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

This study analyzes junior high school students' errors in solving mathematics problems involving integers. This study was conducted through a systematic literature review of 12 related research articles published between 2021 and 2026. The analysis shows that students' errors in integers include contextual, procedural, and technical (calculation) errors. The most common conceptualization errors were found in the understanding of positive and negative signs and the rules for mixed operations. The main causes of errors are a lack of in-depth conceptual understanding, the habit of memorizing without understanding, and a lack of practice using concrete media. Internal factors such as learning motivation and external factors such as learning methods and media also contribute. This study recommends that the mathematics learning process emphasize meaningful conceptual understanding, the use of concrete media, and learning strategies that engage students' mathematical connection skills. Thus, difficulties in learning integers can be minimized sustainably.

The development of digital technology has driven significant changes in modern learning methods by integrating various multimedia media. However, multimedia's ability to facilitate learning depends largely on the extent to which its presentation aligns with the principles of learning psychology, particularly those outlined in the Cognitive Theory of Multimedia Learning (CTML). This study aims to examine the role and effectiveness of multimedia in transforming modern learning methods by combining the results of recent empirical research from 2020 to 2024. This study used the Systematic Literature Review (SLR) method by analyzing 22 journal articles obtained from several databases such as Scopus, Web of Science, ScienceDirect, Google Scholar, and Sinta. Research shows that the use of interactive multimedia helps increase student enthusiasm for learning, participation, understanding of concepts, and the ability to remember course material. However, disorganized multimedia design can add unnecessary mental burden, thereby reducing learning effectiveness. These findings suggest that the successful use of multimedia depends not only on the level of technological advancement but also on the quality of learning design that applies cognitive theory. This study provides a comprehensive summary of the latest research and provides tangible benefits for educators in creating effective digital learning content.

Students as pioneers of nation development, must be able to grow and create jobs through developing an entrepreneurial spirit in higher education. The aims of this research are (1) to develop a project-based entrepreneurship learning model and (2) to test the effectiveness of the project-based entrepreneurship learning model to foster students' entrepreneurial motivation in the Primary School Teacher Education Study Program (PGSD) Muhammadiyah University, Purworejo. The method used in the research is the Research & Development model DBR (Design Based Research). The research subjects were 36 students of the PGSD Study Program at Muhammadiyah University Purworejo studying Local Business entrepreneurship. Data were collected using observation, portfolio, questionnaire, interview and FGD methods. The data analysis techniques used in this research are qualitative analysis, percentages, and difference tests (t-test). The research results show that: 1) improvements to the Local Business entrepreneurship learning model are more directed at applicable practicum, and creating graduates who have an entrepreneurial spirit; 2) design and prototype development consists of three components, namely learning objectives, learning methods, and assessment; 3) validation tests and limited tests show that the learning objectives, material content and presentation are in accordance with the content, appearance and language; and 4) product testing using an experimental class determined based on student learning styles, the majority of students have an accommodating learning style, the results of the portfolio assessment show students have very good and good grades, the products produced by student work groups are in accordance with learning styles, and effectiveness tests show The application of project-based Local Business entrepreneurship learning in the PGSD Study Program at Muhammadiyah University, Purworejo, is able to foster students' entrepreneurial spirit very well.  

This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.

Difficulties in learning to read the Qur’an among adults do not always stem from the quality of teaching materials or instructors, but are often caused by the use of learning methods that are not appropriate to adult learners’ characteristics. Adults possess distinct psychological, physiological, and experiential backgrounds that require learning approaches different from those used for children. Monotonous and rigid instructional methods may hinder motivation and limit learning outcomes, particularly in Qur’anic literacy education. This condition is further compounded by physical limitations commonly experienced by adults and the elderly, such as dental and oral health problems, as well as strong regional language accents that affect pronunciation accuracy. In response to these challenges, the Tsaqifa method was developed as an alternative and practical approach specifically designed for adult beginners who have little or no prior ability to read the Qur’an. This method emphasizes simplicity, flexibility, and learner-centered instruction, enabling participants to gradually improve their Qur’anic reading skills in a supportive and non-intimidating learning environment. Through its application, adult learners are encouraged to regain confidence and motivation in studying the Qur’an, thereby contributing to efforts to reduce Qur’anic illiteracy among adult and elderly communities, particularly in rural areas.

This study investigates the role of artificial intelligence (AI) in enhancing language learning, with a focus on five key applications: automatic text analysis, personalized learning, adaptive feedback, language error detection, and automatic translation. The study addresses the challenge of integrating AI effectively in educational contexts while balancing technological potential with pedagogical guidance. The objective is to provide a comprehensive understanding of how AI tools contribute to more adaptive, efficient, and engaging language learning experiences. A systematic literature review method was employed, selecting and critically analyzing studies published between 2020 and 2025 that examined AI-assisted language learning strategies. The findings indicate that automatic text analysis supports comprehension monitoring and guided learning, while personalized learning adapts content to individual learner needs, enhancing motivation and retention. Adaptive feedback delivers immediate, targeted guidance that fosters accuracy and self-regulated learning, and language error detection tools enable learners to identify and correct grammatical and lexical mistakes, promoting metalinguistic awareness. Automatic translation broadens access to authentic texts and cross-cultural materials, supporting comprehension and independent learning. Synthesizing these findings highlights the transformative potential of AI to improve learning outcomes while also revealing challenges such as tool reliability, ethical considerations, and the need for teacher oversight. The study concludes that AI, when thoughtfully integrated, complements instruction, enhances learner engagement, and supports differentiated and data-driven teaching strategies, providing valuable insights for language educators and guiding future research on AI-enabled language learning.

Learning motivation is one of the important factors that determine whether a student can succeed in college, especially for students of the Islamic Religious Education Study Program who must balance academic learning and religious values. This study aims to understand the learning motivation of third-semester students of the Islamic Religious Education Study Program at STAI Al-Gazali Soppeng, as well as the factors that influence this motivation. This study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation of students selected purposively. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion drawing. The results show that student learning motivation is influenced by internal factors such as learning interests, ideals, and religious awareness, as well as external factors such as the teaching methods of lecturers, the learning environment, and support from surrounding communities. These findings indicate that student learning motivation is in the fairly good category, but still needs to be improved. This study emphasizes the importance of innovation in teaching methods and guidance that combine academic and spiritual to continuously strengthen student learning motivation.

Bullying is a form of aggressive behavior that is intentionally and repeatedly carried out, characterized by an imbalance of power between the perpetrator and the victim. This phenomenon is not limited to childhood and adolescence but may also produce long term effects that extend into adulthood, including among university students. This study aims to explore the long term impact of bullying on victims’ mental health, with a particular focus on students who have experienced bullying in the past. The study employed a descriptive qualitative method using a literature review approach. Data were obtained through a comprehensive analysis of scientific articles, national and international journals, and previous studies related to bullying and mental health. The findings show that victims of bullying face a higher risk of psychological problems, such as depression, anxiety, post traumatic stress disorder or PTSD, low self esteem, and difficulties in social interactions. These effects influence not only emotional well-being but also academic functioning, including reduced concentration, decreased learning motivation, and lower academic performance. In addition, prolonged psychological stress resulting from bullying may lead to physical problems, such as sleep disturbances and somatic complaints. Factors including limited social support, maladaptive coping strategies, and high intensity or prolonged exposure to bullying were found to intensify the negative impacts experienced by victims. Therefore, this study emphasizes the importance of comprehensive prevention and intervention efforts in higher education settings, such as the provision of accessible counseling services, the implementation of strict anti bullying policies, and the strengthening of social support systems to minimize the long-term mental health effects of bullying among university students.  

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

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

The Fruit of the Spirit is an important theological value to teach children because it contains points for everyday behavior. However, learning about the Fruit of the Spirit often encounters obstacles and is difficult for children aged 8-12 years to understand because it is considered too abstract and difficult to convey in simple language. Furthermore, obstacles come from the learning media used which are still conventional. Therefore, effective learning media are needed that can attract the interest and motivation of children to want to learn and apply the Fruit of the Spirit in everyday life, such as board games. In board games, there are components that can attract emotions and can be used as media, namely character pawns. The method used is the Design Thinking method with descriptive analysis. This approach is used to analyze data from the results of observations, interviews, literature studies, and questionnaires, as well as to develop concepts and design results. Thus, the character pawns can be created with a human-centered design approach, which is able to create visuals that have a close relationship with children's psychology.

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

This study is motivated by the development of digital technology, which has driven a transformation in the learning paradigm from conventional models to more flexible, interactive, and innovative technology-based learning. Changes in student characteristics in the digital era require adaptive learning strategies that are able to improve both the efficiency of the learning process and learning outcomes. This study aims to describe and analyze digital learning strategies in enhancing learning efficiency and their impact on student achievement. The research employs a qualitative approach using a literature review by examining various relevant scientific sources related to the concepts, characteristics, implementation, and impacts of digital learning. The data were analyzed using content analysis techniques to produce a systematic conceptual framework. The findings indicate that systematically designed digital learning strategies can improve conceptual understanding through interactive content delivery, strengthen students’ motivation and independent learning, and enhance retention and learning mastery. Learning efficiency is reflected in flexible access, time optimization, and technology-based assessment. However, its implementation still faces challenges such as limited infrastructure and digital literacy. Therefore, careful planning and the improvement of digital competencies are necessary to ensure that digital learning can be implemented effectively and sustainably in improving the quality of education.

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

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

The rapid development of digital technology requires greater adaptive capacity in both the economic and educational sectors, including in rural areas. However, limited digital literacy and the continued use of conventional learning methods remain common challenges. This activity aims to enhance the competitiveness of micro, small, and medium enterprises (MSMEs) as well as the quality of primary education in Baharen Village, Sidamanik District, through the implementation of a Community Service Program (Kuliah Kerja Nyata/KKN). A descriptive qualitative approach with a participatory model was employed, actively involving MSME actors, teachers, and students throughout all stages of the program. The activities included assistance in the digitalization of the MSME Gerai Mumtazah through Google Maps registration and the implementation of the QRIS cashless payment system, as well as the application of interactive learning methods based on joyful learning at the Baharen Village State Elementary School. The results indicate an increase in students’ learning motivation and classroom participation, along with improved accessibility and transaction efficiency for the MSME partner. These findings suggest that community-based participatory service activities can make a tangible contribution to strengthening the local economy and improving the quality of education in rural areas.

This study aims to analyze the effect of information technology (IT)-based learning media on improving students' academic performance. With the advancement of digital technology, the use of IT-based media such as interactive presentations, educational videos, Learning Management Systems (LMS), and online quiz applications has become part of modern teaching strategies. This study uses a quantitative approach with a quasi-experimental method. The subjects of the study were secondary school students divided into experimental and control groups. The instruments used include learning achievement tests to measure academic performance and observation sheets to assess the implementation of IT media usage. Data were analyzed using t-tests and simple regression analysis. The results show a significant difference in academic performance between students who used IT-based learning media and those who used conventional methods. The experimental group showed a higher average score compared to the control group. These findings indicate that the use of IT-based learning media, when planned and implemented systematically, can improve students' motivation, engagement, and understanding of learning materials. Therefore, the integration of information technology into the learning process is recommended as an innovative strategy to enhance the quality of education.

This research is based on the understanding that increasing the number of entrepreneurs is a crucial element for a country's economic growth. The contribution of the younger generation, especially college graduates, is vital in improving the quality of human resources and driving national economic growth. This study aims to examine the influence of entrepreneurship learning and entrepreneurial motivation on the entrepreneurial interest of students in the Economics Education study program at PGRI Wiranegara University. This education also has the potential to reduce unemployment and make entrepreneurship a promising career path. In addition to physical capital, interest and courage in entrepreneurship are crucial intangible assets for students in optimizing their potential and contributing to the country's economic growth. The method used in this study was quantitative with an associative design. Data were collected by distributing questionnaires to Economics Education students from the classes of 2021, 2022, and 2023 who had completed the "Entrepreneurship" course. Validity was tested using the Pearson correlation coefficient, while reliability was tested using the Cronbach's Alpha method. Data analysis was performed using multiple linear regression. Based on the results obtained, it was concluded that entrepreneurship learning and entrepreneurial motivation have both partial and simultaneous effects on entrepreneurial interest among students in the Economics Education Study Program at Universitas PGRI Wiranegara.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.