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This research is motivated by the importance of education as a basic right of the nation's children that continues to experience innovation, including in the school model based on boarding school. The focus of the research is social studies learning at MTs Darul Hikmah Tulungagung which implements the boarding system. The purpose of this study was to determine teacher strategies, implementation, and obstacles in social studies learning in this environment. The study used a qualitative approach with a case study type, and data was collected through observation, interviews, and documentation. The results of the study showed that the effectiveness of social studies learning was influenced by the density of institutional activities, lack of mastery of the material by teachers, and dualism of the curriculum. Efforts made include improving teacher discipline, utilizing audio-visual media, and linking material to current issues. The advantages of the boarding school system are that students become more independent, have high social awareness, and obtain general and religious education in a balanced manner. This finding implies the need for improvements in learning strategies and time management so that the boarding school system can run more optimally in supporting the achievement of social studies learning.

Learning evaluation is a process of assessing the achievement of learning objectives. The research aims to determine the cognitive domain contained in the questions created by the class XII Indonesian language teacher at Al-Furqon Bantarkawung Vocational School. This research method uses qualitative methods. The data source for this research is Indonesian PSAJ questions. Data collection techniques in this research used observation, interviews, and question documents. The researcher's technical data analysis using the assessment of PSAJ questions was carried out using the cognitive domain. This cognitive domain consists of 6 levels which cover students thinking abilities from the lowest to the highest. Teachers can plan learning and determine the types of questions that suit students' abilities in analyzing Indonesian language evaluations. The cognitive domain outlines six levels of response in the thinking process, namely: The results in this study contain 6 questions, the first is knowledge, knowledge based on cognitive level indicators, the ability to name is a characteristic of category (C1), Second, comprehension, there are two questions, this question is included in comprehension, the cognitive objective of this question is the stage of understanding (C2), Third the application of data based on cognitive level indicators (C3), Fourth Analysis (analysis) the ability to explain is a characteristic of the category (C4), Fifth Synthesis: There is one data based on the question above which is included in the cognitive domain category because students are asked to combine the correct parts to make one unit (C5). The six assessments (evaluation) and one question data above are included in the category (C6), because students are asked to compare texts 1 and 2 in the analysis of Indonesian PSAJ questions.

Asessing how well digital platforms work to improve student achievement is becoming increasingly important as these technologies become more widely adopted in the education sector. This study examines the contribution of Microsoft OneDrive in social studies learning at the secondary school level, with an emphasis on its potential to support learning flexibility, strengthen collaboration between students, and encourage learning autonomy. The lack of studies that specifically review the benefits of OneDrive in the context of the Indonesian education system, especially in the implementation of the Merdeka Curriculum, is a significant problem identified in this study. A descriptive, qualitative study employed the technique of document analysis on several instructional resources that utilize OneDrive. The results show that OneDrive facilitates the distribution of assignments, increases the accessibility of educational resources, enables immediate feedback, and encourages both solo and group learning methods. OneDrive also facilitates the synchronization of online learning methods with curriculum objectives. However, obstacles still exist, such as the lack of supporting facilities and educators' low digital skills. Overall, OneDrive is considered an instrumental tool in transforming social studies learning to a more responsive, efficient and student-oriented digital structure.

This study aimed to improve the English learning outcomes of 9B grade students at UPT SMP Negeri 28 Medan in the 2024/2025 academic year through the implementation of the Student Teams Achievement Division (STAD) method. This research applied a Classroom Action Research (CAR) approach conducted in two cycles. Data were collected through learning outcome tests administered in the pre-cycle, Cycle I, and Cycle II. The results showed that the STAD method improved students’ average scores from 67.125 in the pre-cycle to 73.75 in Cycle I, and further to 78.81 in Cycle II. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 25% to 78.1%. The Wilcoxon test indicated a statistically significant difference in learning outcomes before and after the intervention. The findings suggest that the STAD method is an effective cooperative learning strategy to enhance students’ English performance and foster collaborative classroom skills. Nevertheless, teachers must consider individual differences within teams to ensure equitable learning experiences for all students.

In recent years, education has placed greater emphasis on academic achievement, often overlooking the importance of character and ethical development in students. However, instilling the value of adab (proper manners) before knowledge is essential as a foundational aspect of the learning process. Adab encompasses attitudes such as respect for teachers, honesty, responsibility, and politeness, which contribute to forming ethical individuals. This study aims to explore the significance of adab values in education as an effort to cultivate students' character and ethics from an early age. The research uses a literature review method by analyzing various sources from Islamic education and character education theories. The findings reveal that the integration of adab values can be achieved through teacher role modeling, fostering positive habits within the school environment, and embedding these values into learning materials. When consistently applied, these approaches create a conducive learning atmosphere and develop students who are not only intellectually capable but also morally upright. The study implies that a balanced approach to education, which emphasizes both knowledge and adab, should be instilled early in both school and family settings

Achievement Motivation as the Responsibility of Teachers and Parents Towards Students in the 4.0 Era and Its Relevance in Christian Religious Education. The background of writing this article is to understand the motivation of students' learning achievement in the 4.0 era. The purpose of this study is to improve students' learning achievement, one of the determining factors of success is learning motivation. Motivation plays an important role in encouraging students to study diligently, tenaciously and with full concentration so that learning achievement can be optimal. The research method used in this study is qualitative research through literature study. The results are that learning motivation consists of intrinsic and extrinsic motivation which is influenced by various factors such as ideals, abilities, physical and psychological conditions of students, and the surrounding environment. Teachers and parents have an important role in providing achievement motivation through proper guidance, support, and supervision. In the era of the Industrial Revolution 4.0, the challenges of learning motivation are increasingly complex because it facilitates access to technology that can distract students. Therefore, the role of Christian religious education is very important in shaping the character and spiritual values ​​of students so that they are able to face technological challenges wisely, maintain face-to-face relationships, and foster strong learning motivation.    

Biology education requires a learning strategy that can improve conceptual understanding while developing students' critical thinking skills. This study aims to analyze the influence of the Project-Based Learning (PjBL) learning model on the learning outcomes of class X students on biodiversity materials at SMA Negeri 1 Melonguane. The research uses a quasi-experimental method with a Pretest-Posttest Control Group Design, involving two classes, namely the X-A experimental class taught using the PjBL model with a mini ecosystem project, and the X-D control class. The control class is taught conventionally. The analysis results showed a significant increase in the posttest score of the experimental class with an average of 79.33 compared to the control class with an average of 73.39. These findings indicate that applying the PjBL model effectively creates active learning, increases student engagement, and develops problem-solving skills and creativity. The lower variability of scores in the experimental class showed that PjBL could accommodate differences in students' abilities. Project-based learning also arouses students' motivation and confidence, making Biology learning more contextual and meaningful. The implications of this study show that applying the PjBL model can be an alternative to Biology learning strategies to improve learning outcomes while supporting the development of 21st century skills. This research enriches the literature on Biology learning innovations. It opens opportunities for further studies related to the application of PjBL to other materials or long-term impact analysis on students' academic achievements.

This study aims to test the effect of the scaffolding approach in mathematics learning on student achievement at MTsN Jambewangi Selopuro Blitar. With a quantitative approach and quasi-experimental research type, this study used a randomized post-test group design. Class VIII G as the control class and VIII H as the experimental class, with 37 students each, were selected using cluster sampling techniques. Data were collected through tests and analyzed with the Independent Samples T Test. The results showed that the scaffolding approach had a significant effect on student achievement, so it can be an alternative effective learning method to improve students' ability to understand mathematical concepts. The scaffolding approach is a very effective learning method in improving student achievement, especially in understanding complex mathematical concepts. By providing appropriate assistance and support in the early stages of learning, students can build a strong foundation and improve their abilities gradually. Therefore, the scaffolding approach can be an alternative effective learning method for teachers to improve student learning outcomes.

The use of various instructional media plays a significant role in the teaching process, as it can stimulate students' interest and encourage active participation in learning activities. By utilizing a variety of educational tools, children can enhance the efficiency of their learning in relation to the material delivered by the teacher. Teachers are expected to select the most effective teaching models, instructional media, and strategies to improve students' understanding. The use of instructional aids such as fraction clocks can serve as an innovative resource for teachers in presenting learning materials. Through the implementation of such media, teachers can expand the scope of media utilization in the educational process. The use of fraction clocks aims to inspire and improve students’ learning outcomes in the field of mathematics. The study employs a quantitative approach. This quasi-experimental study applies a Pretest-Posttest Control Group design. 50 students participated in the study. The collected data are analyzed using descriptive statistical techniques to describe the students’ pretest and posttest results. Furthermore, inferential statistics, including normality tests and hypothesis testing, are used to support further interpretation. The findings revealed that for the pretest, students had an average score of 51.92, indicating a moderate level of achievement, with a percentage of 62%. And the students’ postest scores increased to 66.92, indicating a higher level of achievement, with a percentage of 69% based on a sample of 26 students. The Paired Sample T-test showed a Sig. (2-tailed) value of 0.000, which is lower than the predetermined significance level of 5% or 0.05. This indicates the rejection of null hypothesis and acceptance of alternative hypothesis. It can be concluded that the use of fraction clock as an instructional medium has positive effect on students’ learning outcomes and enhances their understanding of fraction concepts.

Student learning evaluation is a crucial aspect of measuring the level of understanding and achievement of competencies. Traditional assessments are often limited to quantitative scores, such as exams and assignments, which do not consider other aspects like creativity and deep comprehension. This study aims to develop and implement a Fuzzy Sugeno-based evaluation system for the Interactive Media Design course at the Vocational High School (SMK) level. This method integrates various factors, such as assignment and exam scores, using Fuzzy rules to produce a more comprehensive assessment.The research was conducted using MATLAB software for simulating and implementing the Fuzzy Inference System (FIS). The results demonstrated that the method is effective in providing recommendations and assisting teachers in categorizing student scores. Data analysis revealed that the majority of final student scores fall into the Highly Adequate category.The Fuzzy Sugeno method has proven to be flexible in handling uncertainties and offers a fair, transparent, and holistic solution for evaluations. Therefore, this method is recommended as a valuable tool to enhance the quality of student learning assessments in education.

This study uses a qualitative method to examine the effect of the use of interactive learning media on elementary school students’ learning motivation. The focus of this study is to understand how learning media that involves active interaction can increase students’ interest and enthusiasm in the learning process. Data were collected through observation, in-depth interviews with teachers and students, and documentation of learning activities. The results of the study indicate that interactive learning media can create a more interesting and enjoyable learning atmosphere, thus triggering a significant increase in student learning motivation. In addition, the use of this media also helps students understand the subject matter more easily and effectively. This study provides an overview that the integration of technology in learning can be an effective strategy to improve the quality of education in elementary schools. These findings are expected to be a reference for teachers and curriculum developers in optimizing the use of interactive learning media to improve student motivation and learning achievement.

This study examined the effectiveness of applying the Logan Avenue Problem Solving (LAPS-Heuristic) learning model on mathematics learning outcomes among Class VII students at Wusto Imam An-Nasai Gowa using a one-group pretest–posttest design. The population consisted of all seventh-grade students enrolled in the even semester of the 2024/2025 academic year. A learning outcome test was employed as the primary research instrument to measure students’ performance before and after the implementation of the learning model. The data analysis involved descriptive statistical methods combined with gain tests to assess the extent of improvement. The findings revealed that students’ mathematics achievement fell predominantly within the very high category, with 53.85% of learners classified in this range, indicating a notable increase in category levels compared to their pretest performance. Furthermore, the percentage of students who successfully met the required minimum competency standards after the application of the LAPS-Heuristic model reached 96.15%. This outcome clearly illustrates that the vast majority of students—over 85%—achieved or exceeded the established passing threshold, suggesting that the integration of the LAPS-Heuristic approach was highly effective in enhancing mathematics learning outcomes. Overall, the results underscore that the LAPS-Heuristic learning model can serve as a practical and impactful strategy to improve student engagement, comprehension, and mastery of mathematical concepts in junior high school settings.

This study aims to evaluate the implementation of the English Club extracurricular program at UPTD SMP Negeri 1 Kupang using the CIPP evaluation model (Context, Input, Process, Product). The CIPP model was chosen because it provides a comprehensive overview of the various components of the program. The study employs a descriptive qualitative approach, with data collected through observation, interviews, and document analysis. Based on the evaluation results, in terms of context, the program was implemented in response to students' needs to improve their English language skills, supported by school policies and the Education Office. Regarding input, the program is supported by the school principal, program supervisors, and teachers, and is funded through the BOS Fund, although limitations in learning facilities and infrastructure still exist. In the process aspect, the activities are held regularly twice a month after school hours, involving 150 selected students from grades 7 to 9. Internal evaluations are periodically conducted by the school. As for the product aspect, the program has shown a positive impact, as evidenced by improvements in students’ English proficiency, increased self-confidence, and achievements in various English competitions. Overall, the English Club program at UPTD SMP Negeri 1 Kupang is considered successful in achieving its goals and is recommended to be continuously developed and sustained.

The existence of problems Incompletion and weak achievement of students' learning at SMA Sint Louis Semarang is caused one only by the lack of attention of some students towards PAK learning material the research aims to: 1) To find out the use of the snowball throwing method has achieved completeness results in the Sint Lous High School students in the independent learning curriculum 2) To find out the influence of the aspect of independence on the use of the snowball throwing method on the learning achievement of the participants Sint Louis High School students in the independent learning curriculum 3) To find out the effectiveness of achievement learning using the snowball throwing method for class X Sint Louis High School Semarang in the Independent learning Curriculum. To get answers to these problems researchers used research methods quantitative experiments. By using independence instruments. The population in this research is all students in class X SMA Sint Louis Semarang. With the sample used being all students of class posttest The results obtained were the difference between the average pretest score of 40 and after the posttest the average was 95. Therefore, it is concluded that PAK learning in the independent curriculum using the snowball method throwing rocky modules is effective on the learning achievement of students class X SMA Sint Louis Semarang. Suggestions it is necessary to add other methods so that the learning process in class is not monotonous and is able to encourage student activity    

The existence of problems Incompletion and weak achievement of students' learning at SMA Sint Louis Semarang is caused one only by the lack of attention of some students towards PAK learning material the research aims to: 1) To find out the use of the snowball throwing method has achieved completeness results in the Sint Lous High School students in the independent learning curriculum 2) To find out the influence of the aspect of independence on the use of the snowball throwing method on the learning achievement of the participants Sint Louis High School students in the independent learning curriculum 3) To find out the effectiveness of achievement learning using the snowball throwing method for class X Sint Louis High School Semarang in the Independent learning Curriculum. To get answers to these problems researchers used research methods quantitative experiments. By using independence instruments. The population in this research is all students in class X SMA Sint Louis Semarang. With the sample used being all students of class posttest The results obtained were the difference between the average pretest score of 40 and after the posttest the average was 95. Therefore, it is concluded that PAK learning in the independent curriculum using the snowball method throwing rocky modules is effective on the learning achievement of students class X SMA Sint Louis Semarang. Suggestions it is necessary to add other methods so that the learning process in class is not monotonous and is able to encourage student activity    

This study aims to examine the values of etiquette (adab) of students towards teachers as viewed by three prominent Islamic scholars: Imam Ghazali, Imam Az-Zarnuji, and Imam An-Nawawi. Etiquette towards teachers is considered a fundamental aspect of the teacher-student relationship in Islamic education, which emphasizes not only academic achievement but also moral values and ethics. Imam Ghazali, in his works, stresses the importance of respect, humility, and sincere intention in learning. Imam Az-Zarnuji, in his book Ta'lim al-Muta'allim, offers practical guidelines on student etiquette, including how to speak and behave appropriately towards teachers. Meanwhile, Hadrotus Syaikh Hasyim Asy’ari, in Adabul Alim Wal Muta'allim, advises students to always maintain proper manners with their teachers as a form of respect for both the knowledge and its possessor. This research employs a qualitative approach with content analysis to explore and compare the views of these three scholars regarding student-teacher etiquette. The findings reveal that, despite differences in expression and detail, all three scholars agree on the significance of etiquette as a foundational element in the learning process. These values of etiquette include politeness, exemplarity, respect, and loyalty in the pursuit of knowledge. This study is expected to contribute to the development of Islamic education, particularly in strengthening the harmonious relationship between students and teachers based on the etiquette values espoused by these scholars.

SMA Negeri 12 Surabaya (SMAN 12 Surabaya), known as "SMANDALAS," was established in 1982. Initially, learning activities were carried out in the SDN Pakal 1 No. 119 building, Benowo, for one year while waiting for the construction of the permanent building to be completed. The new building began to be used on December 9, 1983, in accordance with the Decree of the Minister of Education and Culture No. 377/104.1.1/E5.83/SK. Currently, SMAN 12 Surabaya is located at Jl. Sememi Kidul No. 1, Benowo District, West Surabaya. This school has a land area of approximately 30,000 m² and is equipped with various facilities to support learning activities both inside and outside the classroom such as classrooms, laboratories, libraries, mosques, playgrounds, school forests, school gardens, ceremonial fields, sports fields, green open spaces, art rooms and others. This school is also equipped with adequate bathroom facilities for all school residents, a health unit room, meeting room, hall, green house, fish pond, fish pond and school garden. MAN 12 has achieved many achievements in both academic and non-academic fields. This is inseparable from the good cooperation between school leaders, teachers, employees, students and guardians. Every leader who leads at SMAN 12 Surabaya has a program that supports the achievements of students and teachers. In 2025, SMAN 12 Surabaya will become a pilot project for the "Food School Care" program as an implementation to support the national food security program. The purpose of this study was to determine the effect of Self Leadership, Work Ability, Organizational Climate on Burnout and Teacher Performance at SMAN 12 Surabaya. This study uses a quantitative method with primary data sources obtained from distributing questionnaires. The population of the study were teachers at SMAN 12 Surabaya. The selection of respondents was carried out using the saturated non-probability sampling method with a total of 74 respondents. The data analysis method used descriptive analysis and SEM-PLS analysis. The results of the study showed that the variables of self-leadership, work ability, and organizational climate had an effect on burnout and teacher performance at SMAN 12 Surabaya.

This study aims to evaluate the implementation of evaluation and assessment in mathematics learning at MAN 1 Padang, focusing on the gap between the ideal expectations and the reality in the classroom. Using a descriptive qualitative approach and semi-structured interviews with mathematics teachers of grades 10, 11, and 12 conducted in May 2025, this study analyzes the evaluation practices, challenges encountered, and the alignment between expectations and actual practice. The results indicate that mathematics evaluation is still dominated by written tests that inadequately measure students' comprehensive abilities, while time constraints, conventional teaching methods, and low student participation remain significant obstacles. Therefore, it is necessary to develop more varied and authentic evaluation instruments and enhance teachers' capacity through training to make assessments more effective in supporting the achievement of comprehensive and sustainable mathematics learning objectives.

This study aims to describe the form and implementation of mathematics learning evaluation applied by teachers at SMA Negeri 12 Padang which is used in grades X and XI (Independent Curriculum). The method used is a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation, compiled collaboratively through the KKG forum and have been adjusted to the academic calendar of the Ministry of Religion. The results of the study indicate that mathematics teachers in grades X and XI consistently apply diagnostic assessments (especially cognitive), formative assessments, summative assessments, affective evaluations, and cognitive. Based on the results of observations, the teaching tools achieved a success percentage of 96.67% in grades X and XI. This evaluation is adjusted to the characteristics of students at each level and is carried out through various strategies, ranging from providing trigger questions to participant observation and conceptual understanding. Follow-up such as remedial and enrichment are also provided according to student needs. The evaluation carried out has reflected the principle of holistic assessment by considering cognitive, affective aspects, and the achievement of learning objectives.

Learning evaluation plays a central role in ensuring the success of the educational process, especially in mathematics learning at Vocational High Schools (SMK) that require integration between theory and practice. This study aims to comprehensively analyze the implementation of formative and summative evaluations at SMK N 6 Padang. Using a descriptive qualitative approach, data was obtained through observations, in-depth interviews, and document analysis. The results show that formative evaluations are carried out systematically through essay tests, contextual quizzes, discussions, and observations of student participation. This evaluation can monitor learning progress, encourage active engagement, and strengthen students' conceptual understanding. Meanwhile, summative evaluations are consistently applied using multiple-choice questions that encompass low-order thinking skills (LOTS) to high-order thinking skills (HOTS). in line with the learning objectives and curriculum. Both forms of evaluation have proven to be very effective, based on teacher observations and feedback. Although not all aspects were followed up explicitly, the assessment mechanisms applied reflect the principles of modern evaluation that are adaptive, fair, and competency-based. It can thus be concluded that the evaluation is running very effectively at 88.88%, and the evaluation implementation at SMK N 6 Padang not only succeeded in measuring student achievement but also became an instrument to strengthen the quality of learning relevant to the demands of industry and the developments in 21st-century education.