Publication Search

Generation Z is the first generation to grow up entirely in a digital ecosystem. Their adaptive, visual, and hands-on experience-oriented characteristics demand innovation in learning models. This article aims to examine the urgency of implementing a personalized learning approach in modern education as a response to the learning needs of Generation Z. The research method used is a library research review of a number of scientific literature and recent research reports relevant to the characteristics and learning strategies of Gen Z. The results of the study indicate that a personalized approach can increase motivation, engagement, and learning independence by adjusting the pace and learning style, and utilizing adaptive technology based on artificial intelligence (AI). Teachers act as mentors, providing personalized guidance and building empathetic relationships with students. The conclusion of this study confirms that personalized learning is not merely a pedagogical innovation but a strategic imperative to ensure the relevance of education in the digital age.  

Education in remote areas continues to face various problems that affect the quality and equity of learning outcomes. The lack of adequate facilities and infrastructure, the shortage of competent teachers, and limited access to learning resources are the main obstacles to implementing effective education in these regions. In addition, the national curriculum, which is uniform in nature, is often less relevant to the needs, potential, and local context of the community. This study aims to analyze educational problems in remote areas and their relevance to adaptive and contextual curriculum design. Using a literature review approach, the study shows that a curriculum aligned with local conditions can improve students’ learning motivation, develop regional potential, and strengthen life skills. Therefore, collaborative efforts among the government, educators, and the community are needed to design a curriculum that can effectively address educational challenges in remote areas in a sustainable manner.

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This study aims to describe the role of digital media in the dynamics of teaching and learning interactions in educational environments. The development of information and communication technology has brought about significant changes in the learning system, where digital media has now become an integral part of teaching and learning activities. The research method used was descriptive qualitative, with data collected through journals and books related to digital-based learning. The results indicate that digital media plays a significant role in increasing the effectiveness and flexibility of the learning process. Digital media helps teachers deliver material more engagingly, facilitates two-way communication between teachers and students, and supports faster and more efficient learning evaluation. However, the use of digital media also creates new dynamics, such as reduced direct social interaction and the emergence of challenges in maintaining student learning motivation. The effectiveness of digital learning is greatly influenced by teachers' digital literacy readiness, student discipline, and the support of school infrastructure and policies.

This study aims to determine the effect of digital media use on children's academic achievement. Rapid technological developments have made digital media a crucial part of the modern educational process. Using a qualitative descriptive approach, this study provides an in-depth description of how digital media is used in learning activities and its impact on student learning outcomes. Data were collected through observations, interviews, and documentation of students, teachers, and parents involved in the technology-based learning process. The results indicate that digital media plays a significant role in increasing children's interest and motivation in learning, enriching their knowledge base, and helping them understand the material more effectively. However, the study also found that excessive, unsupervised use of digital media can lead to decreased concentration, the development of procrastination, and decreased social interaction among students. Therefore, the use of digital media needs to be balanced with guidance and supervision from teachers and parents to ensure its use remains aligned with educational goals. In conclusion, digital media has significant potential to improve children's academic achievement when used wisely, purposefully, and in accordance with each student's individual learning needs.

This study aims to describe the use of the Crossword Puzzle Game Application (TTS) as a learning medium to increase students' involvement and understanding in the learning process. The rapid development of technology demands educational innovation, and gamification, especially in the form of mobile TTS game applications, offers attractive and accessible solutions. Using qualitative research methods with a phenomenological approach, data was collected through in-depth interviews, observations, and document analysis from selected groups of students and teachers who had used the application. The results of the study show that this application effectively increases the motivation, activeness, and vocabulary memory of students. In addition, TTS games provide challenges that spark curiosity and encourage collaboration between learners while solving puzzles. The app also provides a fun, interactive, and adaptive learning environment to individual learning needs, moving away from traditional methods that tend to be monotonous. This study concludes that the TTS Game Application is a very effective, interesting, and relevant educational tool for modern learners and has the potential to be applied to a wide range of subjects.

The rapid development of technology and the dynamic global labor market require young generations, particularly Generation Z, to possess career readiness that is determined not only by technical skills but also by non-technical competencies, or soft skills. This study aims to analyze the role of soft skills, particularly creativity, in shaping the career preparedness and success of Generation Z. Literature synthesis indicates that Generation Z excels in digital literacy and technological adaptability but still faces challenges in social and emotional competencies, such as effective communication, empathy, and cross-generational collaboration. The imbalance between hard skills and soft skills affects work effectiveness, career mobility, and the ability to build professional networks. Creativity emerges as a strategic soft skill that enhances motivation, innovation, and productivity, and can be developed through the integration of soft and hard skills, project-based learning approaches, educational technology, and the strengthening of self-efficacy. The study also identifies challenges in fostering creativity in real workplace environments, including hierarchical organizational cultures and limited mechanisms for rewarding new ideas. Based on these findings, it is recommended that educational institutions, industries, and policymakers collaborate to create a sustainable ecosystem for soft skills development, enabling Generation Z to become innovative and adaptive change agents in a competitive global career landscape.  

The Socialization Program of Self-Token Economy Techniques was carried out at the Muhammadiyah Nuruddin Orphanage with the main goal of increasing the academic motivation of orphanage children through a token-based reward system approach. Children in orphanages often face challenges such as low motivation to learn, lack of incentive systems, lack of confidence, and an unconducive learning environment. To answer these problems, this program prioritizes the Self-Token Economy technique as an educational and applicative intervention strategy. The implementation method consists of the preparation stage, the implementation of socialization, and impact evaluation. The target of the activity was 15 orphanage children who were actively involved in the entire series of programs. This activity also involves strategic partners who play a role in providing facilities, technical assistance, and program sustainability planning. The results showed an increase in participants' academic motivation, characterized by increased participation in learning activities, understanding of the award system, and the emergence of independent learning initiatives. In addition, this program produces outputs in the form of scientific publications as a form of dissemination of knowledge and good practices in developing the academic motivation of orphanage children. In conclusion, the Self-Token Economy technique has proven to be effective as a social intervention approach that can be applied in the orphanage environment to support the achievement of children's education more optimally.

This study examines the relationship between household literacy, access to basic infrastructure, and the quality of primary education in Eastern Indonesia within the framework of Christian Religious Education values. Using a quantitative explanatory design, the research analyzes national socio-economic data with provinces as the unit of analysis. The model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the predictive power of household access to safe water, access to electricity, and literacy level on primary education outcomes, measured by the average national exam score. The results show that access to safe water (β = 0.294, p < 0.05) and electricity (β = 0.290, p < 0.05) have significant positive effects on education quality, while literacy level (β = 0.081, p > 0.05) is not statistically significant. The model explains 34.7% of the variance in education quality (R² = 0.347). These findings indicate that improving basic infrastructure remains essential to enhancing educational outcomes in Eastern Indonesia. Integrating Christian educational values such as justice, love, and service can further strengthen community motivation and collective responsibility toward equitable education development.

This study was motivated by the importance of dance in fostering aesthetic sensitivity, discipline, and cultural character in the younger generation. However, dance teaching practices in Indonesia are generally uniform and do not take into account the age and developmental stages of students, resulting in suboptimal learning outcomes. Several previous studies (Budiman et al., 2022; Da Ary & Markamah, 2024; Yuliyanti & Budiman, 2023) have shown the weaknesses of dance teaching methods that do not adapt to the characteristics of the participants, resulting in low mastery of techniques, motivation, and understanding of cultural values. Based on these issues, this study aims to examine the application of content, process, and product differentiation in dance learning at the Sobokartti Dance Studio in Semarang, which trains participants aged 4 to 25 years. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The results of the study show the application of teaching that is tailored to age characteristics, ranging from imitative movements in children to reflection on cultural values in adults. These findings prove that differentiated teaching methods are effective in improving the relevance and quality of traditional dance learning. The implication is that this model can be used as a reference for non-formal educational institutions in developing adaptive arts learning that is oriented towards the preservation of local culture.

Game-based learning has emerged as a relevant instructional strategy to address the challenges of 21st-century education, including in Islamic Religious Education (PAI), which is often perceived as monotonous and less engaging for students. This study aims to describe the implementation of game-based learning in enhancing students’ learning motivation in the PAI subject at MA Yapina. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings indicate that the use of educational games—both digital and non-digital—creates a more interactive and enjoyable learning atmosphere while encouraging active student participation. Students demonstrated increased motivation, self-confidence, and interest in understanding religious concepts more deeply. In addition to boosting motivation, game-based activities contributed to better conceptual understanding through collaborative tasks and contextual simulations of Islamic values. However, several challenges were identified, including limited teacher competence in using game-based media and unequal availability of technological facilities. These findings suggest that game-based learning holds significant potential for PAI instruction but requires adequate teacher support and sufficient infrastructure to optimize its implementation. This study is expected to serve as a reference for developing innovative and creative learning strategies in Islamic Religious Education that align with the characteristics of digital-native learners.

This study aims to determine the role of Community Service Program (KKN) students in increasing interest in learning Islamic Religious Education (PAI) at the Al-Muttaqin Foundation MDTA. The background of this study stems from the low enthusiasm and motivation of students in participating in religious lessons, so that learning innovations are needed that can rekindle their enthusiasm for religious values. KKN students, as part of the implementation of the Tri Dharma of Higher Education, have a social responsibility to contribute directly to society, one of which is through educational activities. In its implementation, students apply various creative, interactive, and fun learning methods, such as educational games, group discussions, and role-model-based approaches that make students more active and motivated. This study uses a descriptive qualitative method with observation, interview, and documentation techniques during the two-month activity. The results show that the presence of KKN students has a positive influence on increasing student interest in learning, seen from increased discipline, active participation, and curiosity about PAI materials. In addition to being teachers, students also play a role as moral guides who instill religious values ​​through positive behavior and habits.   

This research is motivated by the importance of the role of madrasah supervisors in providing effective supervision to improve the quality of madrasah principals' performance, especially in private Madrasah Tsanawiyah environments. Supervisory supervision not only functions as a quality control tool, but also as a means of coaching, mentoring, and empowering madrasah principals in carrying out managerial, leadership, and school development tasks. The purpose of this study is to analyze how supervisory supervision management can improve the performance of private Madrasah Tsanawiyah principals, as well as to identify the most relevant supervision strategies in supporting the achievement of educational quality. The research method used is a qualitative approach with data collection techniques through interviews, observations, and documentation, which are then analyzed descriptively. The results of the study indicate that the implementation of planned, systematic, and continuous supervisory management has a positive effect on improving the competency of madrasah principals in the aspects of planning, program implementation, and educational evaluation. The findings also show that participatory and communicative supervision can build motivation and a sense of responsibility of madrasah principals in managing institutions effectively. The implication of this research is the need to improve the capacity of madrasah supervisors through training and role strengthening so that supervision can truly drive optimal madrasah principal performance, thus impacting the quality of education in private junior high madrasahs.

This study aims to examine the impact of using the Quizizz application on students’ learning interest in the Information Technology subject at SMK Negeri 3 Salatiga. The research employed a quantitative approach with a quasi-experimental design, involving an experimental class that utilized Quizizz as a learning medium and a control class that used conventional teaching methods. Data on students’ learning interest were collected through questionnaires and analyzed using the Independent Sample T-Test to determine significant differences between the two groups. The findings revealed that students in the experimental class who learned through Quizizz achieved a mean score of 68.96, while those in the control class obtained a mean score of 57.30. The statistical analysis indicated a significant difference between the two groups, suggesting that the use of Quizizz had a positive and measurable effect on enhancing students’ learning interest. The interactive features of Quizizz, such as real-time feedback, gamification elements, and visual engagement, likely contributed to students’ higher motivation and active participation during the learning process. Based on these results, it can be concluded that Quizizz serves as an effective and engaging digital tool to increase students’ enthusiasm for learning Information Technology. It is therefore recommended that educators integrate Quizizz into classroom activities as a complementary interactive learning medium. Future research is encouraged to investigate the application of other digital platforms or compare the effectiveness of different gamified learning tools across various subjects and educational levels.

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

This study explores the function of the scientific approach and learning assessment as elements that strengthen the quality of education through a structured literature review. The review of various sources shows that the continuous application of the scientific method has a positive effect on improving students’ critical thinking, creativity, learning independence, and character development. Findings from several studies over the past decade support the effectiveness of implementing the scientific method at various educational levels, despite challenges such as limited time and learning resources. In addition, comprehensive learning evaluation not only measures final outcomes but also considers context, input, and process (CIPP model), thereby enhancing the relevance of learning objectives and student motivation. The literature review also highlights the importance of guidance and counseling (GC) as an integrative component that supports students’ academic, social, personal, and character development at both primary and secondary education levels. However, some studies identify challenges in implementation, such as students’ low reading interest and the dominant role of teachers, which can be addressed through STEM-based and blended learning models. Overall, the integration of GC with learning evaluation has the potential to realize holistic education that balances intellectual, emotional, social, moral, and spiritual intelligence, while preparing students to contribute effectively to society and the future workforce. These findings encourage the development of educational policies and learning practices that are more process-oriented, context-based, and focused on the holistic development of student competencies.

Early childhood education (ECE) demands imaginative and inventive approaches to guarantee that children are actively involved and undergo significant learning in line with their developmental phases. The swift advancement of technology has made interactive video a valuable tool for enhancing ECE learning, especially when integrated with local cultural material. This research examines the use of the interactive video Wajanus (Warung Jajanan Nusantara) in Class B of Mutiara Hati Kindergarten Ponorogo, aimed at familiarizing children with Indonesian traditional snacks while also enhancing their cognitive, social, linguistic, and cultural values. A qualitative descriptive method was utilized, involving participatory observation, semi-structured interviews with parents and teachers, along with documentation via photos, videos, and field notes. Data analysis adhered to the model proposed by Miles and Huberman, encompassing data reduction, data presentation, and thematic conclusion formulation. The results indicate that utilizing Wajanus improved children's involvement in cognitive, emotional, and motor skills while promoting greater learning motivation. Children recognized numbers, shapes, and new vocabulary more efficiently, and they exhibited a positive attitude toward the local cultural heritage presented in the video. However, challenges were noted, including differing degrees of child involvement, the demand for extensive teacher assistance, and inadequate educational resources. In summary, interactive videos grounded in local culture like Wajanus are successful in enhancing early childhood education quality while also reinforcing children’s character education and cultural identity, and they possess significant potential for duplication in other ECE institutions throughout Indonesia

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

Digital transformation in higher education demands the sustainable use of Learning Management Systems (LMS). However, most previous studies have predominantly focused on cognitive aspects such as perceived usefulness and user satisfaction, overlooking the motivational dimensions that drive long-term engagement. This study aims to explore how System-Provided Autonomy Support (S-PAS)—the degree of autonomy support embedded within the system—shapes users’ continuance intention to use LMS through psychological need satisfaction and autonomous motivation. Employing an exploratory qualitative approach, data were collected through in-depth interviews, focus group discussions (FGDs), task-based observations, and critical discourse analysis of institutional policies and system micro-copies across several universities under the coordination of LLDIKTI Region IX Sultanbatara. Thematic analysis revealed that users’ experiences with LMS are influenced by five key dimensions of S-PAS: meaningful choice, rationale provision, non-controlling language, emotional validation, and informational feedback. When the system and policies offer flexibility, empathetic communication, and clear rationales behind instructions, users exhibit higher levels of autonomous motivation and stronger commitment to LMS continuance. Conversely, administrative rigidity, technostress, and opaque surveillance practices undermine psychological need satisfaction and weaken users’ continuance intention. The study extends the application of Self-Determination Theory (SDT) to educational technology by introducing S-PAS as a conceptual framework that bridges system design and user motivation. Practically, the findings offer strategic guidance for policymakers and developers to design LMS environments that are more autonomy-supportive, human-centered, and sustainable. Future research is encouraged to quantitatively validate the S-PAS model across diverse institutional and cultural contexts to enhance the generalizability and theoretical robustness of these findings.