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Madrasah Aliyah Swasta Taman Pendidikan Islam Medan shows that learning Akidah Akhlak in class XI is still textual and has not encouraged active student participation. Teachers use more thematic books as the main source of learning without linking them to contextual phenomena that are close to students' lives. As a result, students have difficulty understanding the material, such as the topic of funeral prayers. This can be seen from the students' daily test scores which only reach an average of 45, far below the Minimum Completion Criteria set by the school, which is 75. The research method is quantitative, this method can be interpreted as a research method based on the philosophy of positivism, used to research certain populations or samples, sampling techniques are generally carried out randomly. The conclusion of this study shows the average posttest score of students who are given learning using the problem based learning method (experimental class). This shows that there is a difference between student learning outcomes in the subject of Akidah Akhlak in the experimental class when compared to the learning outcomes of Islamic Religious Education in the control class. Thus, the use of problem based learning methods in learning akidah akhlak is more effective than learning using conventional approaches in an effort to improve the learning outcomes of class XI students at Taman Pendidikan Islam Private Islamic Senior High School. So it can be concluded that there is an Influence of the Use of Problem Based Learning Methods on Improving Literacy Skills in the Subject of Akidah Akhlak in the Experimental Class with the Control Class at Taman Pendidikan Islam Private Islamic Senior High School.

This study explores the implementation of dance learning and its impact on motor skill development in early childhood at RA Al-Ikhlasiyah 2 Medan. The research is grounded in the understanding that dance activities contribute significantly to children's gross and fine motor coordination, emotional expression, and self-confidence. The study employed a qualitative descriptive approach through observations, interviews with teachers, and documentation of dance sessions. Findings revealed that dance learning was not conducted regularly, but rather situationally ahead of graduation events, with limited integration into daily curriculum. The instructional method mainly involved direct demonstration and repetitive practice, which limited children's opportunities for exploration and creative expression. However, most children responded positively, showing enthusiasm and progress in movement coordination and group participation. Teachers played a key role in motivating children, although time constraints and lack of curriculum support posed challenges. The study concludes that dance learning, when implemented as a structured and routine activity, holds great potential in supporting holistic child development. The research also suggests future efforts to design integrative thematic dance modules and teacher training for sustainable early childhood arts education.

This research is specifically designed to explore how the use of digital cartography is applied in Social Sciences learning at the Elementary School level. Digital cartography is a technology that visualizes spatial data, making it easier for teachers and students to understand the concept of location, area, and relationships between spaces more realistically. This study uses a qualitative descriptive approach with subjects of one fifth grade teacher and 25 students in an elementary school. Data were collected through observation, interviews, and documentation. The findings of the study indicate that the use of digital map media such as Google Earth, online thematic maps, and MAPENA (Children's Map Media) can improve students' understanding of spatial material, while motivating them to play an active role in learning. Teachers also consider digital cartography to be very helpful in delivering social studies material, especially related to geography. This study suggests the integration of digital map technology into lesson plans and project-based thematic learning.

This study aims to explore the potential of ethnoscience as a contextual source in democratic education in thematic PPKn learning in elementary schools. Ethnoscience, as a representation of local knowledge that develops in the culture of society, can be used as a meaningful, relevant, and contextual learning medium for students. In the context of democratic education, values such as deliberation, mutual cooperation, and social justice contained in ethnoscience practices make a significant contribution to strengthening students' democratic character and understanding. The method used in this study is descriptive qualitative with a literature study approach. The results of the study indicate that the integration of ethnoscience in thematic PPKn learning can increase student involvement, strengthen cultural identity, and foster democratic awareness and participation from an early age. Thus, the use of ethnoscience as a contextual source not only enriches teaching materials,but also becomes a strategic means of instilling democratic values that are in accordance with the local context of students.

This research aims to examine the impact of dance movement art learning on the development of creativity, motor skills, and social-emotional wellbeing in preschool children (ages 4-6). The study employs a descriptive qualitative method with a subject group of 28 children from TK Harapan Bunda, Jakarta. Data was collected through participatory observation, interviews with teachers and parents, and documentation of the learning process over 6 months. The findings indicate that the implementation of dance movement art learning with a thematic approach and free movement exploration can: (1) enhance children's expressive ability and creativity in creating movement variations, (2) significantly develop both gross and fine motor skills, (3) improve teamwork skills and social spatial awareness, and (4) help children express emotions constructively. This research recommends the importance of integrating dance movement art into the early childhood education curriculum with an approach that emphasizes freedom of expression and creative exploration.

This study aims to examine the role of Islamic Religious Education (PAI) in the formation of students' character in the era of globalization which is full of value challenges due to technological developments and information flows. Globalization has had a significant impact on the morality of the younger generation, so that religious-based character education is becoming increasingly important. Using a qualitative research method based on literature studies, data were collected from various relevant scientific literature sources and analyzed thematically. The results of the study indicate that PAI plays a central role in instilling students' faith, morality, and social values ​​through value-based learning, habituation of worship, and teacher role models. However, globalization is a contextual factor that can weaken or strengthen this influence depending on the implementation strategy. These findings strengthen Lickona's character education theory and Bandura's social learning theory, and show the importance of an adaptive and contextual approach in teaching PAI. The implications of this study are the need to develop a more innovative, integrative, and collaborative PAI curriculum and learning strategy between schools, families, and communities so that religious values ​​remain firmly embedded in students amidst the challenges of globalization.

Thematic learning that integrates local wisdom through an ethnoscience approach is still not widely applied in elementary schools despite its great potential to improve understanding of science concepts while preserving local culture. This study aims to explore the implementation of ethnoscience-based thematic learning strategies and examine their impact on students’ science competence and understanding of local culture. Employing a qualitative research method with a case study approach, the study finds a significant improvement in students' comprehension of scientific concepts as well as an increased appreciation of local wisdom. This approach also enhances student engagement and motivation while encouraging teachers to implement contextual learning. Ethnoscience-based thematic learning has proven to be an effective strategy for integrating scientific and traditional knowledge in the elementary school curriculum.

This study aims to analyze the effectiveness of collaborative learning in enhancing business communication skills among management students. The research involved 60 undergraduate management students at STIE Ganesha, enrolled in Business Introduction and Business English courses. Conducted over four months (February–May 2025), the study employed a mixed-method approach, including quantitative and qualitative data collection. Data were gathered through questionnaires, interviews, and classroom observations. Descriptive statistics, regression analysis, and thematic coding were used to analyze the data. The results show that 78% of students gained greater confidence in presenting ideas, 65% improved their use of business terminology, and 70% became more active listeners. Regression analysis confirmed a significant influence of collaborative learning on communication skills (p < 0.05). Qualitative findings emphasized the importance of lecturers’ facilitation in managing group dynamics and addressing dominance issues among students. The study suggests that the integration of collaborative learning methods into the management curriculum is crucial for enhancing students' soft skills, preparing them for future professional challenges. Additionally, it advocates for the development of structured collaborative activities to promote effective teamwork, active engagement, and better communication outcomes in academic settings, ultimately contributing to students' overall personal and professional growth.

The management of educational facilities and infrastructure is a process of organizing all facilities to ensure that the educational process in an educational institution can take place effectively and efficiently. The purpose of this study is to determine the management of facilities and infrastructure used to support the learning process in the Geography subject at SMAN 2 Tanjung Morawa. This research uses a qualitative approach. The population and sample in this study are the Head of Facilities and Infrastructure and the Geography teachers at SMAN 2 Tanjung Morawa. Data in this study were collected through interviews, documentation, and literature review. Subsequently, the data were analyzed using thematic analysis techniques. The results of this study indicate that the management of facilities and infrastructure at SMAN 2 Tanjung Morawa is still suboptimal in terms of planning, procurement, utilization, management, and evaluation systems, resulting in the geography learning process at this high school still relying on lecture methods and manually visualizing geography lessons using a blackboard.

Pancasila learning at the elementary school level has a strategic role in forming the ethical and moral foundations of the younger generation from an early age. This article aims to analyze the influence of Pancasila learning on the formation of ethical and moral character of elementary school students with a descriptive qualitative approach. Data were obtained through classroom observations, interviews with teachers, and documentation studies in several elementary schools in urban and rural areas. The results of the study indicate that Pancasila learning that is implemented consistently and contextually can foster an attitude of tolerance, responsibility, mutual cooperation, and a sense of love for the homeland in students. Pancasila values ​​conveyed through a thematic approach and based on real experiences have proven to be more effective in forming positive student behavior in the school environment and at home. However, challenges remain, such as the lack of teacher understanding of effective learning methods and low support from the environment outside of school. Therefore, there needs to be continuous teacher training and synergy between schools, families, and communities so that Pancasila learning can function optimally in forming children's character. In conclusion, Pancasila learning has a significant influence on the formation of ethics and morals of elementary school students, but the success of its implementation is highly dependent on the method, consistency, and support from various parties. This article is expected to be a reference for educators and policy makers in designing a more adaptive and applicable value curriculum.

This research aims to explore the role of traditional dance activities in developing gross motor skills of early childhood students at TK Nurul Ilmi. Utilizing a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The findings reveal that traditional dance serves not only as a medium to improve motor coordination, balance, and agility but also fosters positive behavioral traits such as confidence, cooperation, and enthusiasm. Teachers reported that children were more motivated and engaged when physical activities were integrated with music and rhythmic movements. This study emphasizes the importance of incorporating culturally relevant activities in early childhood education to support holistic development. The research provides valuable insights for educators to develop creative learning strategies and for future studies to investigate broader cultural applications in early childhood development.

The low ability of elementary school students to understand and connect interdisciplinary concepts highlights the need for an integrative and contextual learning approach. The STEAM (Science, Technology, Engineering, Arts, Mathematics) learning model offers a relevant alternative by fostering critical, creative, and collaborative competencies. This article aims to conceptually examine the implementation of STEAM in thematic learning within Indonesian elementary schools and to identify its potential and challenges. The analysis is based on a review of literature from various relevant sources discussing STEAM in primary education. The findings indicate that the STEAM model contributes to the enhancement of students' cognitive, affective, and psychomotor competencies, while supporting the development of 21st-century skills. This article recommends teacher training and the development of contextual learning tools to ensure the effective implementation of STEAM at the elementary level.

This community service activity aims to optimize the strengthening of teachers' soft skills through the implementation of the Pancasila Student Profile Strengthening Project (P5) based on scientific literacy. Soft skills such as communication, collaboration, critical thinking, and leadership are essential competencies for teachers in creating meaningful and transformative learning. This activity was carried out in several public elementary schools in Bekasi City with a participatory training approach and direct practice-based mentoring. The training materials were designed to integrate scientific literacy with Pancasila values ​​in the context of thematic learning. The results of the activity showed a significant increase in communication skills, collaboration skills, and teacher understanding in applying the dimensions of the Pancasila Student Profile into the learning process. In addition, this program also had a positive impact on shaping the professional behavior of teachers who were more reflective, collaborative, and oriented towards strengthening student character. These findings indicate that the integration of scientific literacy within the P5 framework can be an effective strategy in developing teachers' pedagogical competence.

This community service activity aims to optimize the strengthening of teachers' soft skills through the implementation of the Pancasila Student Profile Strengthening Project (P5) based on scientific literacy. Soft skills such as communication, collaboration, critical thinking, and leadership are essential competencies for teachers in creating meaningful and transformative learning. This activity was carried out in several public elementary schools in Bekasi City with a participatory training approach and direct practice-based mentoring. The training materials were designed to integrate scientific literacy with Pancasila values ​​in the context of thematic learning. The results of the activity showed a significant increase in communication skills, collaboration skills, and teacher understanding in applying the dimensions of the Pancasila Student Profile into the learning process. In addition, this program also had a positive impact on shaping the professional behavior of teachers who were more reflective, collaborative, and oriented towards strengthening student character. These findings indicate that the integration of scientific literacy within the P5 framework can be an effective strategy in developing teachers' pedagogical competence.

In the era of digital transformation, technology plays a central role in shaping the future of education. This study explores the role of school principals as transformative leaders in promoting technology-based learning, particularly in the context of Indonesian schools. Using a descriptive qualitative approach, data were collected through in-depth interviews with school principals, teachers, and education personnel from schools that have integrated technology into their teaching and learning processes. Secondary data were obtained from government policies, official school documents, and relevant literature. Thematic analysis was employed to identify key patterns related to leadership practices that support the adoption of educational technology. The findings reveal that effective principals act not only as visionaries and change agents but also as facilitators, mentors, and collaborators who foster inclusive and innovative school environments. They play a critical role in developing teachers’ digital competencies, ensuring adequate infrastructure, and building a positive digital culture. This study highlights the importance of strategic leadership in overcoming challenges such as limited resources and resistance to change. The results provide practical guidance for principals and policymakers to develop sustainable technology-based education programs and contribute to the global discourse on educational leadership in developing countries. Keywords: , , , , .

The purpose of this study is to present the concept and implementation of integrative theme learning in the first grade at Kranggot Elementary School. To provide students with meaningful experiences, integrative theme learning combines various skills from various fields and topics. After being given educational materials, the goal is to help students become more proficient in observing, asking questions, reasoning, and presenting what they have learned. Learning objects intersect with artistic, cultural, social, and natural events. Learning efforts that are focused on the developmental stage of elementary school kids, who still view the world holistically and are only able to understand the relationship between ideas fundamentally, namely integrative theme learning. Therefore, students are expected to have much better abilities in attitudes, skills, and knowledge through this integrative theme approach.

The purpose of this study is to present the concept and implementation of integrative theme learning in the first grade at Kranggot Elementary School. To provide students with meaningful experiences, integrative theme learning combines various skills from various fields and topics. After being given educational materials, the goal is to help students become more proficient in observing, asking questions, reasoning, and presenting what they have learned. Learning objects intersect with artistic, cultural, social, and natural events. Learning efforts that are focused on the developmental stage of elementary school kids, who still view the world holistically and are only able to understand the relationship between ideas fundamentally, namely integrative theme learning. Therefore, students are expected to have much better abilities in attitudes, skills, and knowledge through this integrative theme approach.

This article aims to identify and analyze strategies for developing Arabic vocabulary (mufradat) in the context of contemporary language learning. Mastery of vocabulary is a key pillar in language skills, encompassing listening, speaking, reading, and writing abilities. Challenges in teaching Arabic today include low student motivation, limited learning media, and a lack of contextual and innovative approaches. Therefore, adaptive strategies are needed to meet the demands of modern times and technology. This research uses a qualitative approach with a library research method, analyzing various scholarly sources such as journals, books, and research reports from the last fifteen years. The study reveals that effective strategies for vocabulary development include the use of interactive digital media, thematic approaches, project-based learning, and cooperative learning. The validity of these findings is reinforced through triangulation of sources and theories. Proper integration of these strategies has been proven to enhance vocabulary acquisition, student motivation, and active engagement in the Arabic language learning process. This study is expected to serve as a reference for educators, curriculum developers, and researchers in designing more effective and contextual vocabulary learning.

Listening ability is one of the basic language skills that is important in supporting the learning process of students in elementary schools. However, in practice, students still have difficulty in capturing information from listening materials, especially when learning is carried out conventionally without the support of interesting media. This study aims to analyze the ability to listen to information from audio media in grade VI elementary school students with a qualitative approach using the case study method. The steps of the case study method are determining the focus of the study, literature, determining the case, data processing, data analysis, negotiating the results of the study, and conclusions. The subjects of the study consisted of five students who were analyzed based on their answers to five thematic audio media-based listening questions. The results of the study showed that students were able to understand the contents of the story, recognize characters and traits, and capture moral messages from the listening materials. However, there were still shortcomings in the aspect of regularity in reorganizing information and in-depth understanding of the character of the character. The novelty of this study lies in the analytical approach based on mapping student difficulties and the use of audio media that is relevant to everyday life, which has been proven to increase students' imagination and involvement in listening activities. This study recommends the use of audio media in a varied and contextual way in learning Indonesian in elementary schools.    

This study aims to analyze the effectiveness of using history and geography texts as learning media in improving students’ Arabic language skills at Zainul Hasan Islamic Boarding School in Genggong Probolinggo. The background of this research departs from the need to present Arabic language learning that is more contextual and integrative, given the dominance of traditional methods that emphasize grammatical aspects alone. A descriptive qualitative approach was used with a case study method, involving classroom observation, in-depth interviews, and documentation as data collection techniques. The results showed that the integration of history and geography texts significantly improved students’ vocabulary acquisition, cultural understanding, as well as their reading, writing, and critical thinking skills. The obstacles faced include limited thematic teaching materials, lack of teacher training in content-based approaches, and the complexity of text language. The solutions offered include the development of thematic teaching modules, teacher training, the use of visual media, and collaborative learning strategies. This study concludes that the use of history and geography texts is not only effective in language acquisition, but also in building cross-disciplinary connections that support the holistic development of santri competencies.