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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.

Learning is a process of interaction between students, educators, and learning resources in a learning environment. The effectiveness of learning is greatly influenced by the teacher's ability to manage the class. At SDI Manumuti, a third-grade teacher demonstrated good classroom management in thematic learning, especially on the theme of caring for living things. Classroom management is an important factor in creating a conducive learning atmosphere so that the learning process can take place optimally. This study aims to explore more deeply the role of teachers in managing the class in thematic learning. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, documentation, and interviews, while data analysis was carried out inductively through data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers play an important role in creating and maintaining conducive classroom conditions. These efforts are carried out through two main strategies. First, teachers prioritize three aspects in learning, namely: (1) strengthening character education through discussion activities that encourage students to appear in front of the class, thereby fostering self-confidence, discipline, and activeness; (2) strengthening literacy through reading materials or stories related to the theme at the beginning of the meeting; and (3) the application of 4C skills (Creative, Critical thinking, Communicative, and Collaborative) through varied learning activities, including learning outside the classroom to avoid boredom. Second, teachers often use discussion methods to train students to express opinions, speak in front of the class, and work together. This method is considered effective in building students' self-confidence and social skills.

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.

This study aims to describe the implementation of Indonesian grammar coaching through language quizzes and examine its effectiveness in improving the language skills of fifth-grade students at SDN Nyantong. The background of this study is based on the low ability of students to understand and use standard words, spelling, and punctuation in accordance with the applicable rules of Indonesian language. This condition requires more interesting, creative, and interactive learning innovations so that students are more motivated to learn grammar. The research method used is descriptive qualitative with data collection techniques through direct observation, interviews with teachers and students, and documentation of learning activities carried out in the classroom. The results showed that coaching activities through language quizzes increased students' activity, motivation, and interest in learning Indonesian. Through these activities, the learning process became more enjoyable and interactive, encouraging students to participate actively and express their opinions. Students showed a significant improvement in the correct use of standard words, spelling, and punctuation in both written and spoken contexts. However, there were still obstacles in the form of difficulties in distinguishing between standard and non-standard words and errors in the use of prepositions due to the influence of everyday language habits. Overall, language quizzes have proven to be an effective and relevant innovative learning strategy for improving Indonesian grammar skills in elementary schools.

The rapid advancement of digital technology, the increasing demand for educational quality, and the adoption of sustainability principles have significantly reshaped institutional management in modern education systems. Within this context, benchmarking and digital innovation emerge as crucial strategies to enhance governance effectiveness, strengthen institutional competitiveness, and foster sustainable educational transformation. This study systematically reviews recent research published between 2023 and 2025 to identify emerging trends in educational innovation, institutional governance, and sustainability strategies. Using a systematic literature review approach, relevant articles were retrieved from Google Scholar and Publish or Perish with keywords such Educational Benchmarking, Quality Management, Institutional Innovation, Adaptive Learning, Digital Transformation. Out of 35 articles identified, seven were selected for in-depth analysis based on thematic relevance and validity. The findings highlight five dominant themes: fundamental concepts of benchmarking in education, benchmarking as a strategy for quality improvement, benchmarking and institutional competitiveness, implementation challenges, and practical implications with future research directions. The synthesis suggests that the effectiveness of benchmarking depends on the synergy between leadership transformation, knowledge management, and digital benchmarking systems. This study concludes by recommending further exploration of benchmarking integration with green education and data-driven governance as a strategic pathway to advance sustainable education in the future.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

This study aims to describe the role of digital media in the dynamics of teaching and learning interactions in educational environments. The development of information and communication technology has brought about significant changes in the learning system, where digital media has now become an integral part of teaching and learning activities. The research method used was descriptive qualitative, with data collected through journals and books related to digital-based learning. The results indicate that digital media plays a significant role in increasing the effectiveness and flexibility of the learning process. Digital media helps teachers deliver material more engagingly, facilitates two-way communication between teachers and students, and supports faster and more efficient learning evaluation. However, the use of digital media also creates new dynamics, such as reduced direct social interaction and the emergence of challenges in maintaining student learning motivation. The effectiveness of digital learning is greatly influenced by teachers' digital literacy readiness, student discipline, and the support of school infrastructure and policies.

This study aims to analyze the effectiveness of using the Telegram application as an innovative digital learning medium in the Malay Culture course at Universitas Riau. The integration of technology in education has become essential in enhancing learning outcomes and student engagement, particularly in cultural-based subjects that require active interaction and collaboration. This research employed a qualitative descriptive method, with data collected through questionnaires, interviews, and documentation. The results indicate that the Telegram application provides significant benefits in facilitating the learning process. It enables efficient distribution of learning materials, smooth communication between lecturers and students, and the creation of interactive discussion spaces. Moreover, Telegram’s features—such as group chats, file sharing, and polls—encourage student participation, improve accessibility to resources, and foster collaborative learning. The study also found that students felt more motivated, independent, and responsible in managing their learning activities through this platform. Overall, the use of Telegram has proven to be effective, practical, and adaptable in supporting the teaching and learning process of the Malay Culture course. Therefore, it is recommended that Telegram be utilized not only in cultural studies but also across other academic disciplines to enhance the quality of online and blended learning environments.

Digital transformation in the modern era has significantly influenced various aspects of life, including education. Today's university students, as digital natives, have a strong tendency to access information and learn through social media platforms such as Instagram and YouTube. This opens up great opportunities to develop more adaptive, contextual, and relevant learning strategies, particularly in Islamic Religious Education (PAI), which is often perceived as traditional and monotonous. This community service project aims to transform PAI learning methods through the integration of social media to enhance student engagement and learning motivation. The implementation method includes five stages: socialization, training and workshops, content production mentoring, instructional implementation, and evaluation and reflection. The results show that the use of YouTube and Instagram as learning media effectively increases student engagement scores (average 3.75) and learning motivation (average 3.80), with YouTube contributing the most by providing long-form, flexible educational content. Instagram complements this by delivering moral messages in a quick and visually appealing format. Beyond improving learning effectiveness, this initiative also promotes Islamic digital literacy and empowers students as content creators for moderate and educational Islamic messages. In conclusion, the strategic integration of social media in PAI learning is a proven innovative approach that should be widely adopted in higher education environments.

This research compares development administration models between developed and developing countries. Using comparative analysis, this study evaluates policies and best practices from both contexts. Research findings reveal significant differences in development approaches and outcomes, as well as implications for policy development. The analysis demonstrates that developed countries predominantly employ post-bureaucratic, participatory, and innovation-driven models characterized by strong institutional capacity, high levels of digitalization, decentralized decision-making, and robust accountability mechanisms. In contrast, developing countries frequently rely on hybrid models combining traditional bureaucratic structures with nascent reforms, constrained by limited resources, capacity gaps, institutional weaknesses, and political economy challenges. Critical differentiators include governance quality, administrative capacity, technological infrastructure, resource availability, stakeholder participation levels, and policy implementation effectiveness. Despite contextual differences, successful development administration in both settings shares common elements, including political commitment, adaptive capacity, citizen engagement, evidence-based policymaking, and continuous learning mechanisms. The research identifies transferable lessons and contextual adaptation requirements for developing countries seeking to enhance their development administration systems.

This study aims to assess the effectiveness of the Discovery Learning model that utilizes the surrounding environment in improving the learning outcomes of Biology Science on plant material and its functions in grade 3 students of MI Al Barokah Jember. This approach refers to David A. Kolb's experiential learning theory and Jean Piaget and Lev Vygotsky's constructivism theory, which emphasizes the importance of active student involvement through real-life experiences and social interactions. This study uses a Classroom Action Research (CAR) model with four stages: planning, implementation, observation, and reflection. The research subjects were 24 students, with data obtained through observation, learning outcome tests (pre-test and post-test), and reflective interviews. Data analysis was carried out using quantitative and qualitative descriptive methods. The results showed a significant increase in students' conceptual understanding, with an average pre-test score of 60 increasing to 82 in the post-test, and 83% of students showed improved learning outcomes. Student activity also increased, with more students actively involved in observations, discussions, and presentations. As many as 80–85% of students were able to explain the functions of plant parts based on direct observation. Students responded positively to this lesson, but there were limitations in the variety of plants and the timeframe. It is recommended to reinforce initial understanding with visual aids and allow more time for group discussions.

The Child Friendly School policy is an important instrument in protecting children's rights and preventing violence in educational environments. This research aims to evaluate the implementation of the Child Friendly School policy at SD Negeri Kandangan, Krembung District, Sidoarjo Regency using William Dunn's policy evaluation approach. This research uses qualitative methods with a descriptive approach. Data collection techniques were carried out through in-depth interviews, participatory observation, and documentation studies. Research informants were selected using purposive sampling techniques consisting of school principals, teachers, school committees, and students. Data analysis techniques use the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The research results show that the evaluation of policy effectiveness achieves a fairly good level of success in creating a safe and comfortable learning environment, although there are still some teachers who use conventional disciplinary methods. The efficiency evaluation shows that schools optimize limited resources through community participation and village government support. The adequacy evaluation identifies the need for improved facilities such as prayer rooms and special rooms for students with special needs. The equity evaluation shows the school's commitment to providing inclusive educational services without discrimination. The responsiveness evaluation shows high stakeholder satisfaction with child-friendly school programs. The accuracy evaluation confirms that this policy is appropriate for inclusive schools that have students with special needs. This research contributes to the development of educational policy evaluation with a focus on child protection in inclusive schools.  

This study investigates the effect of added sugar on the stability of soap bubbles through a hands-on science activity titled “Magic Bubbles” conducted with third-grade students at SDN 1 Karangrejo. The activity was implemented collaboratively, where students observed, experimented, and drew conclusions together under teacher guidance, without the use of individual worksheets. Using a participatory observation method, the research described students’ engagement, reactions, and learning behavior during the process. Findings revealed that soap bubbles containing added sugar demonstrated greater stability and a longer lifespan compared to those without sugar. Students showed high levels of enthusiasm, curiosity, and active participation throughout the experiment. The activity not only fostered engagement but also enhanced students’ gross motor coordination, observation skills, and early scientific reasoning. Furthermore, it encouraged cooperative learning and communication among peers. The results highlight the effectiveness of simple laboratory-based learning as a medium to introduce scientific inquiry at the elementary level. The “Magic Bubbles” activity aligns with the inquiry-based learning approach in science education, emphasizing direct experience, experimentation, and concept discovery through observation and guided reflection. This study demonstrates that contextual, play-based science activities can meaningfully improve motivation and conceptual understanding among young learners.

The implementation of educational policies in schools plays a pivotal role in improving the quality of teaching and learning processes. The success of these policies is determined by the readiness of educational institutions, the professional competence of teachers, and the active involvement of various supporting stakeholders. Each of these elements significantly contributes to the effectiveness of learning outcomes in the classroom. However, policy implementation often faces challenges such as inadequate infrastructure, lack of comprehensive teacher training, and a mismatch between national policies and the specific needs of local educational contexts. In this regard, schools must be able to adapt policy frameworks to suit their unique environments, ensuring that the goals of the policy are effectively aligned with students’ learning needs. Teachers play a central role as key implementers who are not only required to understand the substance of educational policies but also to apply them creatively and contextually in their classrooms. Their ability to interpret and operationalize these policies directly affects the quality of educational delivery. Furthermore, continuous evaluation is essential to measure the extent to which policies have been effectively implemented. This evaluation process serves not only as a feedback mechanism but also as a basis for future policy adjustments and improvements. It enables stakeholders to identify gaps, assess outcomes, and refine strategies to ensure sustainable educational development. In conclusion, effective policy implementation requires a holistic approach that involves institutional preparedness, teacher capability, stakeholder support, contextual adaptation, and ongoing evaluation. Without these elements working in synergy, even well-formulated policies may fall short in achieving their intended impact on educational quality and student success.

The formation of Islamic character and environmental awareness is an integral part of the national education goals which are oriented towards developing the personality of students as a whole. In rural schools, such as the free school in Karang Anyar Village, limited learning facilities often become a challenge in implementing character education based on Islamic and environmental values. This study aims to analyze efforts to strengthen Islamic character and environmental awareness through the use of school libraries and family medicinal plant (TOGA) planting activities as contextual learning tools. The research used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation during the real work lecture (KKN) program. Data analysis is carried out through a process of reduction, presentation, and drawing conclusions in order to obtain an in-depth picture of the effectiveness of the activity. The results of the study show that literacy activities in the library are able to increase reading interest, Islamic insight, and the habituation of religious attitudes among students. Meanwhile, TOGA activities contribute to the formation of attitudes of responsibility, mutual cooperation, and concern for the school environment. The synergy between these two activities has proven effective in strengthening Islamic character values ​​and environmental awareness, as well as creating a school culture that is religious, productive, and ecologically aware. 

The concept of hubuddunya (love of the world) within the Akidah Akhlak subject holds a strategic role in shaping the moral and spiritual character of students, particularly in the midst of globalization, materialism, and consumerist culture that increasingly influence young generations. This study seeks to critically analyze the teaching materials of Akidah Akhlak for Grade X at MA YASPI Cicantayan, focusing on the hubuddunya topic. The main objective is to evaluate the relevance, depth, and effectiveness of these materials in fostering students’ awareness of moral values, as well as their ability to apply Islamic principles in daily life. This research employs a qualitative approach with a descriptive method, collecting data through documentation of learning resources, observation of lesson plans (RPP), and in-depth interviews with teachers. The data analysis process was conducted through reduction, classification, and interpretation of findings to obtain a comprehensive picture of the existing instructional practices. The results reveal that the current teaching materials tend to remain highly theoretical and emphasize the transfer of knowledge rather than transformative learning. Consequently, they do not adequately address contextual issues faced by students in their real-life environment. The affective and psychomotor aspects of students’ moral development are not optimally stimulated, leaving a gap between conceptual understanding and practical application. Furthermore, essential Islamic values such as zuhud (detachment from excessive worldliness), qanaah (contentment), and tawakal (trust in God) have not been integrated effectively as counterbalances to materialistic tendencies. The implications of this study underline the urgency of developing Akidah Akhlak teaching materials that are more contextual, student-centered, and relevant to contemporary challenges. Such materials should not only transmit religious knowledge but also foster reflective thinking, emotional maturity, and behavioral consistency, thereby preparing students to face globalization with strong faith, resilience, and anti-materialistic attitudes.

Improving the quality of education has become a strategic issue in the management of educational institutions in the global era. One widely used approach is Total Quality Management (TQM), which focuses on continuous improvement, multi-stakeholder engagement, and stakeholder satisfaction. This study aims to analyze the implementation of TQM in education, specifically regarding implementation strategies, challenges, and opportunities faced by educational institutions. This study used a qualitative literature review method, examining five scientific articles published between 2020 and 2025. Data were obtained through searches on Google Scholar and Publish or Perish, then analyzed through screening and thematic coding. The study results indicate that the implementation of TQM contributes positively to improving the quality of learning, graduate quality, and internal quality assurance systems at various levels of education. The integration of Islamic values ​​and character is also a trend in the implementation of TQM in religious-based schools. In conclusion, it was found that most research is still case studies and limited to specific school contexts, thus not providing a comprehensive picture of the variation in TQM practices at various levels of education. Therefore, further comparative and integrative research is needed to strengthen understanding of the effectiveness of MMT in continuously improving the quality of education.

This study aims to improve high school students' listening skills through the application of Voice of America (VoA) Learning English. Using a classroom action research (CAR) approach in two cycles at a high school in Yogyakarta with 36 students, this study assessed listening skills before and after using the application. Data were collected through pre-tests, post-tests, observations, and interviews, and analyzed using an interactive model and SPSS. The results show that the use of VoA Learning English improves students' listening skills, motivation, and engagement, while also proving the effectiveness of technology-assisted learning through authentic listening materials. This study recommends the integration of digital media in teaching English listening skills.

This study investigates students’ perceptions of Smalltalk2Me, an artificial intelligence (AI)-powered conversational assistant designed to improve speaking skills in classroom learning. The main objective of this research is to explore how students perceive the tool’s effectiveness, usefulness, interactivity, and overall learning experience when using it for speaking practice. The research employed a qualitative descriptive method, with data collected through semi-structured interviews involving students who had used Smalltalk2Me as part of their English-speaking activities. The interview data were analyzed thematically to identify emerging patterns related to engagement, motivation, and skill development. The findings reveal that students view Smalltalk2Me as an effective and accessible tool that enhances speaking fluency and confidence since it allows practice anytime and anywhere. Students also appreciate its realistic conversation simulations and personalized feedback, which help them recognize pronunciation errors, improve vocabulary use, and refine sentence structure. Additionally, the AI assistant creates a supportive and low-anxiety learning environment, making learners more comfortable expressing themselves in English. Overall, the study concludes that Smalltalk2Me serves as a valuable supplementary tool for improving students’ speaking competence and fostering autonomous learning in technology-enhanced language classrooms.

This study aims to determine whether there is an influence of practical activities on students' critical thinking skills and scientific attitudes. The study was conducted in June-July 2025, the method used in this study is quantitative quasi-experimental. Sampling was carried out non-randomly using purposive sampling techniques. The sample of this study was 27 second semester students. The average value of critical thinking skills was 82.22 while the average value of the scientific attitude posttest was 67.48. The average value of critical thinking skills and scientific attitudes was obtained from the calculation of prerequisite tests, namely the normality test and the homogeneity test. Furthermore, a t-test was carried out is using the Paired Samples Test. The results of the Paired Samples Test were 0.000 because the p value <0.05, it can be concluded that there is an influence of discovery learning-based practical activities on students' critical thinking skills and scientific attitudes