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Technological advancements in education have led to major transformations, particularly with the implementation of the Merdeka Curriculum, which emphasizes learning flexibility, student-centered approaches, and educator autonomy in developing innovative teaching methods. One of its essential aspects is the integration of technology for managing educational data, including student health records. At SMP IT Mutia Rahma, biannual student health monitoring has generated a growing volume of data, making it difficult to identify students experiencing psychological challenges. Adolescent mental health problems—such as learning stress, anxiety, and social pressure—can negatively affect academic performance if left unaddressed. This study aims to group students based on their mental health conditions to support more effective intervention strategies. The K-Means Algorithm, a data mining technique for clustering data by similarity, was employed to analyze student health data. The results show that in a three-cluster model, Cluster 2 represents students in a stable condition characterized by high resilience and low counseling needs, indicating good mental health and academic engagement. Meanwhile, Clusters 1 and 3 include students requiring further attention and support. This research demonstrates that the K-Means Algorithm can serve as an effective tool in identifying and categorizing student mental health conditions to improve school-based health management and early intervention programs.

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.  

The main problem faced by MA Al Ulya Al Mubarok is the low level of financial literacy and the lack of understanding of the importance of early investment. Most students still perceive saving as the only form of financial management without recognizing the potential for asset growth through safe and well-planned investments. The absence of practical education on personal financial management and limited access to learning resources about investment are the main barriers to developing intelligent and future-oriented financial behavior. As a solution, this community service program is designed to improve financial literacy and foster investment intention among students. The program will be implemented through several stages of activities, including: needs and baseline analysis of students, development of a contextual-based financial literacy module, interactive socialization and training on the basic concepts of saving, personal financial management, and introduction to investment. The expected outcomes of this program include: an increase in students’ financial literacy level by at least 30% based on pre-test and post-test results, the initiation of a student investment awareness community, and the creation of a financial literacy learning module that can be used sustainably by the school. This community service program is expected to serve as a model for financial literacy development in secondary education institutions while supporting national efforts to build a financially literate, independent, and future-oriented young generation.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

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.

The problem addressed in this community service project is the low understanding of PKBM Permata Paket B students in applying mathematics to everyday life. The objective of this study is to improve students' understanding of mathematics through context-based learning, as well as to stimulate their interest and independence in solving problems involving numbers. The method used is a contextual teaching approach involving group discussions, problem-solving exercises, and real-life problem applications. The results show that context-based mathematics learning significantly improved students' understanding of budgeting, expenses, and personal finance management. Students also showed increased active participation in learning activities and a better ability to connect mathematical theory with practical problems in their daily lives. This program also had a positive impact on social empowerment, increasing students' independence in managing their daily lives. However, challenges related to understanding more complex concepts remain, and it is recommended to use more varied methods and extend the learning time in the future.

This study aims to develop, validate, and test the effectiveness of a scaffolding-based e-module integrated with educational games on the topic of market equilibrium to improve students’ problem-solving skills in economics learning. The research utilized the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 72 students from SMA Negeri 1 Kelapa participated in the study, divided into experimental and control groups. Data were collected through validation questionnaires, pre-tests, and post-tests. The results showed that the e-module obtained a very high level of feasibility, with average validation scores of 3.86 from material experts, 3.88 from media experts, 3.95 from teachers, and 3.49 from students, indicating that the product met the quality criteria for instructional media. Furthermore, effectiveness testing revealed that students in the experimental class achieved an N-Gain score of 0.56, categorized as moderate, which was significantly higher than the control class score of 0.30. These results suggest that the scaffolding-based e-module integrated with educational games is both feasible and effective in enhancing students’ problem-solving skills and learning engagement in economics education.

This study aims to analyze students' understanding and difficulties in probability in grade XII of SMA Negeri 1 Tanjung Morawa and identify the contributing factors. The research method used is descriptive with quantitative and qualitative approaches. Quantitative data were obtained from the results of the problems given to students, then analyzed to determine the level of understanding, types of errors, and the percentage of difficulties experienced. Meanwhile, qualitative data were obtained through interviews with subject teachers to deepen information regarding the obstacles faced by students and the learning strategies implemented. The results showed that most students experienced difficulties in determining the sample space, applying probability formulas, and interpreting calculation results. Contributing factors include limited understanding of basic concepts, a lack of variety in practice questions, and learning that still focuses on procedures. Based on these findings, the researcher offers solutions in the form of contextual learning, conceptual reinforcement through class discussions, and the provision of step-by-step practice questions with teacher guidance. This research is expected to contribute to teachers in improving the effectiveness of probability learning in schools.

This study aims to analyze the improvement of Higher Order Thinking Skills (HOTS) through mathematics learning on the Three-Dimensional Geometry topic in Grade XII of Yayasan Pendidikan Al-Fattah Medan. HOTS is a crucial aspect of 21st-century education because it helps students develop critical, creative, logical, and reflective thinking skills in addressing complex problems. In the context of mathematics learning, particularly in spatial geometry, mastering HOTS not only supports students in understanding abstract concepts but also in applying them to real-life situations. This study employed a descriptive qualitative method with instruments consisting of a pre-test, post-test, and an open-ended questionnaire to explore students’ understanding and learning experiences. The findings revealed a significant improvement, where the average pre-test score of 7 increased to 52.21 in the post-test. This result highlights that the implementation of HOTS-based learning strategies is effective in enhancing students’ comprehension of distance, angles, and point positions in space, while simultaneously strengthening their analytical, evaluative, and creative abilities. The study implies the importance of adopting innovative learning strategies oriented toward HOTS development to improve the quality of mathematics education and prepare students for global challenges.

This study aims to analyze the effectiveness of the question-and-answer method in mathematics learning. The research method employed is a literature review using a descriptive qualitative approach. Findings from several relevant studies indicate that the question-and-answer method enhances students' learning outcomes, fosters active participation, and strengthens critical thinking and communication skills. Variations in its implementation, such as multi-directional questioning, chain questioning, and experiment-based questioning, enrich classroom interaction and help students grasp abstract mathematical concepts. Furthermore, the method promotes an interactive learning environment where students are encouraged to think critically, reflect on their understanding, and actively engage with their peers. The collaborative nature of the question-and-answer technique supports the development of social skills, making it an effective tool for both cognitive and social learning. Therefore, the question-and-answer method can be considered an effective instructional strategy to improve the quality of mathematics learning, particularly in enhancing problem-solving abilities, fostering a deeper understanding of mathematical concepts, and improving student-teacher interactions.

This study focuses on the analysis of students' learning experiences through artificial volcanic eruption experiments in understanding the material of changes in the state of matter at MI Miftahul Ulum. The problem underlying this study is the difficulty students have in learning the abstract concept of changes in state, so a learning strategy based on real experiences is needed. The artificial volcanic eruption experiment was chosen because it is able to show the process of changes in the state of matter through simple chemical reactions in an interesting and easy-to-understand way. The method used is qualitative research with a descriptive approach. The subjects of the study were fifth-grade students of MI Miftahul Ulum. Data were obtained through observation, interviews, and documentation, then analyzed using the stages of data reduction, data presentation, and drawing conclusions. The results of the study showed that the implementation of the artificial volcanic eruption experiment created a meaningful learning experience for students. Students appeared more enthusiastic, active, and easily grasped the concept of changes in the state of matter because they experienced the change process directly. In addition, this experiment also fostered students' curiosity, cooperation, and scientific attitudes in learning activities. Based on these findings, it can be concluded that the artificial volcanic eruption experiment is an effective learning medium to strengthen the learning experience while improving students' understanding of the material of changes in the state of matter.

This study aims to describe students’ mathematical problem-solving abilities on the topic of Systems of Linear Equations in Two Variables (SPLDV) based on Polya’s problem-solving stages in relation to their levels of self-efficacy. The research employed a descriptive qualitative approach with three ninth-grade students from SMP Negeri 5 Gresik in the 2024/2025 academic year, selected through purposive sampling to represent high, medium, and low levels of self-efficacy. Data were collected using a self-efficacy questionnaire, problem-solving tests consisting of two contextual essay items on SPLDV, and semi-structured interviews. Data analysis followed the interactive model of Miles, Huberman, and Saldana, encompassing data reduction, display, and conclusion drawing, referring to Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The results revealed that students with high self-efficacy were able to complete all four stages comprehensively and reflectively, demonstrating systematic and accurate reasoning. Students with medium self-efficacy successfully performed the first three stages but failed to verify their final results, while students with low self-efficacy only reached the stage of understanding the problem and struggled to plan or execute solutions. In conclusion, the level of self-efficacy influences students’ mathematical problem-solving performance, particularly in terms of strategic accuracy, procedural precision, and reflective evaluation.

This research was motivated by the lack of teaching materials that align with the characteristics and needs of students. One of the main issues identified is the use of learning modules that are not yet adapted to local culture and fail to provide meaningful learning experiences. To address this problem, the researcher developed a culturally based module inspired by Minangkabau songket. This study employed a Research and Development (R&D) design following the development stages proposed by Sugiyono. The results show that the developed module achieved a validity level of 82.58% (categorized as very valid), a practicality level of 87.6% (very practical), and an effectiveness level of 83.3% (very effective). Based on these findings, it can be concluded that the ethnomathematics-based module on Minangkabau songket for Phase F of the Health Department at SMAN 1 Lareh Sago Halaban in the 2023/2024 academic year meets the criteria of being valid, practical, and effective. Therefore, it is considered suitable for use as a culturally contextual teaching material that integrates local values into the learning process.

Education is a crucial foundation for shaping a generation with strong character, faith, intelligence, and responsibility as mandated by Law Number 20 of 2003. In the 21st century, one of the most essential competencies to be developed is critical thinking, which can be effectively nurtured through Project Based Learning (PjBL). This approach actively engages students in planning, inquiry, problem-solving, and reflection within project-based tasks, making learning more meaningful. This study examines the effect of PjBL on the critical thinking skills of fifth-grade students in Natural and Social Sciences (IPAS) at SD Islam Istiqomah, Ungaran Barat, Semarang Regency. Employing a quantitative method with a quasi-experimental Nonequivalent Control Group Design, the study involved 76 students divided into experimental and control groups. Data were collected using a validated and reliable essay test on critical thinking skills. Results showed that the experimental group achieved a higher mean posttest score (84.16) than the control group (74.74). The point-biserial correlation was rpb = 0.676, and the t-test result (tcount 7.891 > ttable 1.993, p < 0.05) confirmed a significant difference. These findings demonstrate that PjBL substantially improves students’ critical thinking and emphasize its continued implementation to foster contextual and meaningful IPAS learning.

This study was conducted at TK Negeri Lebiti, Togean District, Tojo Una-una Regency, Central Sulawesi, with the aim of determining the effect of the demonstration method on the social interaction skills of early childhood students. The background of this research is based on the importance of developing children’s social abilities from an early age through learning activities that involve direct participation and interaction. The main problem examined in this study is whether the demonstration method significantly influences the improvement of children’s social interaction skills. This research employed a quantitative approach with a quasi-experimental design. The sample consisted of two classes of children aged 4–6 years, comprising 12 children in the experimental class and 20 children in the control class, making a total of 32 participants. The experimental class was taught using the demonstration method, while the control class used conventional learning methods. Data were collected through observation and assessment of children’s social behaviors during learning activities. The collected data were analyzed using statistical techniques to test the research hypothesis. The findings are expected to provide empirical evidence regarding the effectiveness of the demonstration method in improving children’s social interaction skills within the context of early childhood education.

This study aims to determine the differences in problem-solving and critical thinking skills between students taught using the Reciprocal Teaching and Problem-Based Learning models in class X of SMK Ki Hajar Dewantara Kotapinang for the 2021-2022 academic year. This is a quantitative study using a quasi-experimental design. The population consists of all class X students at SMK Ki Hajar Dewantara Kotapinang in the 2021-2022 academic year, totaling 111 students. The sample used was class X AKUNTANSI 1 and X AKUNTANSI 2, each consisting of 20 students, chosen as experimental classes using Cluster Random Sampling. Data were collected from pre-tests and post-tests with problem-solving and critical thinking skill test items, then analyzed descriptively and followed by Two-Way ANOVA. The findings indicate: 1) There is no difference in problem-solving ability between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.320 < F_table(α= 0.05) = 3.978; 2) There is a difference in critical thinking skills between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 5.128 > F_table(α= 0.05) = 3.978; 3) There is a difference in both problem-solving and critical thinking skills between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.026 > F_table(α= 0.05) = 3.936; 4) There is no interaction between the Reciprocal Teaching and Problem-Based Learning models in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.459 < F_table(α= 0.05) = 3.936.

Boredom during the learning process often becomes a significant barrier to students’ motivation and engagement, especially in vocational education settings. This phenomenon was also observed at SMKS Muhammadiyah 9 Medan, where some students demonstrated a lack of interest and active participation during learning activities. This study aims to analyze how the implementation of active learning strategies can reduce boredom and improve the quality of classroom interaction. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews with teachers and students, direct classroom observations, and supporting documentation. The data were analyzed inductively using thematic analysis to identify emerging patterns, trends, and meanings from teaching practices. The findings reveal that the application of active learning strategies—such as group discussions, project-based learning, problem solving, and the use of interactive learning media—positively impacts the learning process. These strategies not only enhance participation and learning motivation but also foster collaboration among students, improve teacher–student communication, and develop critical and social thinking skills. Furthermore, the classroom atmosphere becomes more dynamic, enjoyable, and participatory, significantly reducing learning boredom. Therefore, active learning strategies are proven to be relevant and effective in creating engaging, interactive, and meaningful learning experiences for students at SMKS Muhammadiyah 9 Medan. This research provides practical implications for teachers in selecting appropriate learning approaches to achieve educational goals more effectively.

This study investigates the implementation of the Problem-Based Learning (PBL) model integrated with animated video media to enhance student motivation, creativity, and learning outcomes in economics at MA Salafiyah. Employing a classroom action research approach with a pretest-posttest design, the research involved 35 grade XI students. Data were collected through observation sheets, motivation and creativity questionnaires, and learning outcome tests. The Shapiro-Wilk test was used to assess data normality, while the Wilcoxon Signed Rank Test evaluated the significance of differences between pretest and posttest scores. The findings reveal that the application of PBL with animated video media significantly improves student motivation, creativity, and learning outcomes. Students demonstrated increased engagement, generated more creative ideas, and showed deeper understanding of economic concepts. Motivation was reflected in higher posttest scores and active participation, while creativity was evident in the ability to propose innovative solutions and think critically. Learning outcomes improved substantially, with average scores rising from 46.142 (pretest) to 83.571 (posttest). The integration of animated video media in PBL created a dynamic and interactive learning environment that facilitated comprehension, stimulated interest, and encouraged practical application of knowledge. This study concludes that PBL supported by animated video media is an effective pedagogical strategy for improving educational quality in economics learning.

This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.