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This study originated from the issue of students’ limited comprehension of healthy and nutritious food concepts, which influences their lack of awareness in practicing a balanced diet in daily life. The conventional learning approach with minimal integration of visual aids has made students less engaged and hindered their overall understanding of the material. The primary objective of this research is to enhance fourth-grade students’ understanding of healthy and nutritious food at MI Al-Barokah through the application of picture-based learning media. Planing, implementation, observation, and reflection were the two stages of Classroom Action Research (CAR) that was used in the research. The participants were 25 fourth-grade students of MI Al-Barokah. Data were gathered through observations, interviews, and achievement tests, and analyzed using both qualitative and quantitative descriptive methods. The findings revealed a marked improvement in students’ understanding after the introduction of picture media, as reflected in the increasing average learning scores across cycles, along with greater motivation, participation, and engagement in classroom activities. The integration of picture media proved effective in facilitating a clearer, more engaging, and meaningful grasp of healthy and nutritious food concepts. These results suggest that picture-based instructional media can serve as a valuable strategy to improve the quality of thematic learning in elementary education, especially in lessons concerning healthy living and balanced nutrition.

Improving Reading and Writing Skills through the Use of Letter Card Media in Grade II Students at SDI Betun Kota. This research was conducted based on the problem: how to improve the reading and writing skills of grade II students at SDI Betun Kota by using letter card media. This research was conducted using the CAR method. With research actions carried out in two cycles. Each cycle consists of planning, observation of learning activities, and reflection. The target of this research is grade II students at SDI Betun Kota. Data collection techniques were obtained from the results of pre-tests and post-tests as well as observation sheets for teaching and learning activities. From the results of the analysis, it was found that student learning outcomes increased by 58.62%, while the average n-gain value was 0.71. The results of the study indicate that letter card media is one of the media that can be applied in Indonesian language learning. By using letter card media, the reading and writing skills of grade II students at SDI Betun Kota can be improved. This can be seen from the achievement of students' KKM scores and the percentage that increased from cycle I by 53% and in cycle II by 100%. Thus, student learning outcomes increased by 47% when using letter cards.  

Private Islamic Religious Colleges (PTKIS) play a strategic role in developing superior human resources with Islamic character. However, in practice, many PTKIS face challenges in meeting higher education quality standards and achieving optimal accreditation. Accreditation assistance based on Outcome-Based Education (OBE) and quality digitization are innovative solutions to improve the effectiveness of education quality management. OBE emphasizes the importance of learning outcomes integrated into the curriculum, learning process, and assessments that are measurable and relevant to the needs of the workplace. Meanwhile, quality digitization supports the efficient, transparent, and real-time management of academic data, forms, and accreditation reporting. Through the integration of these two approaches, PTKIS can improve accountability, accelerate the accreditation process, and ensure the achievement of sustainable quality standards. This article discusses the strategy of OBE-based accreditation assistance and quality digitization at the Tanggamus Islamic Education College, Lampung Province, highlighting the implementation process, obstacles encountered, and solution steps that can be applied to strengthen the PTKIS's internal quality assurance system.

in private junior high schools throughout Sempu District, female students follow Physical Education, Sports, and Health (PJOK) learning with feelings of boredom, doubt, and difficulty. However, it is not yet known what level of motivation female students have in following Physical Education, Sports, and Health (PJOK).  This study aims to analyze the motivation level of female students in participating in Physical Education, Sports, and Health (PJOK) learning at private junior high schools in Sempu District, Banyuwangi Regency. The research employs a survey method with a descriptive quantitative approach. Data were collected through questionnaires distributed to 62 respondents and analyzed using descriptive statistics with the assistance of SPSS software. The findings indicate that students' motivation in PJOK learning is generally high, with an actual score of 4,637 out of an ideal score of 6,200. The obtained mean score is 3.738, with a Respondent Achievement Level (TCR) of 74.79. Although most indicators reflect a high level of motivation, certain aspects remain in the moderate category, such as indicators X11, X16, X18, and X20. Factors contributing to lower motivation in these aspects may include a lack of variation in teaching methods, limited sports facilities, and insufficient external support. Therefore, efforts to enhance motivation should include more interactive teaching methods, improved sports facilities, and stronger environmental support to further increase students' enthusiasm for PJOK learning.

Relational bullying is a form of bullying that often occurs in the school environment and has a significant impact on the psychological and academic aspects of students. This research aims to analyze the influence of relational bullying on students’ interest in learning at various levels of education. The research method used is literature review by reviewing 11 relevant national journals indexed by Google Scoler, DOAJ and Sinta, which were published between 2018 and 2024. The results of the study show that relational bullying generally appears in the form of exclusion, spreading gossip, manipulation of social relationships, indirect mockery, and seniority behavior. The impacts caused include a decrease in academic confidence, increased anxiety and depression, loss of study concentration, and low student motivation and participation in class. This condition implies a decrease in learning achievement and student involvement in school activities. Based on the findings, it is concluded that relational bullying has a significant negative effect on students’ interest in learning. Therefore, prevention efforts are needed through the establishment of a positive school climate, strengthening the value of empathy, and the provision of sustainable counseling services to create a safe learning environment and support the development of students.

Integrated Quality Management (IQM) or Total Quality Management (TQM) has become a strategic issue in the field of education because it is directly related to improving the quality of learning, school management, and the achievement of sustainable competency standards. In the context of Islamic education and integrated schools, the implementation of IQM is not only oriented toward managerial efficiency but also toward the integration of religious values and the development of students’ character. Therefore, this literature review is essential to understand the development, trends, and challenges of IQM implementation in education. The purpose of this literature review is to examine how IQM is applied in various educational institutions and to identify its theoretical and practical contributions. The research questions proposed are: (1) How are the concepts and principles of IQM developed in education? (2) What are the main impacts and challenges of its implementation? The study employed a literature search through repositories, e-journals, and online publications using the keywords “integrated quality management,” “TQM,” and “education.” Out of 20 initial articles, only 5 met the inclusion criteria and were analyzed in depth. The analysis results revealed three main themes: strengthening the fundamental concepts of IQM, the role of key figures and TQM principles in education, and the implementation impacts on academic and non-academic quality. In conclusion, IQM has proven to be relevant as a strategy for improving educational quality, although challenges such as limited resources and internal resistance still need to be addressed. Future research should explore adaptive IQM strategies tailored to the local school context.

Students’ learning outcomes are influenced by various internal and external factors, one of which is learning motivation. This study aims to analyze the relationship between learning motivation and learning outcomes in the Creative Product and Entrepreneurship (PKK) subject among 11th-grade students at SMK Semen Padang. The research employed a quantitative approach with a correlational design. The population consisted of 47 students, all of whom were included as samples using the total sampling technique. Data on learning motivation were collected through a questionnaire, while learning outcomes were obtained from official school records. Data analysis was carried out using descriptive statistics and the Pearson Product Moment correlation test. The results revealed a positive and significant relationship between learning motivation and learning outcomes (r = 0.547 > 0.288; p = 0.000 < 0.05), with a contribution of 29.9%. These findings indicate that the higher the students’ learning motivation, the better their academic performance. This study highlights the crucial role of motivation as a determinant of academic achievement and suggests that teachers should foster students’ learning enthusiasm through engaging and interactive teaching strategies.

The era of globalization is an era of quality competition, where only thosebwith high competence will be able to compete in the free market. Therefore, developing high-quality human resources is something that cannot be compromised. Education that supports development in this era is education that can foster students’ potential’ enabling them toface and overcome life’s challenges. Thus, in the learning process, teachers should not only serve as models or sources of knowledge but also act as learning managers. As learning managers, teachers play an important role in creating a learning environment that allows students to learn confortably and effectively. Based on observations at SMA Negeri 2 Taniwel, it was found that students in class X-2 have low learning outcomes in sociology. The writer’s observation in class indicated that sociology learning was dominated by lecture methods, resulting in students being less active during the learning process. According to research conducted by Al Muchtar (1991), learning in social studies education does not sufficiently simulate students to be actively involved in the learning process. Furthermore, the teaching and learning process of social studies carried out bye teachers has not been able to faster a learning culture among students, wich in turn significantly affects their learning achievement and outcomes. To support active learning strategies, teachers can apply various relevant learning models. Therefore, the learning process will become more varied, innovative, and constructive, creating interaction between teachers and students, among students themselves, and between students and other learning resources.

This study aims to comprehensively describe the implementation of differentiated learning in classroom management and analyze its impact on students’ learning outcomes, particularly in mathematics subjects. The research method employed is a literature review by examining various scholarly sources such as national and international journals, educational textbooks, and relevant research articles. The findings indicate that differentiated learning is a pedagogical approach that places students at the center of the learning process by accommodating individual differences in terms of readiness, interests, and learning styles. This approach has proven effective in enhancing students’ motivation, active engagement, and conceptual understanding of mathematical content. Although its implementation presents several challenges, including classroom management complexity, time constraints, and limited learning resources, numerous studies report significant improvements in post-test scores, learning activities, and overall learning achievement following the application of differentiated learning strategies. Therefore, differentiated learning can serve as a strategic solution to create an inclusive, adaptive, and learner-centered educational environment, ultimately improving the quality of teaching and learning, especially in mathematics education.

This study aims to analyze significant differences in learning motivation and critical thinking skills simultaneously between students who learn with differentiated learning and those who do not, determine the effective contribution of the implementation of differentiated learning on acid-base materials to learning motivation and critical thinking skills of students simultaneously, to determine the effective contribution of differentiated learning implementation on acid-base material to high school students' learning motivation, to determine the effective contribution of differentiated learning on acid-base material to high school students' critical thinking skills, to determine the level of achievement of students' critical thinking skills in experimental and control classes. This study used a quasi-experiment model with a pretest-posttest control group design. The sample of this study consisted of two classes, namely experimental class and control class, with random sampling. The experimental class used differentiated learning, while the control class used discovery learning. Critical thinking skills data were obtained from the description test data and learning motivation data through questionnaires. MANOVA test was used to analyze differences in critical thinking skills and student learning motivation in experimental and control classes simultaneously. Test of between subject effects is used to analyze differences in each dependent variable in experimental and control classes. Partial eta square test is used to analyze the effective contribution of differentiated learning to the dependent variable. Descriptive statistics to determine the level of achievement of critical thinking skills. The results showed there were significant differences in learning motivation and critical thinking skills simultaneously and individually between students who used differentiated learning and those who did not, the effective contribution of differentiated learning on acid-base materials to critical thinking skills and student learning motivation simultaneously was 16.9% (high), the effective contribution of differentiated learning on acid-base material to students' critical thinking skills is 6. 1% (medium), the effective contribution of differentiated learning on acid-base material to student learning motivation is 12% (medium), the level of achievement of critical thinking skills in the experimental class is in the good category, while in the control class in the sufficient category.

The limited competence of Junior High School (SMP) teachers in Magelang City in developing contextual textbooks is a key issue hindering the achievement of locally relevant learning. Teachers primarily rely on commercial textbooks that often lack accommodation for specific regional issues and lack guidelines for independent writing. This community service aimed to enhance the knowledge and skills of SMP teachers in Magelang City in compiling textbooks that meet the standards of the Merdeka Curriculum and include local content. The method employed was participatory training combined with blended mentoring over six weeks, involving 30 teachers from five schools representing various general subjects. The implementation began with a theoretical workshop on standard textbook structure, followed by intensive mentoring sessions. The results indicate a significant increase in participants' understanding of the textbook framework, with 90% of teachers independently capable of creating concept maps and chapter outlines. Crucially, 75% of participants successfully produced at least one draft chapter of a textbook rich in local content (history, culture, and geography of Magelang). This success not only increases the professional capacity of teachers but also directly impacts the availability of more relevant and specific learning resources for students, supporting the contextual implementation of the Merdeka Curriculum.

This study examines the education systems of Japan and the United States with the aim of identifying their main characteristics, strengths, and weaknesses in addressing global challenges. The Japanese education system emphasizes discipline, cooperation, and character building as the foundation for academic achievement and moral development. Meanwhile, the American education system prioritizes creativity, freedom of expression, and an individual-centered approach that encourages critical thinking and innovation. The comparison reveals fundamental differences in educational philosophy and classroom practices, particularly in curriculum design, teacher-student interaction, and assessment methods. Despite these differences, both systems share a common vision of preparing competent and adaptable generations capable of contributing to the global society. The findings of this study are expected to provide valuable insights for the development of Indonesia’s education system, especially in formulating policies that combine Japan’s strong character-based education and the United States’ innovation-oriented learning. By integrating these strengths, Indonesia can create a more holistic and globally competitive education framework suitable for the 21st century.

This study aims to analyze the negative impact of learning pressure on early childhood development at Raudhatul Athfal (RA) Mawadah Warahmah Medan. The background of this research is based on the increasing academic demands on early childhood, particularly in reading, writing, and arithmetic skills, which are often inconsistent with their developmental stages. The research employed a qualitative method with data collection techniques including observation, interviews, and documentation. The results show that learning pressure negatively affects several aspects of child development, such as causing learning stress, reducing intrinsic motivation, limiting creativity, and hindering social- emotional growth. These findings emphasize that early childhood education should focus on play-based approaches, exploration, and holistic potential development rather than solely on academic achievement. The contribution of this research is expected to provide valuable insights for teachers, parents, and educational institutions regarding the importance of reducing academic pressure and implementing learning methods aligned with the principles of early childhood education.

Myalgia is a muscle pain condition that can occur in a specific area of the body or spread to several regions. Its main symptoms include pain, soreness, or discomfort in the muscles, whether during movement or at rest. The pain may range from mild to severe and is sometimes accompanied by stiffness, muscle tension, or even cramps that interfere with daily activities. This condition is commonly experienced by the elderly due to aging, loss of muscle mass, improper physical activity, stress, lack of stretching, or an unhealthy lifestyle. This community service activity aimed to provide education and raise awareness about myalgia among 10 elderly participants in the Elderly Community of Kalirejo, Malang, to help them better understand prevention, pain management, and self-care strategies. The method used was service learning (SL) with achievement parameters measured through pre-test and post-test evaluations. The results showed an increase in participants’ knowledge regarding the definition, causes, and rehabilitation of myalgia from 10% to 90%, demonstrating that this program effectively improved the elderly’s understanding and awareness of myalgia.

This study aims to determine the contribution of the variables of Self-Motivation, Learning Discipline, and Parental Support both partially and simultaneously to student learning achievement in the Automotive Engineering expertise program at SMK Negeri 2 Pengasih. This type of research is included in quantitative correlational research with multiple regression analysis techniques. The entire population was sampled with a total of 104 grade XII students. Data collection used a closed questionnaire and student final exam results documents. The research instrument that has passed the validity and reliability test, then continued with the classical assumption test to ensure that the regression model meets the eligibility requirements. The results showed that the three independent variables contributed significantly to student automotive learning achievement with a value of F = 26.718. Simultaneously with a significance value of 0.000 (p <0.001) and an Adjusted R Square value of 0.428 which means the model is able to explain 42.8% of the variation in learning achievement. Partially, the Self-Motivation variable significantly (p<0.05) provides the largest contribution to student learning achievement with a t-value of 2.120 followed by Learning Discipline with a t-value of 1.992 and Parental Support with a t-value of 2.021. The magnitude of the real contribution of each variable, namely: Self-Motivation of 12.15%, Learning Discipline of 10.49%, and Parental Support of 10.24%. These results emphasize the importance of strengthening students' intrinsic motivation, habituating learning discipline, and active parental involvement to improve learning outcomes in vocational education.

English literacy at early childhood is a crucial foundation for language development, cognitive growth, and academic readiness. TK Desa Bagi 01, despite its high academic achievements, faces several challenges in teaching English, including a busy daily schedule, limited learning time, and restricted access to interactive learning media. This community service program was designed to address these challenges by introducing English literacy to young learners in a creative and engaging manner while simultaneously enhancing teachers’ skills in employing interactive and contextually relevant teaching media. The program employed several methods: observation of current teaching practices, planning and development of creative learning media such as flashcards, posters, storybooks, and puppets, implementation of learning activities through play-based approaches, and evaluation of student and teacher outcomes. The results indicate a significant increase in student enthusiasm, active participation, and comprehension of basic English vocabulary. Teachers also demonstrated improved creativity and confidence in using various teaching media to support literacy learning. This program shows that English literacy can be effectively fostered in early childhood using simple, locally relevant, and sustainable media. Furthermore, it highlights the importance of teacher development in enhancing the quality of English learning in rural school contexts. Overall, the initiative provides a practical model for integrating interactive English literacy education in early childhood settings with long-term potential for rural education improvement.

This study aims to examine the role and strategies of educational management amidst global dynamics and the development of information technology. The method used is a qualitative approach through literature review of various relevant scientific sources, focusing on the development of educational management in the digital era. The results show that 21st-century educational management must be innovative, flexible, and technology-based. Additionally, strengthening 4C competencies (critical thinking, creativity, collaboration, and communication) is a key focus in the development of adaptive and effective learning systems. The role of technology in education is not only as a tool but also as an integral part of modern educational governance, supporting both the learning process and the overall management of education. Key challenges faced include the readiness of human resources, the equal distribution of technological infrastructure, and the digital divide between regions and social groups. Therefore, adaptive and visionary managerial strategies are essential to creating an excellent and sustainable educational system. The implementation of policies supporting the integration of technology into education and the development of competencies for educators is a crucial step to ensure the achievement of inclusive and quality education. This study is expected to serve as a reference in the development of sustainable educational management policies and practices, as well as enhance the quality of education in the digital era.

The digital era brings challenges as well as opportunities for Wustho students in managing self-regulation, especially in the use of technology and digital media. This study aims to analyze the optimization strategy of self-regulation of Wustho students in facing the digital era, focusing on aspects of time management, self-control, and technology adaptation. A qualitative approach is used in this study, involving observation, in-depth interviews, and document analysis. The results of the study show that student self-regulation can be improved through the integration of education-based technology, digital discipline habituation, and independence training programs. This strategy not only helps students in managing their daily activities but also supports the achievement of learning goals more effectively. The implications of this study provide practical guidance for Islamic educational institutions to prepare students to become independent and adaptive individuals in the era of digital transformation. The findings of this study are that strengthening spiritual-based intrinsic motivation can be an effective strategy to build self-regulation among students. This approach offers uniqueness, namely connecting religious values with self-management skills in the digital era, thus providing a strong moral foundation for students in using technology wisely. The implications of this study highlight the need for pesantren policies that are more adaptive to digital developments, while still maintaining Islamic identity as a core value in pesantren education.

Learning Islamic Religious Education (PAI) for some students is so unpleasant that it affects their interest in learning. One of the factors is that PAI learning strategies are still traditional, PAI teachers' teaching abilities/competence are still lacking, and PAI learning management strategies are not optimal. Efforts to increase PAI learning activities, PAI learning achievement, and make PAI a subject that students are interested in, the alternative is to change PAI learning strategies from traditional to progressive PAI learning strategies.

Real analysis is one of the main branches of mathematics that serves as a fundamental foundation for the development of science and technology. This study emphasizes the understanding of basic concepts such as real numbers, limits, continuity, the principle of mathematical induction, as well as deductive and axiomatic approaches as a strong framework for mathematical proofs. This research employs the Systematic Literature Review (SLR) method by examining articles and journals related to both the theoretical aspects and the implementation of real analysis in solving mathematical problems. The findings indicate that the application of Polya’s method, visualization through demonstration, and the use of modern technology such as augmented reality (AR) can enhance the effectiveness of real analysis learning. These approaches help students connect abstract concepts with real applications, thereby strengthening logical, systematic, critical, and rigorous thinking skills. However, several learning difficulties are also identified, including the complexity of the material, weak learning habits, social influences, and inappropriate teaching strategies. Therefore, more applicative, interactive, and contextual learning strategies are needed to support the achievement of learning objectives. The conclusion of this review highlights that the integration of theoretical understanding, problem-solving methods, and innovative technology is a strategic step to improve students’ thinking quality in real analysis courses. Thus, real analysis is not only positioned as a theoretical subject but also as a medium for developing problem-solving abilities and higher-order thinking skills that are relevant to both academic needs and real-world applications.