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This study aims to examine the implementation of a differentiated learning model in improving maritime English language competency among maritime college students in Indonesia. The background of this study is based on the maritime world's need for graduates with good English language competency, especially in professional and technical contexts. The approach used was a mixed method, namely a combination of quantitative and qualitative methods within a classroom action research framework implemented over two learning cycles. Data were collected through English language competency tests, observations, and in-depth interviews. The results showed a significant increase in all aspects of maritime English competency. The highest increase occurred in speaking skills at 44.38%, while the lowest increase was in maritime vocabulary comprehension at 30.25%. After the implementation of the differentiated learning model, 78.33% of students were in the "Good" and "Very Good" competency categories. Although in the initial stages of implementation there were challenges in students' adaptation to learning methods that differ from conventional learning, these obstacles were successfully overcome through a project-based learning strategy. This strategy is considered the most effective because it is able to provide an authentic context and approximate the real conditions in the maritime workplace. Thus, it can be concluded that the differentiated learning model has proven effective in improving students' maritime English language competency. This study recommends the broader implementation of similar models in English language learning programs at maritime institutions.

This study explores the implementation of Computational Thinking (CT) in physics learning to enhance students' analytical and logical reasoning. Using an experimental approach with a problem-solving model, the research involved students enrolled in physics courses, divided into experimental and control groups. The experimental group engaged in simulation-based and algorithmic problem-solving tasks, while the control group received conventional instruction. The research focused on assessing improvements in logical reasoning through pre- and post-tests. Data analysis was conducted quantitatively, comparing the pre-test and post-test results of both groups. Findings revealed that the experimental group showed a significant 31% improvement in logical reasoning skills, while the control group demonstrated a modest 5.8% improvement. This indicates that CT-based activities, such as simulations and algorithmic tasks, are more effective in enhancing students' analytical and problem-solving abilities compared to traditional methods. The study highlights the importance of integrating CT into physics education, as it promotes deeper cognitive engagement, critical thinking, and practical problem-solving skills. These findings suggest that CT strategies can be a powerful tool in improving students' reasoning abilities and better preparing them for complex scientific and real-world challenges.

This study aims to analyze the implementation of the SPIRIT model of problem-based biology learning (SSIPBL) on the respiratory system material at Muhammadiyah 1 Sragen High School in the 2024/2025 academic year and to determine whether this model can improve students' learning outcomes. The research type used is quantitative with an experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the t-test results, a significance value (sig.) of 0.198 was obtained, which is greater than the 0.05 value, indicating that there is no significant difference between the experimental group using the SSIPBL model and the control group using conventional learning methods. Factors affecting the ineffectiveness of this model's implementation include teacher readiness, limited time, lack of student involvement, and inadequate infrastructure. The results of this study show that the implementation of the SPIRIT SSIPBL model on the respiratory system material does not significantly improve students' learning outcomes. Therefore, it is recommended to improve supporting aspects, such as teacher training, better time management, and increasing student motivation and involvement in problem-based learning. Indicates that the implementation of the SPIRIT model of Socio-Scientific Problem-Based Learning (SSIPBL) can significantly improve students' learning outcomes on the respiratory system material senior High School for the. These results suggest that SSIPBL has the potential to enhance students' understanding through a problem-based approach that connects scientific phenomena with social issues, and its implementation in the field met expectations.

One of the 21st century thinking skills is creative thinking skills. Students as prospective educators are required to learn and develop self-actualization in solving problems scientifically. This study aims to determine the effectiveness of Remap STAD learning models towards the empowerment of students' creative thinking skills. This research is a quasy experimental study and uses a Non equivalent pretest-posttest control group design. The population is all students of class XI IPA SMAN 4 Malang, totaling 234 students. A sample of 102 students was selected based on the equality test to determine the experimental class, positive control, and negative control. The instrument used used essay tests in accordance with indicators of creative thinking skills and the results were analyzed using the one-way anacova test. The results showed that the Remap STAD learning model effectively empowers students' creative thinking skills. The implication of the research conducted is to train students to think metaphorically to produce unique ideas or concepts as a form of achieving creative thinking skills. It is recommended that educators integrate the Remap STAD model in biology learning to foster student engagement and stimulate higher-order thinking processes necessary for solving contextual problems in daily life.

The orientation of educational institutions is busy with exam scores, and academic grades are the main prerequisites for graduation. As a result, the product produced by students is how high the report card score is and discredits the values of character, life and morality. This causes students to lose focus on character education. For this reason, teachers as the main milestone in learning in the classroom are required to create a learning atmosphere with character based on DOOR (Diversity, Optimism, Option for The Poor, Respect). This is because the character based on DOOR is a guideline in the ministry at the Bethlehem Bandar Baru Foundation. The objectives of the study are: (1) To describe the management model of character education training based on DOOR; (2) Determine the feasibility of the character education training management model based on DOOR; and (3) Determine the effectiveness of the implementation of character education training management based on DOOR at the Bethlehem Bandar Baru Foundation. The research uses a research and development approach to develop a model to improve teacher performance at the Betlehem Bandar Baru Foundation. The research sample is 59 teachers at the Bethlehem Bandar Baru Foundation. The results of the study show: (1) The training model developed is feasible to be used in an effort to improve the performance of teachers of the Bethlehem Bandar Baru Foundation, through the following stages: planning, organizing, moving, and supervising; (2) The training model is effectively used to improve the performance of teachers of the Betlehem Bandar Baru Foundation. There was an increase in teacher performance in the following aspects: learning planning by 42.05%; the implementation of learning is 29.74%; and assessed learning outcomes by 59.49%; and (3) a character training model developed practically for improving teacher performance at the Bethlehem Bandar Baru Foundation, obtained N-Gain Score g = 0.76 > 0.7 (small group trial) and g = 0.79 > 0.7 (limited wide trial); The resulting products were 76.40% (small group trials) and 79.08% (limited wide trials) with the effective category. Based on the results of the study, it is suggested that the improvement of teacher performance at the Bethlehem Bandar Baru Foundation must be carried out with integrated planning, organization, implementation and supervision between the Archdiocesan Foundation, the Foundation's internal supervisors, principals, and teachers.  

The transformation of Indonesia’s educational evaluation system from the National Examination (UN) to the National Assessment (AN) is intended to improve education quality through a more comprehensive approach. This study examines the implementation of the National Assessment at SMA Negeri 21 Medan, with a focus on the disparity between the theoretical framework of formative assessment and its practical execution in the field. The research utilizes the discrepancy evaluation model with a qualitative methodology. Data were gathered through in-depth interviews, focus group discussions (FGD), participatory observations, and document analysis.The findings reveal that although the National Assessment is designed as a formative evaluation, in practice, it is still regarded as a summative assessment disconnected from the learning process. The execution of the Minimum Competency Assessment (AKM) continues to be dominated by multiple-choice questions, restricting the comprehensive evaluation of competencies. Moreover, the use of assessment results for educational enhancement remains suboptimal due to reporting delays and the insufficiently diagnostic format of the reports. Key supporting factors for implementation include strong school leadership, adequate infrastructure, and collaboration among schools. However, several obstacles persist, such as a limited conceptual grasp, inadequate teacher training, and administrative and curricular constraints. This study suggests reinforcing teachers’ conceptual understanding, enhancing the feedback system for assessment outcomes, and fostering deeper integration of formative assessment principles into school learning strategies. By doing so, the National Assessment can be more effectively leveraged to improve the quality of education in Indonesia.

This study aims to measure and analyse the relationship between variables and obtain an accurate picture of the most significant factors in predicting student achievement motivation in online learning including internal, external, type of learning, psychological variables, fatigue variables, and achievement motivation of non Pendas Open University students in online learning. The research approach is ex-post facto quantitative method. With a sample size of 200 people, with research variables internal variables (X1), psychological variables (X2), fatigue variables (X3), external variables (X4), learning type variables (X5) and achievement motivation (Y). Data was collected using a questionnaire with a Likert scale of 1-4. Then the data was analysed using the Partial Least Square (PLS) method by looking at the p-value, by measuring the outer model and inner model. The results showed that external variables have a significant and high influence on achievement motivation with a statistical T value of 3.196, p-value 0.001, and F square 0.104. This indicates that external factors, such as environmental support and facilities, play an important role in motivating students. Internal variables and learning types also have a significant influence with a medium effect strength, indicated by an F square value of 0.061. Internal factors, including self-management and intrinsic motivation, as well as the type of learning methods used, play a moderate role in influencing students' motivation. Psychology also had a significant effect with moderate strength (F square 0.037), signalling the importance of students' mental and emotional state. Meanwhile, fatigue showed no significant effect on achievement motivation (T statistic 0.684, p-value 0.494).

Accurate sales forecasting is essential for stakeholders to make strategic decisions. This study aims to compare the performance of two deep learning models, namely Long Short-Term Memory (LSTM) and Convolutional Neural Network (CNN), in forecasting domestic motorcycle sales produced by AISI member manufacturers. The forecast is based on historical data from January 2021 to December 2024. The model was trained using time series data and the forecasting results for the period January to March 2025 were evaluated using the metrics Mean Absolute Error (MAE), Mean Squared Error (MSE), Root Mean Squared Error (RMSE), and Mean Absolute Percentage Error (MAPE). The results show that the LSTM model produces lower MAE and MAPE values than CNN, which shows its superiority in providing more accurate and consistent predictions. On the other hand, the CNN model has lower RMSE and MSE values, thus being able to reduce large prediction errors. By comparing the results of LSTM, CNN, and actual data forecasting, the LSTM model is more suitable for forecasting motorcycle sales in Indonesia

Learning that is still dominated by teacher-centered approaches tends to result in passive student participation and low learning outcomes. This study aims to compare the effectiveness of the Socio-Scientific Problem-Based Learning (SSPBL) model and the Stimulus Environment Problem Solving (SEPS) model in improving student learning outcomes in the Ecology course. The research employed a quasi-experimental design involving two groups of fourth-semester Biology Education students at Universitas Muhammadiyah Surakarta in the even semester of the 2023/2024 academic year. Each group consisted of 20 students; one was taught using the SSPBL model, and the other using the SEPS model. Data were analyzed using the independent sample t-test and effect size analysis.The results showed that the SSPBL group achieved significantly higher cognitive learning outcomes than the SEPS group in both Cycle I (sig. = 0.041) and Cycle II (sig. = 0.049). The effect size results further confirmed the high effectiveness of the SSPBL model, with values of 2.846 (Cycle I) and 3.413 (Cycle II), categorized as "high." These findings indicate that the SSPBL model is more effective in improving learning outcomes, particularly in developing higher-order thinking skills through the integration of scientific concepts and socio-scientific issues. This study recommends the implementation of the SSPBL model in science education to foster deeper conceptual understanding and critical thinking among students.

This research aims to analyze literature related to solutions for dealing with Human Rights (HAM) violations in the school environment through the implementation of the Human Rights Friendly School (SR-HAM) model. The method used in writing this article is literature study. A Human Rights Friendly School is a school concept that integrates human rights values ​​as a core principle in school management and organization, where human rights values ​​are at the center of the learning process and student experience and are present in all aspects of school life. The SR-HAM concept approach combined with Ki Hadjar Dewantara's educational concept is expected to be able to provide effective solutions in dealing with various human rights problems in schools. Although the concept of Human Rights Friendly Schools initiated by Amnesty International and Ki Hadjar Dewantara conceptually supports the achievement of national education goals, its implementation needs to be carried out correctly and appropriately in order to provide the best results.

This study investigates the effectiveness of storytelling strategies in enhancing the understanding of Islamic creed (akidah) among fourth-grade students at SDIT Masyithah Bukittinggi. Employing a qualitative case study approach, data were collected through classroom observations, interviews with teachers, and documentation of learning activities. The findings reveal that systematically designed storytelling sessions significantly improved students' engagement, conceptual grasp of akidah, and positive behavioral changes, such as honesty and obedience. Challenges included time constraints and variability in student responses. Key recommendations emphasize teacher training in narrative techniques, integration of multisensory media, and collaborative partnerships with parents to sustain learning outcomes. The study underscores storytelling as an innovative pedagogical tool that bridges abstract creed concepts with students' daily experiences, fostering both cognitive and spiritual development. These results advocate for structured storytelling models in Islamic elementary education to enrich moral and religious pedagogy.

His study aims to increase student participation in avoiding promiscuity and immoral behavior through the implementation of the Activity Based Learning (ABL) model in Grade XI at Madrasah Aliyah Bulukunyi during the 2024/2025 academic year. The research method used is classroom action research (CAR) following the Kemmis and McTaggart model, which consists of two cycles involving planning, action, observation, and reflection. The subjects of this study were 30 Grade XI students, with data collected through observations, questionnaires, interviews, and evaluation tests. The results indicate that the Activity Based Learning approach significantly improves student participation. In the first cycle, student participation reached 68%, while in the second cycle, it increased to 85%. Moreover, students demonstrated greater awareness of the dangers of promiscuity and immoral behavior, as reflected in the questionnaire and interview results. Based on these findings, it can be concluded that the Activity Based Learning model is effective in increasing student participation and instilling moral values and positive character in their daily lives.

This study aims to examine the effectiveness of the contextual learning model "Gratitude in Action" in enhancing the gratitude attitude of fifth-grade students at SD Islam Excellent Plus Bukittinggi. The research was motivated by observations indicating that students' gratitude practices were limited to formal rituals without deeper internalization. A quasi-experimental method with a single-group pretest-posttest design was employed, involving 32 students. Quantitative data were collected through pre- and post-intervention surveys, while qualitative data were derived from teacher observations, student journals, and interviews. The results showed a statistically significant increase in students' gratitude scores (from 2.4 to 3.5 on a 4-point scale, p < 0.05). Behavioral observations revealed improved spontaneous expressions of gratitude, increased peer collaboration, and proactive acts of kindness. The model’s four stages—contextualization, experience, reflection, and transfer—proved effective in linking gratitude concepts to real-life actions. The study concludes that contextual learning grounded in Islamic values strengthens gratitude attitudes holistically. Recommendations include expanding teacher training, integrating family involvement, and replicating the model in other Islamic elementary schools with adjustments for local contexts.

This research aims to analyze the challenges faced by teachers in implementing the Merdeka Curriculum at SDN 106811 Bandar Setia, particularly in differentiated learning, and to identify strategies that can be applied to overcome these challenges. The research method used is a qualitative approach with the research subject being a sixth-grade teacher. Data was collected through observation and semi-structured interviews, then analyzed using thematic analysis techniques. The research results indicate that the main challenges include the lack of teacher understanding in preparing Merdeka learning lesson plans, the lack of understanding of learning models that are based on Merdeka learning, and the lack of teacher innovation in the learning process. Strategies that can be applied to overcome these challenges include increasing teacher competence, developing flexible materials, and using diagnostic assessments.    

Math phobia is a psychological disorder characterized by excessive fear of mathematical concepts or activities, which hinders students' learning process. This study aims to explore the use of the abacus method as an intervention in improving mental arithmetic and reducing math phobia in elementary school students. The abacus method, which has been proven effective in improving concentration and mental arithmetic skills, is integrated into learning to provide an interactive and fun learning experience.  This study used a descriptive qualitative method involving 15 students and the third grade teacher of SDN 19 Tarung-Tarung, and used data collection techniques in the form of observation, interviews, and documentation. Data analysis used the Miles & Huberman research model. The results showed a significant increase in mental arithmetic skills and a decrease in students' anxiety levels in math subjects, which had a positive impact on students' learning motivation. The application of the abacus method can be an alternative strategy in designing more effective mathematics learning interventions to overcome math phobia.

This study aims to analyze the application of the Problem-Based Learning (PBL) learning model in improving students' cognitive learning outcomes in science learning, especially in the material on the structure and function of plant tissues. The research was conducted at SMP Negeri 4 Satap Wori, with the research subjects in the form of 21 grade VIII students who had heterogeneous learning abilities. This study uses a class action research (PTK) approach in two cycles. In the first cycle, student learning outcomes showed that only 38.1% of students had completed, while 61.9% had not reached the Minimum Completeness Criteria (KKM). Based on the reflection of the first cycle, improvements were made in the second cycle by increasing student involvement, providing more motivation, and forming heterogeneous learning groups. The results in the second cycle showed a significant increase, with 85.7% of students achieving learning completeness in accordance with the KKM. The increase in learning completeness from the first cycle to the second cycle was 47.6%. This study concludes that the PBL model effectively improves students' critical thinking skills, creativity, and motivation and can help students solve problems independently and in groups. Therefore, applying the PBL model is recommended to continue to be used in learning that involves real-world problem-solving.

This research aims to determine, the effect of applying the Problem-Based Learning (PBL) model on students’ learning outcomes for Economics subjects in class XI of SMA Negeri 6 Gorontalo Utara. This quantitative research uses a Quasi-Experimental Design research (Pseudo experiment), with a sample size of 30 students. The results showed that there is an effect of applying the Problem-Based Learning (PBL) model, proven to significantly improve the learning outcomes of grade XI students in economic subjects at SMA Negeri Gorontalo Utara, as shown by the Sig. (2-tailed) of 0.000, which is smaller than the significance level of 0.05. The Problem Based Learning (PBL) model allows students to be more active, critical, and independent in understanding concepts by linking theory with real problems.

This research aims to determine the implementation of the Missouri Mathematics Project (MMP) learning model and the influence of the Missouri Mathematics Project (MMP) learning model on the concept understanding ability of class II MI Miftahul Huda students in the 2024/2025 academic year. The method used in this research is an experimental method with a quasi-experimental type. The design in this research is a nonequivalent control group design. This research design involved two classes, the experimental class, namely class II A using the missouri mathematics project learning model and control class II C using the conventional learning model. Data collection techniques use the results of concept understanding tests. Based on the results of research on the Independent Sample T-test which shows that the significance (2-tailed) is 0.000 < 0.05, which means less than 0.05, so H0 is rejected and Ha is accepted, which means there is an influence of the missouri mathematics project learning model on understanding ability. MI Miftahul Huda class II flat shape concept.    

This research aims to determine the implementation of the Missouri Mathematics Project (MMP) learning model and the influence of the Missouri Mathematics Project (MMP) learning model on the concept understanding ability of class II MI Miftahul Huda students in the 2024/2025 academic year. The method used in this research is an experimental method with a quasi-experimental type. The design in this research is a nonequivalent control group design. This research design involved two classes, the experimental class, namely class II A using the missouri mathematics project learning model and control class II C using the conventional learning model. Data collection techniques use the results of concept understanding tests. Based on the results of research on the Independent Sample T-test which shows that the significance (2-tailed) is 0.000 < 0.05, which means less than 0.05, so H0 is rejected and Ha is accepted, which means there is an influence of the missouri mathematics project learning model on understanding ability. MI Miftahul Huda class II flat shape concept.    

This study examines the effect of applying the Problem-Based Learning (PBL) learning model on students' high-level thinking skills on ecosystem materials at SMA Negeri 1 Tondano. This study uses an experimental method with a quasi-experimental design involving two groups of students: the experimental class (X.2) taught using the PBL model, and the control class (X.4) taught using conventional learning methods. The number of students in each class is 30 people. Data is collected through pretest and posttest to measure students' high-level thinking abilities. The analysis showed that the experimental class's average posttest score was 83.67, while the control class was 79.50. The independent t-test showed that the t-count value (2.073) was greater than the t-table (1.671) with a significance value of 0.043, which was smaller than 0.05, indicating a significant difference between the two groups. Based on these results, it can be concluded that applying the PBL model has a positive and significant effect on improving students' high-level thinking skills. These findings are consistent with previous research showing that the PBL model effectively improves students' critical and analytical thinking skills. Therefore, applying PBL can be an effective alternative to improve the quality of learning, especially in developing students' high-level thinking skills.