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Social Studies (IPS) learning in elementary schools plays a crucial role in fostering students’ social awareness, which includes understanding social values, developing empathy, and participating responsibly in community life. However, in practice, Social Studies learning often remains theoretical and textbook-centered, making students’ learning experiences less meaningful and disconnected from real-life contexts. To address this issue, utilizing the surrounding environment as a learning resource offers an effective alternative by bringing real social situations into the learning process. This study aims to analyze the concepts, implementation, and impact of environmental utilization on enhancing elementary students’ social awareness. The research employed a Systematic Literature Review (SLR) method by reviewing relevant scholarly articles obtained from national and international databases such as Garuda, Google Scholar, and ScienceDirect, using the keywords “environment as a learning resource in Social Studies” and “students’ social awareness.” The findings reveal that the use of the surrounding environment as a learning resource promotes students’ critical thinking, empathy, and social concern through contextual and participatory learning experiences. Moreover, teachers play a pivotal role in designing project-based and field-observation activities that strengthen the internalization of social values. Therefore, Social Studies learning that integrates environmental resources is proven to be effective in shaping students’ social character from an early age and supports the realization of holistic, active, and life-oriented education.  

This study analyzes the need for training design for accounting vocational teachers using Project Based Learning (PjBL) approach to achieve deep learning through systematic literature review. The gap in teachers' competence in implementing PjBL and the limitations of relevant training designs are major problems in vocational education. This research aims to identify trends, gaps, and needs for developing PjBL-based accounting teacher training designs oriented towards achieving deep learning. The systematic literature review method was employed by analyzing 25 articles from Scopus, ScienceDirect, and Google Scholar databases from 2018-2025. The research identified 25 unique articles categorized into three main themes: Deep Learning perspectives (10 articles), Vocational Teacher Training and Development (6 articles), and Project-Based Learning implementation (9 articles). The results show four main trends: (1) increased global adoption of PjBL as an innovative learning method, (2) demands from accounting professional organizations for active learning methods, (3) popularity of deep learning concepts in contemporary educational literature integrated with 21st-century skills, and (4) urgent need for comprehensive teacher training designs. Significant gaps were identified in the limitations of relevant training designs for vocational contexts and lack of systematic training development research. This study concludes that accounting vocational teacher training designs with PjBL approach are urgently needed to bridge the gap between theoretical competence and practical industry applications, with emphasis on achieving holistic deep learning encompassing cognitive, interpersonal, and intrapersonal domains.

This study aims to describe the implementation of 21st-century skills oriented toward the Merdeka Curriculum through the Pancasila Student Profile Strengthening Project (P5) at SMAN 1 Rejotangan. A qualitative research approach was employed, with data collected through observation, interviews, documentation, and triangulation. The research subjects included Grade X students, homeroom teachers, and the vice principal of curriculum affairs. The findings reveal that the implementation of 21st-century skills—critical thinking, creativity, collaboration, communication, and digital literacy—has been effectively integrated into the P5 project under the theme Sustainable Lifestyle. The project activities fostered students’ environmental awareness, independence, creativity, and social responsibility. The planning, implementation, and evaluation stages were conducted systematically, with teachers serving as facilitators and students as active participants. Optimization efforts were carried out through teacher capacity building, technology integration, and collaboration with external partners. The study concludes that implementing the Merdeka Curriculum through P5 effectively cultivates adaptive, innovative, and character-driven learners based on the values of Pancasila

The development of digital technologyhas had a significant impact on education and the creative economy. The ability to processvisual designs has become an important skill for the younger generation to face thechallenges of the digital age. This community service activity aims toimprove students' digital design skills and creativity throughCanva training as a practical learning medium. The trainingwas conducted at SMAN 22 Gowa, involving six students from grades X and XI.The implementation method used an interactive workshop approach and hands-on practice(learning by doing) that emphasised project-based learning experiences. The results of the activity showed an increase in students' ability to understandthe basic principles of packaging design, apply visual elements appropriately, andproduce creative and communicative design works. This activity also fostered self-confidence,collaborative spirit, and awareness of the importance of digital literacy. Thus, this training successfully contributed positively to thedevelopment of creative skills and the readiness of students to face the world ofentrepreneurship and technology-based creative industries (Bell, 2010; Guo et al.,2020; Supriyadi, 2023; Wicaksono & Indriani, 2022).

The development of digital technologyhas had a significant impact on education and the creative economy. The ability to processvisual designs has become an important skill for the younger generation to face thechallenges of the digital age. This community service activity aims toimprove students' digital design skills and creativity throughCanva training as a practical learning medium. The trainingwas conducted at SMAN 22 Gowa, involving six students from grades X and XI.The implementation method used an interactive workshop approach and hands-on practice(learning by doing) that emphasised project-based learning experiences. The results of the activity showed an increase in students' ability to understandthe basic principles of packaging design, apply visual elements appropriately, andproduce creative and communicative design works. This activity also fostered self-confidence,collaborative spirit, and awareness of the importance of digital literacy. Thus, this training successfully contributed positively to thedevelopment of creative skills and the readiness of students to face the world ofentrepreneurship and technology-based creative industries (Bell, 2010; Guo et al.,2020; Supriyadi, 2023; Wicaksono & Indriani, 2022).

This study aims to systematically review various studies that discuss the role of entrepreneurship education in developing students’ entrepreneurial spirit at the Senior High School (SMA) and Vocational High School (SMK) levels. The method used is the Systematic Literature Review (SLR), guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The reviewed articles cover publications from 2019 to 2025. Based on the selection of 20 scientific articles, the findings indicate that entrepreneurship education plays an important role in enhancing students’ creativity, innovation, self-confidence, and independence. The most effective learning strategies include project-based learning, business simulations, and collaboration with the industrial sector. In addition, teachers play a crucial role as facilitators in fostering an entrepreneurial mindset. The challenges identified include limited resources, insufficient teacher training, and suboptimal school policy support. Overall, entrepreneurship education has been proven to make a significant contribution to shaping entrepreneurial character and preparing students to face the challenges of the workforce.

This study aims to examine the conceptual understanding of second-semester students in the Islamic Religious Education program at STAI Al-Gazali Soppeng regarding the mental health course. A descriptive qualitative approach was used, with data collected through observation, interviews, oral tests, weekly quizzes, and video-based assignments. The results indicate that the majority of students demonstrated a good to excellent understanding of basic mental health concepts, as reflected by an average oral test score of 90. Students were also able to integrate Islamic values such as patience (sabr), gratitude (shukr), and trust in God (tawakkul) in addressing contemporary mental health issues. Weekly quizzes proved effective in enhancing engagement, content retention, and students’ reflective thinking. Additionally, video-based projects encouraged creativity, critical thinking, and the ability to contextualize course content in real-life situations. These findings suggest that active and contextual learning strategies significantly improve students’ conceptual understanding. The study recommends the wider adoption of similar approaches in teaching courses that incorporate Islamic values to foster awareness of the importance of mental health in students’ spiritual and social lives.

This research aims to improve the learning outcomes of fourth-grade students at SDI Harekakae in Science subject about plant reproduction through the implementation of Project Based Learning (PjBL) method. The research method used is classroom action research (CAR) which was carried out in two cycles. Each cycle consists of planning, action, observation, and reflection. The subjects of the research were fourth-grade students of SDI Harekakae in the academic year of [Academic Year], totaling [Number of Students] students. Data on student learning outcomes were obtained through formative tests at the end of each cycle. The results showed that the implementation of the PjBL method can improve student learning outcomes in plant reproduction material. The improvement of learning outcomes can be seen from the increase in the average class score from cycle I to cycle II. Thus, the PjBL method can be used as an effective learning alternative to improve student learning outcomes in Science subject.

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

Education is a comprehensive process aimed at developing human quality, in which the success of learning largely depends on the implementation of appropriate instructional strategies. Learning strategies serve as a guide for educators in managing the interaction between teachers, learners, materials, and the learning environment to achieve educational goals effectively and efficiently. This study aims to describe the objectives of learning strategies in improving learning quality and to explain how relevant learning models can be applied based on students’ characteristics and learning contexts. This research employs a qualitative approach using a literature review method by analyzing various theories and previous studies related to learning strategies and educational quality improvement. The findings indicate that learning strategies play a central role in creating active, creative, and meaningful learning processes. The application of several models such as cooperative learning, inquiry learning, contextual teaching and learning, project-based learning, and discovery learning has been proven to enhance students’ motivation, engagement, and learning outcomes in cognitive, affective, and psychomotor domains. Therefore, systematically designed and adaptive learning strategies that focus on students’ potential are the key to improving learning quality and achieving comprehensive educational objectives.

The rapid growth of open-source software (OSS) in machine learning (ML) has intensified the need for reliable, automated methods to assess project quality, particularly as OSS increasingly underpins critical applications in science, industry, and public infrastructure. This study evaluates the effectiveness of a diverse set of machine learning and deep learning (ML/DL) algorithms for classifying GitHub OSS ML projects as engineered or non-engineered using a SMOTE-enhanced and explainable modeling pipeline. The dataset used in this research includes both numerical and categorical attributes representing documentation, testing, architecture, community engagement, popularity, and repository activity. After handling missing values, standardizing numerical features, encoding categorical variables, and addressing the inherent class imbalance using the Synthetic Minority Oversampling Technique (SMOTE), seven different classifiers—K-Nearest Neighbors (KNN), Decision Tree (DT), Random Forest (RF), XGBoost (XGB), Logistic Regression (LR), Support Vector Machine (SVM), and a Deep Neural Network (DNN)—were trained and evaluated. Results show that LR (84%) and DNN (85%) outperform all other models, indicating that both linear and moderately deep non-linear architectures can effectively capture key quality indicators in OSS ML projects. Additional explainability analysis using SHAP reveals consistent feature importance across models, with documentation quality, unit testing practices, architectural clarity, and repository dynamics emerging as the strongest predictors. These findings demonstrate that automated, explainable ML/DL-based quality assessment is both feasible and effective, offering a practical pathway for improving OSS sustainability, guiding contributor decisions, and enhancing trust in ML-based systems that depend on open-source components.

Low science learning outcomes at the junior high school level are a major problem caused by the dominance of conventional, teacher-centered teaching methods. The purpose of this study is to examine various innovative learning strategies, how effective they are, and their impact on student learning outcomes. The literature review method was used to review national and international articles published between 2020 and 2025 that discuss the application of innovation-based learning strategies in science. The strategy patterns, implementation effectiveness, and their impact on student learning outcomes were analysed using content analysis techniques. The research findings indicate that strategies such as problem-based learning (PBL), project-based learning (PjBL), discovery learning, environmental-based learning, and cooperative learning using the Think-Pair-Share (TPS) method are effective in increasing students' motivation and activity, as well as their learning outcomes in the cognitive, affective, and psychomotor domains. Generally speaking, the strategies are all student-centered. This is demonstrated by the constructivist approach, which emphasises contextual and collaborative learning. The results of this study indicate that implementing a creative learning approach can be an effective way to improve the quality of science learning and student learning outcomes in junior high school.

The Merdeka Curriculum policy, initiated by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), marks a significant paradigm shift in the Indonesian educational landscape. This curriculum emphasizes student-centered learning, flexibility, and the development of competencies according to students' interests and talents. This study aims to critically analyze the relevance of the philosophy of progressivism, pioneered by John Dewey, as a conceptual foundation for the implementation of the Merdeka Curriculum. Using a systematic literature review method on 15 Sinta indexed scientific journals (minimum Sinta 4) published between 2018-2024, this study examines the alignment between the core principles of progressivism such as experience as the basis of learning (learning by doing), the teacher's role as a facilitator, problem-solving, and democratic education and the essence of the Merdeka Curriculum policy. The analysis reveals a strong alignment between the two concepts. Project-based learning, content differentiation, and formative assessment within the Merdeka Curriculum are concrete manifestations of progressive ideas. However, this study also identifies implementation challenges, such as teacher readiness, school culture transformation, and resource availability, which can hinder the internalization of this philosophy at the practical level. It is concluded that a deep understanding of the philosophy of progressivism by stakeholders, especially educational managers and teachers, is crucial to ensure that the Merdeka Curriculum becomes not just an administrative change, but also a substantive and sustainable pedagogical transformation.

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This community service activity aims to improve the quality of vocational education by strengthening the management of the Teaching Factory (TeFa) at SMK Muhammadiyah Purwodadi. This model requires active student involvement in the production of goods or services in accordance with workplace standards, thereby fostering technical, managerial, and professional competencies. The implementation method uses a participatory and collaborative approach, encompassing four main stages: (1) identifying the needs and readiness of target schools, (2) developing training materials based on the results of the needs analysis, (3) implementing TeFa management training using a problem-solving approach and hands-on practice, and (4) providing post-training mentoring and evaluation. The results of the activity demonstrated a significant improvement in the managerial and technical capabilities of TeFa managers. Based on the evaluation results, participants were able to develop a production management plan integrated with the curriculum. In addition, training participants successfully implemented the concept of industrial cooperation in learning activities. Positive impacts were also seen from the increase in student participation in production projects and the increasing variety of workshop service products managed by the School. Thus, this training model can be used as a reference for other vocational schools in developing productive, innovative, and competitive TeFa management.

Modern education often falls short in nurturing character, as it tends to prioritize cognitive achievement over holistic development producing students who excel academically but lack independence, creativity, and moral strength. This study seeks to explore the concept of Tarbiyah Based on Khudi (Ego/Selfhood) inspired by Muhammad Iqbal, positioning it as a philosophical and pedagogical framework to address the current character crisis and cultivate Independent and Creative individuals toward the realization of Insan Kamil (the Perfect Human). Employing a qualitative method through a library research approach, this study conceptually examines the three fundamental pillars of Khudi development: Obedience (Ita’at)/Discipline, Self-Mastery (Dabt-i-Zabt)/Self-Control, and Vicegerency (Niyabat-i-Ilahiyyah)/Creativity. The findings indicate that Khudi-based Tarbiyah serves as an effective integrative framework. Genuine independence arises from self-control, fostering responsible freedom and autonomy, while creativity embodies the essence of vicegerency through a continuous spirit of Ijtihad that drives social innovation and civilizational progress. Ultimately, Khudi ensures spiritual independence and moral vitality. The study recommends adopting progressive and dynamic learning models such as project-based learning aligned with the Khudi philosophy to integrate affective and psychomotor dimensions into Indonesia’s character education.

This study aims to analyze the role of the Selected Topics in Mathematics course in developing Higher Order Thinking Skills (HOTS) among prospective mathematics teachers through a systematic literature review. The review covered 21 articles published between 2020 and 2025, sourced from nationally accredited Sinta-indexed journals and reputable international journals. The research employed the Systematic Literature Review (SLR) method, following the stages of data reduction, data display, and verification and interpretation based on the model by Miles, Huberman, and Saldaña (2014). The analysis revealed that the implementation of problem-based learning and inquiry-based learning strategies is effective in enhancing students’ abilities in analysis, evaluation, and creation. The use of authentic assessments such as projects and reflective rubrics proved to be more comprehensive in measuring higher-order thinking processes compared to conventional tests. Key challenges identified include limited lecturer training, lack of contextual teaching materials, and insufficient technological support. This study confirms the strategic potential of the Selected Topics in Mathematics course in fostering HOTS among prospective teachers and offers recommendations for strengthening the curriculum and developing HOTS-based assessments in higher education.

Civic Education (PKn) has a strategic role as the main means in internalizing the values of Pancasila to students. Through PKn, the process of forming the character and personality of citizens can be carried out systematically, sustainably, and contextually, based on the values of divinity, humanity, unity, democracy, and justice. The internalization of these values is not only through mastery of concepts, but also through habituation of attitudes and behaviors in daily life. An interactive, reflective, and social project-based approach to learning allows learners to actively develop moral awareness, social responsibility, and a sense of nationalism. PKn functions as a character education instrument that not only forms civic knowledge, but also builds a strong national identity and a tolerant spirit. In the context of globalization and the challenges of the digital era, civil society is an important foundation in equipping the young generation to be able to be critical, adaptive, and still uphold national values. Therefore, PKn is not just a formal subject, but a strategic vehicle in forming a generation with Pancasila character who is ready to contribute positively to the life of society, nation, and state. This research emphasizes the urgency of PKn revitalization as a transformative and contextual value education.

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and