presentation, and verification stages to generate a systematic narrative of the learning process. The results indicate that the creative use of the stick box media significantly improved children's ability to recognize numbers in an enjoyable and interactive way. The children showed increased learning motivation and were able to identify numbers more easily without notable difficulties. In conclusion, the stick box media serves as an effective alternative tool in supporting early childhood cognitive development, particularly in introducing numbers.

The Indonesian language curriculum in elementary schools is fundamental in fostering students’ literacy skills, particularly in reading and writing narrative texts such as fables. Despite its importance, students often encounter difficulties in understanding the structural elements of fables—namely, orientation, complication, resolution, and coda. These challenges are frequently exacerbated by variations in students’ readiness, interests, and learning profiles, which are not sufficiently addressed by conventional, one-size-fits-all teaching methods. This study adopts a qualitative library research approach to examine theoretical foundations and prior empirical studies related to differentiated instruction in the context of fable text learning. The findings suggest that differentiated instruction, by modifying content, process, product, and learning environment, effectively enhances students’ comprehension and performance in fable text structure. Furthermore, this approach aligns with the principles of the Merdeka Curriculum, which emphasizes learner-centered and inclusive education. Thus, differentiated instruction presents a promising pedagogical strategy for elementary school teachers in improving Indonesian language learning outcomes.

This study aims to explore how effective audio-visual media can improve grade 6 students’ ability to recognize punctuation in poetry. Literacy skills, especially in writing and understanding punctuation in poetry, are a big challenge for primary school students around the world. Lack of understanding of the structural elements of poetry and the role of punctuation often result in difficulties for student to convery their meaning and feelings correctly thorugh writing. The approach taken in this research was a literature study that examined various scholarly sources related to literacy, poetry teaching, and the use of audio-visual media.  The results of the analiysis show that audio-visual media can signicantly improve students’ motivation, comprehension and writing sklills. This media promotes a more interactive and relevant learning experience, so that students can understand the application not only from a technical perspective, but also as an aesthetic element that strengthens the meaning and expression in poetry. From these finfings, it is recommended to integrate audio-visual media in teching poetry as an innovative step to overcome liteacy problems and improve the quality of indonesian language education at the primary level.

Mathematics learning in Elementary School is very important to form logical, systematic, and critical thinking skills. Mathematics learning is closely related to numeracy literacy. At the elementary school level, especially grade 1, literacy and numeracy problems are increasingly visible when students are faced with mathematical story problems. In grade 1 of SDN 1 Pedawang, the results of daily tests and end-of-semester tests show that students' ability to solve story problems is still low. This study aims to analyze the difficulties of grade 1 students at SDN 1 Pedawang in understanding mathematical story problems due to low literacy and numeracy skills. This study uses a qualitative descriptive research type. The population of grade 1 students at SDN 1 Pedawang is 14 students, consisting of 9 female students and 5 male students. The subjects used were 2 students to be analyzed using purposive sampling techniques because they showed striking difficulties in understanding story problems based on observation results and low test scores. Data collection techniques through observation, interviews, and documentation. Data analysis techniques using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in understanding mathematical story problems on five indicators according to Newman's theory, namely reading, understanding, transformation, process skills, and writing answers. The conclusion of this study shows that low literacy and numeracy of students are the main factors in the difficulty of understanding mathematical story problems.

Reading comprehension is a crucial skill in learning English, particularly at the Islamic high school level. Students at this stage are often exposed to lengthy texts, yet they still encounter difficulties in fully understanding the content. This challenge may stem from limited use of interactive learning media and the predominant reliance on traditional media, such as monotonous paper-based worksheets that are less engaging. Therefore, this study aims to evaluate the effectiveness of paper worksheets versus Liveworksheet in enhancing reading comprehension among Islamic senior high school students. The research employed a quasi-experimental design with two classes: an experimental group and a control group. Data collection involved pre-tests and post-tests using Islamic-themed reading materials. Data analysis was performed using SPSS software version 25 for Windows, employing paired sample t-tests and effect size calculations to assess the impact of the treatments. Results indicated that the mean post-test score for the experimental group (92.47) exceeded that of the control group (73.63), with the difference being statistically significant (p < 0.05). This suggests that Liveworksheet is more effective than traditional paper worksheets in improving reading comprehension. The effect size, measured using Eta Squared (η² = 0.869), showed a substantial medium effect of using Liveworksheet on students' reading skills. These findings demonstrate that Liveworksheet can effectively enhance reading comprehension and serve as a valuable alternative media for reading instruction.

The rapid development of information and communication technology demands the education sector to strengthen digital literacy, particularly in mastering computer networks. Observations at SMK Taruna Bakti Baturraden revealed that 10th-grade students face difficulties in understanding basic network concepts such as topology, hardware, IP addresses, and the use of Cisco Packet Tracer. This study aims to measure the effectiveness of interactive teaching methods in improving students' understanding. The activities were carried out through stages including observation, module preparation, delivery of interactive materials, and evaluation. The learning process involved participatory presentations, discussions, and hands-on simulations. Evaluation was conducted using quizzes and student reflections. The results showed a significant increase in students' understanding of networking concepts and enthusiasm in learning network technologies. Furthermore, the activity enhanced students' digital literacy through a practical approach and the use of simulation applications. These findings indicate that interactive teaching methods are effective in improving computer network comprehension and can serve as a replicable digital literacy-based learning model in other vocational schools.

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students’ learning outcomes by reviewing 15 national journal articles published between 2018 and 2024. The results show that PBL significantly enhances students’ abilities in cognitive, affective, and psychomotor domains, with improvements ranging from 7.1% to 83.3%. PBL encourages students to think critically, participate more actively in learning, and develop problem-solving skills through real and relevant situations. However, its implementation still faces several challenges, such as limited teacher training, inadequate facilities, and difficulties in shifting from conventional methods to this new approach. Based on the analysis, three main factors determine the success of PBL: appropriate learning design, the teacher’s ability to guide the PBL process, and the availability of supporting learning resources. The most significant positive impacts are seen among fifth-grade students and in schools located in the Java region. In conclusion, PBL is highly effective when supported by proper teacher training and adaptation to field conditions. Therefore, further teacher development programs and additional research on the long-term effects of implementing this model are strongly recommended.

This research aims to evaluate the implementation of the Merdeka Curriculum in the learning process at MAN 1 Kota Padang, specifically focusing on the preliminary, core, and closing stages. The method used is a descriptive qualitative approach with data collection techniques through classroom observations, interviews with mathematics teachers in grades X and XI, and document analysis of teaching modules. Observation results show high effectiveness levels across all learning stages: preliminary activities reached 100% (grade X) and 80% (grade XI), core activities reached 85.71% (grade X) and 93.33% (grade XI), and closing activities reached 81.81% in both classes. The findings indicate that teachers have implemented learning stages in accordance with the characteristics of the Merdeka Curriculum through context-based learning and differentiated approaches. Learning takes place actively and is relevant to students' lives, although there are obstacles such as limited technology resources and difficulties faced by teachers in independently developing modules. Overall, the implementation of learning is considered effective in increasing student participation and strengthening character values. This study shows that the Merdeka Curriculum has great potential in improving the quality of education in madrasah with continuous support through training and adequate facility provision.    

This study aims to analyze the forms of learning difficulties experienced by students in understanding the path independence theorem in the Vector Calculus course. The focus of the research is a group of students who had previously presented this material in class. Data were collected through a questionnaire containing both open- and close-ended questions to explore conceptual understanding, difficulties in distinguishing between conservative and non-conservative fields, and challenges in solving application problems. The analysis revealed that although students reported having a fair grasp of the basic concepts, they still expressed uncertainty in understanding the relationship between path independence and the conditions for conservative fields. Difficulties were also found in spatial visualization and in connecting concepts with the fundamental theorem of calculus. In addition, students showed a preference for worked example problem sets and visual learning media as the most effective learning supports. These findings indicate the need for an interactive, contextual, and visually supported instructional approach to enhance students’ conceptual understanding and application skills related to this topic.

This research was motivated by the importance of understanding Natural Science (IPA) at the elementary school level and the indication of learning difficulties in grade 6 students of SDN 170 Pekanbaru. The purpose of this research is to analyze the factors that cause science learning difficulties in grade 6 students at the school. The research method used was descriptive qualitative with data collection through observation, interviews with students and teachers, and documentation. The results of the study show that there are two main factors causing science learning difficulties, namely internal and external factors. Internal factors include students' difficulty in understanding abstract science material, low motivation to learn, and lack of concentration during learning. Meanwhile, external factors that contribute to science learning difficulties are the lack of attention and support from parents at home, the influence of a play environment that is less supportive of learning, and the variety of teacher teaching methods that need to be improved. Thus, this study identifies the need for comprehensive interventions to overcome students' science learning difficulties, involving both internal aspects of students and external factors that influence them.

This report contains the results of interviews conducted by students of Elementary School Teacher Education Program of Santo Thomas Catholic University with teachers and fifth grade students of SDN 068332 Medan Tuntungan. The main purpose of the interviews was to obtain information about learning difficulties, aggressive behavior, and student discipline. Through a qualitative approach and direct interviews, three main problems were found: students who experience learning difficulties, students with aggressive behavior, and students who often skip school or are undisciplined. The results of the interviews showed that learning difficulties were influenced by lack of concentration and learning support at home, aggressive behavior was caused by lack of emotional management and attention from the environment, and discipline problems were related to minimal motivation and family supervision. The guidance actions taken showed positive developments, such as increased courage of students to ask questions, reduced conflict between friends, and improved student attendance rates. The discussion emphasized the importance of collaboration between teachers, students, and parents to create a supportive learning environment. Guidance and counseling services with an empathetic approach and storytelling techniques have proven effective in fostering changes in students' attitudes and behaviors. In conclusion, open communication and consistent guidance are the keys to successful interventions for student problems in elementary schools.

This study aims to describe the strategies used by classroom teachers in addressing students who experience reading difficulties at Al-Hidayah Private Elementary School. Reading difficulties among elementary school students are a common issue and can seriously impact their academic achievement in the future. This research employs a descriptive qualitative approach with data collection techniques including observation, in-depth interviews, and documentation. The findings indicate that reading difficulties are caused by both internal factors, such as a lack of basic phonological skills, and external factors, such as an unsupportive learning environment. To address these challenges, teachers implement adaptive learning strategies, including individual guidance, the use of visual and audio media, and phonetic-based learning approaches. Additionally, collaboration with parents plays an important role in supporting students’ learning processes at home. These strategies significantly help students improve their reading skills and build self-confidence. The study concludes that overcoming reading difficulties requires synergy between teacher strategies, appropriate learning methods, and supportive environments, both at school and at home.