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This study aims to describe the transformation of Biology learning through the integration of Artificial Intelligence (AI) to strengthen 21st-century skills at a State Senior High School in Waingapu, East Sumba. Amidst the limitations of physical laboratory facilities, AI emerges as an innovative solution to visualize abstract biological concepts. This research employs a qualitative approach, with data collection techniques involving observation, interviews with teachers and students, and documentation studies. The results indicate that the utilization of AI platforms, such as Generative AI and virtual simulations, significantly shifts the student learning paradigm from rote memorization to active inquiry. The integration of AI has proven effective in reinforcing the 4C skills (Critical Thinking, Creativity, Collaboration, and Communication). Students have become more critical in validating information, creative in designing science projects, and more collaborative in classroom discussions. Furthermore, AI assists teachers in streamlining instructional time, allowing for deeper conceptual exploration. Despite challenges regarding local internet stability, this transformation represents a strategic step in narrowing the educational quality gap between peripheral and urban areas. In conclusion, the implementation of AI, coupled with adaptive teacher guidance, is highly effective in developing competitive students in the digital era.

This study explored how a teacher’s writing habit functions as emotional expression within a demanding teaching routine. Specifically, it examined four aspects like writing as emotional release, writing as reflective practice, writing within a demanding teaching routine, and writing as an emotional coping strategy. A qualitative single-case study design was employed. The participant was one female teacher at SD Negeri 060 Pekkabata, Polewali Mandar, Sulawesi Barat, who had a very hectic schedule including full-time teaching, administrative duties, and private tutoring. Data were collected through semi-structured interviews conducted via Zoom and WhatsApp chat, as well as document analysis of the teacher’s syllabus, lesson plans, blog, Instagram posts, journal book, and mobile phone notes. Thematic analysis was used to analyze the data. The findings revealed that writing served as a powerful emotional release, helping the teacher process anxiety and accept difficult situations. Reflective writing occurred primarily during professional training periods and motivated her to improve classroom practice. Despite her demanding routine, the teacher maintained a writing habit by using multiple platforms, writing during natural breaks, and prioritizing short, happiness-focused notes. She considered writing equally effective as talking to others for emotional expression and strongly recommended writing to fellow teachers. The study concludes that a flexible writing habit focused on emotional release and small positive moments can be a sustainable, low-cost coping strategy for teachers facing overwhelming professional demands. These findings have implications for teacher well-being program and teacher education.

Teaching biblical principles to elementary school children plays a significant role in shaping their faith and character, as childhood represents a formative stage for spiritual, intellectual, and moral development. This study aims to examine developmentally appropriate Bible teaching tactics and emphasize the role of Christian Religious Education teachers in the faith-learning process. The approach used is a literature review that combines theological insights, developmental psychology, and Christian didactics. The findings of this analysis indicate that effective teaching methods include the use of storytelling, visual and creative aids, interactive activities, spiritual music, and the teacher's life example. These methods enhance children’s understanding of biblical teachings in a concrete and contextually relevant manner. This research confirms that Bible teaching should not be seen simply as conveying information, but rather as a holistic process of faith formation. The results of this study provide both theoretical and practical benefits, especially for Christian Religious Education teachers, Christian schools, churches, and families in supporting children's holistic faith development.

Background: Diffable children have a higher risk of developing caries compared to normal children. Objective: This study aims to determine the prevalence of caries in deaf children aged 12-18 years in Denpasar City. Method: This study design was cross-sectional analytic and the target population was deaf children in Denpasar City. The variables studied were sociodemographic characteristics, knowledge, and behavior of maintaining oral health and caries prevalence. Data were collected through interviews using questionnaires and intra-oral examinations. The collected data were analyzed using the chi-square test. Result: The prevalence of caries in deaf children is 81.7%. There was a tendency for boys, age group 12-14 years, poor knowledge and poor behavior to experience dental caries. However, from the results of the analytical test, only gender showed a significant relationship with caries (boys had a risk of 1.3 times (CI95%=1.125-1.741) having caries compared to girls). Conclusion: The prevalence of dental caries in deaf children is quite high, especially boys are more at risk than girls. Efforts are needed to increase knowledge and monitor the oral health behaviour of deaf children, especially boys, and to promote early detection of dental caries with support of parents, teachers, health services and the health office.

At MA Al-Mahdi Serang, there are challenges in the form of psychological distance between students and guidance and counseling teachers, as well as the negative influence of peers in the digital era that threaten students' independence and religious character. Islamic peer counseling is an alternative guidance and counseling strategy to support students' psychological needs while strengthening their independence and religious character. This study aims to (1) analyze the implementation of Islamic peer counseling services, (2) determine their influence on student independence, (3) explore their contribution to fostering religious character, and (4) formulate an effective Islamic guidance and counseling service model at MA Al-Mahdi Serang. This study uses a qualitative approach with a case study design. The research informants were 13 people consisting of the principal who is also a guidance and counseling teacher, the vice principal for curriculum, subject teachers, and students. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results of the study indicate that: (1) the implementation of Islamic peer counseling is carried out through a peer counselor recruitment process based on the criteria of noble character and communication skills, as well as counseling skills training based on the values ​​of brotherhood and tabayyun; (2) Islamic peer counseling services have a positive influence on student independence, particularly in self-management and decision-making; (3) Islamic peer counseling contributes to the development of religious character through the internalization of the values ​​of honesty, responsibility, discipline in worship, and the culture of tawashau bil haqq; and (4) the formulation of an Islamic peer counseling model based on the values ​​of brotherhood as an adaptive and contextual guidance and counseling service in madrasas.

The phenomenon of broken home families among elementary school students has become a significant social and psychological issue affecting learning motivation, emotional stability, character development, and academic achievement. This study aims to analyze the relationship between incomplete family conditions and students’ learning motivation, as well as the role of cognitive resilience, social support, and the school environment in maintaining academic achievement among students at MI Al Ikhlas Ancaran. Specifically, this study examines: (1) students’ cognitive conditions and learning motivation, (2) factors influencing cognitive resilience, (3) the role of Islamic Religious Education (PAI) in supporting learning motivation, and (4) Islamic value-based strategies to strengthen students’ cognitive resilience and learning motivation. This study employed a qualitative descriptive approach using observation, in-depth interviews, and documentation as data collection techniques. The participants included students from broken home families, Islamic Religious Education teachers, and homeroom teachers. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while validity was ensured through source and method triangulation. The findings indicate that students from broken home families generally possess relatively good cognitive resilience, enabling them to adapt to academic challenges and manage emotional stress effectively. Their learning motivation was categorized as moderate to good, reflecting strong internal encouragement to achieve despite family difficulties. The study also found that Islamic value-based strategies effectively strengthen cognitive resilience and learning motivation. Furthermore, a positive relationship exists between cognitive resilience and learning motivation, where higher resilience contributes to stronger learning motivation. Supportive family environments, madrasah settings, and positive peer relationships were identified as important factors in enhancing students’ resilience and academic motivation.

This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in increasing the learning participation of low-ability students at SDN 008 Tebing Karimun. Learning participation is an important indicator of learning success, but in reality there is still low student involvement in the learning process. Inhibiting factors come from internal aspects such as low confidence and limited cognitive abilities, as well as external aspects in the form of less varied learning strategies and less supportive classroom environments. This study uses a qualitative approach with a descriptive type, involving PAI teachers as the main informants and students as supporting informants. Data was collected through observation, interviews, and documentation, then analyzed with an interactive model that included data reduction, data presentation, and conclusion drawn, and tested for validity through triangulation. The results of the study showed that teachers' strategies include active learning, group discussions, individual approaches, and the use of learning media. The obstacles faced include low student confidence, cognitive limitations, and lack of variety of methods. The solutions carried out by teachers are in the form of providing motivation, applying innovative methods, and creating a conducive learning environment. This study concludes that PAI teachers' strategies play an important role in increasing the learning participation of low-ability students through innovative, interactive, and student-centered learning.

The development of digital technology provides new opportunities for learning innovation, including in literature learning at Sma Negeri 1 Serang City. This study aims to describe the use of Blogger as a literature learning medium in improving short story writing skills of high school students in the digital era. This study uses a qualitative approach with descriptive methods. The subjects of the study were students of SMA Negeri 1 Serang City with a population of approximately 1,756 students who participated in short story writing learning based on Blogger as a publication and learning medium. Data collection techniques were carried out through observation, interviews, and document analysis of the results of students' short stories published on Blogger. The purpose of this study is to determine the benefits of using Blogger in literature learning to increase student learning motivation, provide space for creativity in writing, and make it easier for students to publish and share their literary works digitally. In addition, Blogger media also encourages students to be more active in the learning process because of interactions through comments and feedback from teachers and peers. Thus, the use of Blogger as a literature learning medium can be an innovative alternative in improving short story writing skills of high school students in the digital era.

This study investigates the role of Google Translate in supporting English vocabulary learning among junior high school students in the digital era. The research employs a qualitative approach involving seventh-grade students at SMP Negeri 19 Medan. Data were collected through pre-test and post-test, classroom observation, interviews, and documentation. The findings reveal that Google Translate significantly helps students understand vocabulary more quickly, improves their learning efficiency, and increases their confidence in completing English tasks. Students also demonstrate greater autonomy in exploring new vocabulary independently. However, the study also identifies challenges, particularly students’ tendency to rely excessively on direct translation without fully understanding context, which may lead to superficial learning. Therefore, teacher guidance is essential to ensure the effective and critical use of this tool. The study concludes that Google Translate can serve as a valuable learning resource when integrated appropriately into classroom instruction. The findings contribute to the development of technology-enhanced language learning and provide practical implications for teachers in utilizing digital tools effectively.

Cultural education plays a vital role in fostering children’s creative thinking skills. Batik, as Indonesia’s cultural heritage, embodies artistic values, symbols, and life meanings that can be utilized as a medium of learning. This study aims to describe the implementation of batik-based cultural education in enhancing the creativity of Indonesian children at Sanggar Bimbingan Al Ikhlas Sungai Penchala, Malaysia. The research method employed is qualitative with a case study design. Data were collected through observation, interviews, and documentation. The findings reveal that batik activities improve children’s ability to generate ideas, select colors, and create patterns based on imagination. Moreover, children demonstrate increased confidence in expressing ideas through artwork. Teachers serve as facilitators who guide, motivate, and provide examples during the creative process. The conclusion indicates that batik-based cultural education enhances creativity, self-confidence, and cultural identity awareness among Indonesian children living abroad. This study contributes to the discourse on cultural education by highlighting batik as an effective medium for creative learning and identity development in diaspora contexts.

This study aims to (1) identify the effect of using the Direct Instruction learning model on the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo, (2) identify the effect of using the Inquiry Learning model on the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo,  (3) identify the effect of using the Project-Based Learning model on the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo, and (4) determine the most effective learning model among Direct Instruction, Inquiry Learning, and Project-Based Learning in improving the discipline character values of students in the special sports class at SMA Muhammadiyah Wonosobo. This research is an experimental study using a quantitative method with a pre-experimental design, namely the one-group pretest–posttest design. In this design, a single group is given a pretest (O), followed by a treatment (X), and then a posttest. The effect of the treatment can be identified more accurately by comparing the pretest and posttest scores. The stages of the One-Group Pretest–Posttest Design include determining the sample, conducting a pretest to measure students’ initial conditions, administering the treatment, and finally conducting a posttest to identify the results of the treatment. The results of the analysis indicate that all three learning models have a positive effect on improving students’ discipline. The improvement is reflected in the overall mean score, which increased from 114.03 (pretest) to 117.99 (posttest). The improvement scores for each learning model are as follows: Direct Instruction showed a 4% increase by improving compliance through structured learning; Inquiry Learning encouraged independence and self-control through discovery processes with a 3% increase; while Project-Based Learning resulted in a 4% increase in discipline. Thus, it can be concluded that all learning models contribute to the development of discipline character values. These findings provide practical implications for physical education teachers in selecting character-based learning models that are more appropriate.

This study aims to analyze the implementation of emotional approach-based organizational management in Early Childhood Education (PAUD) in improving children's learning comfort. The emotional approach in PAUD organizational management is an important strategy in creating a safe, enjoyable, and supportive learning environment for children's social and emotional development. This research used a qualitative method with a descriptive approach. Data collection techniques were carried out through observations, interviews, and documentation involving principals, teachers, and students in PAUD institutions. The results showed that the implementation of an emotional approach in PAUD organizational management could improve children's learning comfort through warm communication between teachers and students, child-friendly classroom management, positive motivation, and good collaboration between schools and parents. In addition, the emotional approach helps children become more confident, active, and socially interactive. Therefore, emotional approach-based organizational management in PAUD plays an important role in creating a conducive learning atmosphere and supporting the optimal development of early childhood learners.

This study aims to analyze the role of the principal in evaluating the Qur’an reading program using the Batiq Izzati method at RA Al-Izzah in Serang City. The principal holds a strategic responsibility in ensuring the quality of education, including the implementation of religious programs that play a crucial role in shaping Islamic character in early childhood. The Batiq Izzati method is an internally developed approach by the Al-Izzah Foundation, designed to facilitate Qur’an reading through a gradual, enjoyable, and child-friendly method. This research employs a descriptive qualitative approach, using data collection techniques such as observation, interviews, and documentation. The findings indicate that the principal has fulfilled eight key leadership roles; however, the evaluation process is not yet optimal due to limited time and insufficient parental involvement. Evaluations are conducted daily by teachers and periodically by the principal to determine students' progress through different levels (jilid). Supporting factors include competent teachers, adequate facilities, and a structured evaluation system, while inhibiting factors involve time constraints and limited human resources. This study recommends strengthening the principal's role in continuous evaluation and fostering better collaboration between the school and parents to enhance the program's effectiveness. 

This study aims to examine the factors that influence students’ interest in learning Islamic Religious Education (PAI) at SMA Daruttaqwa Dahanrejo Kebomas Gresik. The research applies a qualitative method using a case study approach. Data collection was carried out through in-depth interviews with students, teachers, and administrative staff, as well as direct observation of the PAI learning process. The results reveal that students’ learning interest is shaped by both internal and external factors. Internal factors include individual characteristics, intellectual ability, and psychological conditions. Meanwhile, external factors consist of the role of competent teachers, parental support, the availability of facilities and infrastructure, and a supportive learning environment. The implementation of PAI learning involves various methods, such as lectures, storytelling of prophets and pious scholars, question-and-answer activities, the use of social and visual media, assignments, discussions, and role modeling. Factors that enhance learning interest include teacher motivation, family support, a conducive environment, alignment with students’ interests, and the quality of learning materials. The primary obstacle identified is the suboptimal management and scheduling of instructional time.

This study examines the role of innovation management in learning to improve the quality of basic education, particularly in elementary schools. The background of this research is the increasing demand for adaptive, creative, and student-centered learning approaches in response to rapid educational changes in the digital era. The objective of this study is to analyze how the implementation of innovation management strategies in learning can enhance teaching effectiveness, student engagement, and overall educational quality. This research uses a qualitative descriptive method through literature review by analyzing relevant books, journals, and previous studies related to learning innovation and educational management. The findings indicate that effective management of learning innovation—such as the integration of technology, the use of active learning models, and teacher professional development—significantly contributes to improving student learning outcomes and classroom interaction. Furthermore, innovation management encourages teachers to be more creative in designing learning activities that are contextual and meaningful for students. The study implies that schools and education stakeholders need to strengthen institutional support, provide continuous training for teachers, and develop policies that encourage sustainable innovation in learning. Thus, structured innovation management in learning becomes a key factor in enhancing the quality of basic education in a competitive global era.

This study aims to analyze the management of Islamic Religious Education (PAI) learning as an effort to improve students’ discipline in performing congregational prayers at SDN 188 Simangambat. Learning management in PAI includes planning, implementation, and evaluation strategies carried out by teachers to instill religious values and develop students’ awareness of the importance of praying together. This research uses a qualitative approach with descriptive methods to describe the role of PAI learning management in shaping students’ prayer discipline. The results indicate that effective PAI learning management can encourage students to perform congregational prayers regularly through teacher guidance, habituation programs, and a supportive school environment. Teachers play an important role as educators and role models in building students’ responsibility and obedience in carrying out religious activities. The implementation of structured learning activities, monitoring, and evaluation contributes to improving students’ discipline and spiritual character. Therefore, proper management of PAI learning is an important factor in developing students’ religious habits and strengthening Islamic character education in elementary schools.

This study aims to analyze the strategic management evaluation of the Sundanese Language Subject Teacher Forum (MGMP) in improving teacher performance at public senior high schools in Tasikmalaya City. The study focuses on leadership management, member participation, institutional support, and program relevance to teachers’ professional development needs. This research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving MGMP administrators, member teachers, school principals, and supervisors. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that the MGMP management has generally functioned effectively as a professional learning community. Participatory leadership patterns encouraged collaboration among teachers in designing learning tools and solving classroom problems. However, several challenges were identified, including inconsistent program evaluation, limited technological integration, unequal member participation, and insufficient funding support. The study also found that MGMP programs significantly contributed to improving teachers’ pedagogical competence, especially in lesson planning and instructional implementation. Nevertheless, assessment and evaluation competencies still require further strengthening. This study concludes that strategic management, sustainable evaluation, and institutional support are essential in optimizing MGMP functions to improve teacher performance and the quality of Sundanese language learning.

Primary education is crucial for child development, especially at the elementary school level. Children begin to acquire various basic knowledge that will shape their cognitive, social, and emotional abilities. However, reality shows that schools can also become sites of aggressive behavior in the form of bullying. According to the Ministry of Women’s Empowerment and Child Protection (2023), cases of bullying in elementary schools have shown an increasing trend over the past five years. The purpose of this activity is to broaden students' understanding of bullying and its impacts, foster empathy and mutual respect, and strengthen the roles of teachers and parents in creating a safe and inclusive school environment. Findings indicate the presence of students who still lack understanding regarding types of bullying, with a high category showing that some individuals remain frequent targets of bullying. This may be caused by factors such as physical differences, social status, family background, or weak social support from peers. This condition indicates that schools still need to implement preventive and intervention approaches to protect students who are vulnerable to bullying.

The development of discipline in children should begin at an early age, particularly in managing time for studying, playing, worship, and resting. Simple time management assistance activities are conducted to help children understand the importance of time regulation and to foster disciplined behavior in their daily activities. These activities include introduction sessions, material delivery, question-and-answer sessions, as well as the distribution of gifts and group photo sessions, all carried out in an interactive and participatory manner. The results indicate that children begin to organize their daily schedules, follow instructions, and demonstrate gradual improvements in discipline. The research method used is Participatory Action Research (PAR), which actively involves children, facilitators, and teachers/ustadzah in the stages of planning, implementation, observation, and reflection. This approach enables children to learn by doing, fostering a sense of responsibility, critical thinking skills, and the development of positive habits in a sustainable manner. The activity is also supported by the active participation of teachers/ustadzah and the facilitation team to enhance the effectiveness of the learning process; therefore, simple time management assistance based on the PAR method is effective in fostering discipline and orderliness in children from an early age.

Penelitian ini bertujuan memahami pelaksanaan pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) sebagai upaya meningkatkan pemahaman nilai-nilai Pancasila pada siswa kelas 5A di SDN 1 Bendogerit Kota Blitar. Penelitian ini dilatarbelakangi pentingnya pendidikan karakter berlandaskan Pancasila dalam membentuk generasi berakhlak, disiplin, dan bertanggung jawab di tengah tantangan globalisasi. Pendekatan yang digunakan adalah kualitatif deskriptif dengan metode wawancara terpusat dan observasi langsung terhadap guru serta proses pembelajaran. Data dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan secara sistematis. Hasil penelitian menunjukkan guru berperan aktif sebagai teladan dalam membentuk nilai disiplin, tanggung jawab, kerja sama, sopan santun, dan kejujuran siswa. Penguatan nilai Pancasila juga didukung budaya sekolah melalui program pagi rutin dan kegiatan literasi berkelanjutan. Faktor pendukung utama ialah keteladanan guru dan lingkungan yang kondusif, sedangkan tantangan meliputi kebutuhan siswa yang beragam serta keterbatasan sarana digital. This study aims to understand the implementation of Pendidikan Pancasila dan Kewarganegaraan (PPKn) as an effort to enhance students’ understanding of Pancasila values among fifth-grade students at SDN 1 Bendogerit, Blitar City. The research is motivated by the importance of character education based on Pancasila in shaping a generation that is virtuous, disciplined, and responsible amid the challenges of globalization. A descriptive qualitative approach was employed, using focused interviews and direct classroom observations involving teachers and the learning process. Data were analyzed through the stages of data reduction, presentation, and conclusion drawing systematically. The results indicate that teachers play an active role as role models in cultivating students’ values of discipline, responsibility, cooperation, politeness, and honesty. The reinforcement of Pancasila values is also supported by the school culture through regular morning programs and continuous literacy activities. The main supporting factors include teacher exemplarity and a conducive school environment, while challenges involve diverse student needs and limited digital learning facilities.