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Social Studies (IPS) learning at the elementary school level plays a strategic role in shaping students’ understanding of social, cultural, and economic life, as well as national values. This study aims to analyze the differences between the 2013 Curriculum and the Merdeka Curriculum in IPS learning, including planning, implementation, the use of methods and media, and the assessment of learning outcomes. The research employed a descriptive qualitative approach with a case study, collecting data from curriculum documents, lesson plans (RPP), syllabi, classroom observations, interviews with teachers and school principals, and student questionnaires. The results indicate that the 2013 Curriculum provides a clear learning structure, detailed lesson plans, and systematic material organization that facilitates teachers, but it is less flexible and less contextualized for students. In contrast, the Merdeka Curriculum emphasizes flexibility, relevance of content to the local context, innovative methods such as project-based learning and blended learning, as well as holistic assessment focusing on critical thinking skills, social literacy, and student character. The implementation of the Merdeka Curriculum can enhance students’ learning interest, active participation, understanding of social concepts, and social awareness; however, its effectiveness depends on teacher readiness, school support, facilities, and consistency in assessment. These findings suggest that selecting an appropriate IPS curriculum should consider a balance between structure and flexibility, content relevance, teacher competence, and supporting facilities.

This study aims to: (1) analyze the influence of principal leadership on educational quality at SD Negeri Bimor Jaya, North Morowali; (2) analyze the influence of teacher professionalism on educational quality at SD Negeri Bimor Jaya, North Morowali; (3) analyze the influence of community participation on educational quality at SD Negeri Bimor Jaya, North Morowali; and (4) analyze the simultaneous influence of principal leadership, teacher professionalism, and community participation on educational quality at SD Negeri Bimor Jaya, North Morowali. This research employed a quantitative approach using an associative research design and an ex post facto method. The population of the study consisted of all teachers at SD Negeri Bimor Jaya, all of whom were included as research samples through a total sampling technique. Data were collected using Likert-scale questionnaires and documentation. Data analysis was conducted using descriptive and inferential statistical techniques, preceded by classical assumption tests to ensure the suitability of the regression model. The results of the study indicate that: (1) principal leadership has an influence on educational quality; (2) teacher professionalism has an influence on educational quality; (3) community participation has an influence on educational quality; and (4) principal leadership, teacher professionalism, and community participation simultaneously influence educational quality at SD Negeri Bimor Jaya, North Morowali. These findings emphasize that improving educational quality requires effective school leadership, professional teachers, and active support and involvement from the community.

This study aims to evaluate the effectiveness of the Tahsin Qur'an program at Ma'had Al-Jamiah IAIN Kendari using the Goal Free Evaluation model. This evaluation emphasizes tangible results without being tied to the initial objectives of the program. This study uses a descriptive qualitative approach through observation, interviews, and documentation. The results indicate that the program has had a significant positive impact: participants showed improved reading ability in hijaiyah letters, mastery of basic tajweed, and increased self-confidence and spiritual closeness to the Quran. The high level of participant attendance and consistent enthusiasm for learning indicate active involvement in the learning process. The program has also proven to be able to create a conducive and sustainable learning community, even though it is run voluntarily without financial incentives. Several recommendations for development include the provision of advanced classes, improvement of learning materials, and increasing reach and wider support. This evaluation confirms that the andragogy-based tahsin learning approach is highly relevant for Quranic education for adults and deserves further development.

This study aims to systematically analyze the implementation of formative and summative assessments in Grade IV Islamic Religious Education (PAI) at SDN 2 Konda within the framework of the Merdeka Curriculum. The research employs a qualitative approach with a case study design to obtain an in-depth and contextual understanding of classroom assessment practices. Data were collected through classroom observations, in-depth interviews with teachers, the principal, and parents, as well as an analysis of curriculum documents and various assessment instruments used throughout the learning process. The data were analyzed using thematic coding techniques supported by NVivo software, guided by the Formative Summative Continuum framework to examine the alignment and integration between both assessment types. The findings indicate that teachers have regularly implemented formative assessment through digital quizzes, direct observation, reflective discussions, and continuous feedback, which have increased student participation and strengthened competency mastery. Meanwhile, summative assessment was conducted at the end of the semester through written tests and project-based assignments; however, it still primarily emphasizes cognitive aspects and has not fully integrated formative assessment evidence. The study also identifies limitations in the use of multidimensional rubrics, continuous portfolio management, and meaningful parental involvement in the overall evaluation process.

This study is motivated by the importance of systematic evaluation in ensuring the quality and effectiveness of the implementation of educational programs, particularly the Al-Qur'an Halaqah Program as a means of developing the ability to read and memorize the Al-Qur'an and shaping the religious character of female students. This study aims to identify the gap between the established standards and the actual implementation of the program using the Discrepancy Evaluation Model (DEM). The approach used is qualitative evaluative with five stages of evaluation, namely design, installation, process, product, and comparison. Data was obtained through interviews, observations, and documentation studies, then analyzed through the stages of data collection, processing, presentation, and conclusion drawing using triangulation techniques. The results showed that the design and installation stages met the standards, while in the process stage, a gap was found in the consistency of female student attendance. In the product stage, the success rate reached 93.48%, but there was still an imbalance in memorization achievement. The implication is that the program should be continued with strengthened attendance monitoring and individual mentoring strategies to improve the equity of outcomes and the sustainability of the program.

Fatherlessness is a condition in which individuals grow up without adequate paternal presence or involvement, either physically or emotionally. This condition is not only related to the absence of a father figure within the family structure, but also to the limited role of fathers in providing emotional support, moral guidance, and a sense of security for their children. The phenomenon of fatherlessness has the potential to cause various psychological wounds that affect personality development and mental well-being. This study aims to explore in depth the psychological experiences and forms of emotional distress experienced by fatherless individuals within the environment of Universitas Nasional Pasim Bandung. The study employed a qualitative approach using in-depth interviews with ten informants who had fatherless backgrounds due to divorce, death, or emotional unavailability of the father. The data were analyzed through processes of reduction, categorization, and conclusion drawing to obtain a comprehensive understanding. The findings indicate that the absence of a father has a significant impact on various aspects of psychological development, particularly self-esteem, emotional regulation, identity formation, and patterns of social relationships. Informants tended to experience self-doubt, heightened sensitivity to criticism, confusion regarding life direction, and difficulties in expressing and managing emotions. However, the experience of fatherlessness did not produce uniform effects across individuals. Informants who received strong emotional support from mothers, extended family members, or supportive social environments demonstrated better adaptive abilities in coping with emotional stress and building healthy interpersonal relationships. These findings emphasize that fatherlessness is not merely an issue of a father’s physical absence, but a long-term psychological experience that shapes how individuals perceive themselves, others, and their surroundings.

This study aims to analyze the adaptation of new students to academic workload in higher education and to identify the factors that influence their success or failure. The approach used is qualitative with a literature study. Data were analyzed thematically thru the stages of reduction, display, and conclusion drawing, resulting in key patterns regarding the dynamics of new student adaptation. The results show that the majority of new students experience difficulties in their first semester, especially when the credit load exceeds 20 credits and they are faced with complex assignment demands, periodic exams, and independent time management. This condition triggers academic stress, emotional exhaustion, decreased motivation, and even burnout, contributing to the high dropout rate in the first year. On the other hand, self-efficacy and emotional intelligence have been shown to act as protective factors capable of reducing stress levels and improving the effectiveness of coping strategies. Additionally, comprehensive orientation programs, time management workshops, academic advising, and a supportive campus environment have been proven to improve retention and accelerate the adaptation process. This research concludes that the adaptation of new students is a multidimensional process that requires both personal capacity building and systemic support from the university. The proposed recommendations include phased curriculum design, the development of instrument-based adaptation counselling services, and the implementation of a continuous mentoring program to reduce the risk of adaptation failure and optimize the academic potential of new students.

This study aims to develop Student Worksheets (LKPD) incorporating the traditional serok kuali game on multiplication material for third-grade students at SDN Deket Wetan Lamongan and to determine their validity, effectiveness, and practicality. The research method employed was Research and Development (R&D) using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects included two expert validators, namely a media expert and a subject-matter expert, as well as 15 third-grade students at SDN Deket Wetan Lamongan. Data were collected using expert validation questionnaires, conceptual understanding tests (pretest and posttest), and student response questionnaires. The results showed that the developed LKPD demonstrated a very high level of validity, with a score of 97.5% from the media expert and 95.55% from the subject-matter expert. The effectiveness test indicated an improvement in students’ learning outcomes, with an N-Gain score of 0.803 (80.3%), which falls into the effective category. In addition, students’ responses to the use of the LKPD reached a percentage of 95.6%, categorized as very good. Based on these findings, it can be concluded that the LKPD incorporating the traditional serok kuali game is feasible, effective, and practical for use as instructional material to enhance third-grade elementary school students’ understanding of multiplication concepts.

This study aims to examine the effect of teaching styles and feedback on students’ learning outcomes of underhand passing in volleyball. The research employed a quasi-experimental method using a 2x2 factorial design. The independent variables were teaching style (practice style and command style) and feedback (immediate feedback and delayed feedback), while the dependent variable was students’ learning outcomes of underhand passing in volleyball. The population consisted of male students of the Physical Education Coaching Department, with a total sample of 40 students selected using total sampling and randomly assigned into four experimental groups. Data were collected using a standardized volleyball underhand passing skill test and analyzed using two-way ANOVA at a significance level of α = 0.05. The results showed that students taught using the practice teaching style achieved significantly higher learning outcomes compared to those taught using the command teaching style. Immediate feedback also resulted in better learning outcomes than delayed feedback. Furthermore, there was a significant interaction between teaching style and feedback on students’ learning outcomes. These findings indicate that the selection of appropriate teaching styles combined with effective feedback strategies plays an important role in improving students’ volleyball underhand passing skills.

This study aims to evaluate the implementation of the Al-Qur’an Juz 30 tahfiz program at MI Darul Falah Konawe by applying the CIPP (Context, Input, Process, Product) evaluation model. The method used in this study is descriptive qualitative by collecting data through interviews, observations, and documentation. The results of the study in the Context dimension show that the program has a very strong foundation of vision and target planning. In the Input dimension, teacher qualifications and supporting facilities are considered very adequate, but obstacles were found in the students' diverse initial abilities in reading and writing the Qur'an. The Process dimension reveals high student enthusiasm, but the implementation is hampered by limited guidance time and frequently interrupted schedules. As a result, in the Product dimension, students show very good reading quality (makhraj and tajwid), but the quantity of memorization has not yet reached the planned target. This study recommends the need to restructure the guidance schedule consistently and to provide a tahsin matriculation program to equalize students' basic abilities.

This study aims to evaluate the implementation of the Islamic Character Education Program at RA Al-Mu’minin Atula using the Goal Oriented Evaluation model. Islamic character education in early childhood education plays a crucial role in shaping students’ religious attitudes, moral values, and noble character through the internalization of Islamic values from an early age. This research employed a qualitative approach with a descriptive research design. Data were collected from the head of the institution, classroom teachers, and students through observation and in-depth interviews. The Goal Oriented Evaluation model was applied to assess the achievement of program objectives by comparing predetermined goals with the actual implementation and outcomes in the field. The findings indicate that the Islamic character education program at RA Al-Mu’minin Atula has been implemented fairly effectively, particularly through routine religious activities such as reciting Iqra before learning sessions, collective prayers, and habituation of discipline and polite behavior. The program positively contributes to the development of students’ religious character. However, several aspects require improvement, especially in formulating more measurable indicators and establishing systematic evaluation documentation. In conclusion, the Goal Oriented Evaluation model is appropriate for evaluating Islamic character education programs in early childhood education institutions and provides valuable recommendations for continuous program improvement.

The phenomenon of Fear of Missing Out (FOMO) has become increasingly prominent among Generation Z due to the high intensity of social media use. Social media serves not only as a communication tool but also as a space for identity construction and the pursuit of social validation. Exposure to influencer content portraying ideal lifestyles, social achievements, and trending activities encourages individuals to remain constantly connected in order to avoid feeling left behind in digital communities. This study aims to analyze the influence of social media influencer content on the level of FOMO among Generation Z. The research employs a qualitative descriptive approach using a literature review method by examining relevant national and international academic journals published within the last five years. Data were analyzed by identifying patterns linking influencer content exposure, psychological mechanisms of FOMO, and its impact on Generation Z’s behavior and psychological well-being. The findings indicate that influencer content significantly contributes to social comparison processes and increases the need for digital validation, such as likes and comments, which are perceived as indicators of social acceptance. This condition strengthens FOMO tendencies and leads to excessive digital engagement, consumptive behavior, and psychological pressure. The discussion highlights that social media algorithms further intensify this cycle by repeatedly promoting popular and viral content. In conclusion, influencer content plays a crucial role in intensifying FOMO among Generation Z, emphasizing the importance of digital literacy and critical awareness to mitigate its negative effects.

This literature study analyzes mobile device restriction policies in schools within the context of IT-based deep learning. The research examines three main dimensions: (1) device restriction policies from child protection and learning quality perspectives, (2) technology's role in supporting deep learning aligned with numeracy literacy in the Merdeka Curriculum, and (3) policy formulation that accommodates IT-based learning needs. Using qualitative library research methodology with content analysis, this study synthesizes findings from Scopus-indexed international journals and SINTA-indexed national journals (2014-2025). Results indicate that device restriction policies significantly improve academic achievement (a 6.4% increase in test scores) and student well-being, particularly for low-performing and disadvantaged students. However, effectiveness depends on pedagogical quality, digital literacy, and infrastructure support. Technology integration through adaptive platforms, gamification, and digital tools effectively supports deep learning and numeracy literacy development. This study recommends balanced policies combining structured restrictions during learning hours with strategic technology integration guided by the TPACK framework, supported by comprehensive digital literacy programs and adequate infrastructure

The development of Artificial Intelligence (AI) technology in the education sector has undergone major changes. These changes bring great opportunities to change the learning process to be more personal, effective, and inclusive. The purpose of this journal is to analyze the potential and challenges that need to be faced in the application of AI in education so that it can run optimally. The method used in this study is the literature review method of various recent studies that discuss the use of AI in education, The results of the study show that AI has great potential to improve the personalization of learning and educational efficiency. However, there are number of significant challenges, such as limited infrastructure, privacy and data security issues, resistance from educators and students, and the digital divide that still occurs in several regions. Therefore, a strategy is needed that includes a academic laziness that reduces learning motivation, constraints on AI contextual knowledge, Inability to process complex information, loss of literacy skills, amd the risk of addiction to AI technology. With a planned and sustainable strategy, AI has great potential to improve the quality of national education and also reduce the dangers that may arise from the modern technological era.  

The historical approach is a scientific method used to understand past events by examining elements such as time, place, actors, cause-and-effect relationships, and the broader socio-cultural context in which events occurred. In Islamic studies, this approach is especially important because religious teachings were revealed and practiced within particular historical situations. Understanding the historical background, including asbab al-nuzul, helps scholars interpret religious texts more accurately and avoid rigid or decontextualized interpretations. In addition, history has several functions, such as recreational, inspirational, instructive, and educational roles, which contribute to broadening insight, shaping moral character, and supporting effective learning processes. Historical research is conducted through systematic stages, including heuristics, verification, interpretation, and historiography, to ensure that historical analysis and writing are objective, credible, and accountable. Therefore, the historical approach serves as a fundamental framework in Islamic studies and other scientific fields for achieving a comprehensive, contextual, and sustainable understanding of the development of society, culture, and human thought.

This study discusses reduplication as one of the important morphological processes in the Indonesian language. Reduplication plays a role in the formation of words and serves to express various grammatical meanings, such as plural, frequency, intensity, and continuity of an event. The purpose of this study is to describe the types of reduplication and the classes of words produced through this process. The research data is in the form of duplicated words, including materials, people, years, destruction, many times, and shouting. The method used is qualitative descriptive with analysis techniques in the form of classification based on the type of reduplication, namely intact reduplication, partial reduplication, reduplication with adjustment, and altered reduplication of sounds. The results of the study show that reduplication in Indonesian can form various classes of words, such as nouns, verbs, adjectives, and adverbs, with different grammatical functions according to the context of their use. These findings confirm that reduplication not only serves as a repetition of forms, but also has a significant semantic and syntactic role in the structure of language. This research is expected to make a theoretical contribution to the study of Indonesian morphology and become a reference for future linguistic research, especially in understanding the dynamics of word formation and meanings produced through the process of reduplication.

Critical reading is one of the important language skills that students need to acquire. Based on observational results, the critical reading skills of eleventh-grade students at SMA Muhammadiyah 1 Semarang have not yet reached an optimal level. Therefore, this study aims to examine the effectiveness of teaching critical reading of news texts using the OK5R and SQ3R methods assisted by the Wordwall website for eleventh-grade students. This study employed an experimental method with a quasi-experimental design, specifically a nonequivalent control group design. The research instruments consisted of test and non-test instruments. The test instrument was a written test, while the non-test instruments included observation sheets and interview guidelines. Data analysis was conducted through prerequisite analysis tests (normality and homogeneity tests), instrument validity testing, and hypothesis testing using paired sample t-tests, independent sample t-tests, and n-gain score analysis with the assistance of SPSS version 25. The results showed that the n-gain score of the experimental class I using the OK5R method was 0.3465, while the experimental class II using the SQ3R method obtained an n-gain score of 0.0660. Based on these findings, teaching critical reading of news texts using the OK5R method assisted by the Wordwall website was more effective than the SQ3R method. It can be concluded that the OK5R method assisted by the Wordwall website is effective for teaching critical reading of news texts to eleventh-grade students, whereas the SQ3R method assisted by the Wordwall website is less effective.

This research was motivated by the low level of children’s speaking ability in learning activities. This study aims to improve the speaking skills of children aged 5–6 years at Raudhatul Athfal Mas’udi and to examine how animated video learning is implemented to enhance the speaking skills of children aged 5–6 years at Raudhatul Athfal Mas’udi. The method used in this study is a qualitative method with the type of Classroom Action Research (CAR). The subjects of this study were Group B students of Raudhatul Athfal Mas’udi Pontianak, totaling 17 children. There are three aspects examined in this study, namely understanding information that is heard, repeating more complex sentences, and answering more complex questions. To obtain the data, this research used observation, interviews, and documentation. The results of the study show that children’s speaking skills before and after each cycle experienced a very good improvement. Thus, animated videos are proven to be effective in improving children’s speaking skills.

This study examines the integration of social activities and leadership values in shaping the character of students by the PIJAR Semarang Community as a form of community-based non-formal education. The background of this study stems from the increasing problems with student character, such as low empathy, responsibility, and self-confidence, as well as the increasing cases of violence and bullying in the educational environment. These conditions indicate that formal education has not been fully able to address the challenges of shaping student character. This study uses a qualitative approach with descriptive methods. The research was conducted at the PIJAR Semarang Community by involving community managers, volunteers, and students as research subjects. Data were collected through in-depth interviews, observation of activities, and documentation to obtain a comprehensive understanding of the character-building process. The results of the study show that the PIJAR Semarang Community integrates social activities and leadership values through academic and non-academic learning programs that are designed to be contextual and participatory. Social activities such as play-based learning, social action, field trips, art performances, and leadership training are the main media for instilling character values. The character values developed include responsibility, cooperation, empathy, discipline, and self-confidence. Leadership values are instilled through habit formation, volunteer role models, providing opportunities for participation, and the active involvement of students in every activity. This study also found several obstacles in the form of differences in student character, limited resources, and low self-confidence among some students in leadership. To overcome these obstacles, the PIJAR Semarang Community implemented intensive mentoring, motivation building, and adjustments to activities to make them more inclusive. Overall, this study confirms that the integration of social activities and leadership values in community-based non-formal education plays an important role in the holistic and sustainable character building of students.

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.