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This study aims to: (1) describe the integration of educational games in Islamic Education (SKI) learning; (2) understand students' learning experiences in learning Islamic cultural history in classes that integrate educational games; (3) examine the impact on the learning outcomes of class VIII students of MTs N 1 Wonosobo Research. This study uses a qualitative approach with a phenomenological research type. The research subjects include SKI subject teachers, madrasa principals, and class VIII students of MTs N 1 Wonosobo Research. Data collection techniques were carried out through in-depth interviews, observation of the learning process, and documentation studies. Data analysis was carried out through the stages of data reduction, data presentation, as well as drawing conclusions and verification. The results of the study indicate that the integration of educational games in Islamic Education (SKI) learning is implemented in a planned and contextual manner as part of the teacher's learning strategy. The use of educational games can increase student learning motivation which is characterized by increased enthusiasm, activeness, focus, and student participation in the learning process. In terms of learning outcomes, the percentage of student learning completion before and after the educational game integration both reached 100%, with a Minimum Completion Criteria (KKM) of 68. However, the average (mean) student learning outcomes increased from 94.28 to 95.17, an increase of ±0.95%. This finding indicates that the integration of educational games not only maintains learning completion but also improves the quality of students' understanding of the Islamic Cultural History material. Thus, the integration of educational games has proven to be an effective learning innovation in improving student motivation and learning outcomes in the subject of Islamic Cultural History.

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.

Learning to read the Al-Qur'an at TPA Al-Amin Brahu Ponorogo still relies on conventional methods, which lead to low motivation and boredom among students. This study aims to design and develop interactive learning media based on Augmented Reality (AR) through the AR-Iqro' Jilid 5 application on the Android platform. The development method employed is the System Development Life Cycle (SDLC) using the Waterfall model, which encompasses the stages of planning, design, implementation, testing, and maintenance.The results of the study indicate that the application performs exceptionally well, with material validation reaching 96%, media design at 96%, and user testing at 97%. These findings prove that the AR-Iqro' Jilid 5 application is highly feasible for use due to its ease of navigation and intuitive visual interface. The implication of this research is the availability of an innovative alternative learning medium capable of increasing students' interest in learning the Al-Qur'an, with the potential for broader implementation in technology-based Islamic educational institutions.

This study aims to examine the impact of anime and manga on increasing the learning motivation of students in the Japanese Literature Study Program at Universitas Nasional PASIM. As elements of modern Japanese popular culture, anime and manga function not only as a form of entertainment media but also as sources that can foster students’ interest in the Japanese language and culture. The rapid advancement of technology and the increasing ease of access to anime and manga through various digital platforms have making them an integral part of students’ daily lives, making their impact on education an important topic of study. This study employed a quantitative research method using a survey approach. This study gathered data through questionnaires completed by 33 students enrolled in the Japanese Literature program. Due to the relatively small population size, a total sampling technique was applied, involving all members of the population in the study. The data obtained were analyzed through validity, reliability, and normality tests, as well as the coefficient of determination, to assess the appropriateness of the research instruments and to examine the influence of anime and manga on students’ learning motivation. The analysis demonstrates that the indicators for anime and manga as well as learning motivation have fulfilled validity and reliability requirements, suggesting that the instruments are appropriate for application. A coefficient of determination of 55.1% indicates that anime and manga have a substantial contribution to students’ learning motivation, while the remaining proportion is affected by other variables not addressed in this research. These results suggest that anime and manga function not only as forms of entertainment but also as supportive learning media capable of enhancing the learning motivation of Japanese Literature students.

The community service program conducted by students during the Field Work Practice (PKL) at TPQ Nurul Huda, Riam Mengelai Village, is implemented as a tangible contribution to student guidance, focusing on enhancing religious competence, discipline, and worship skills. This program was motivated by the need to improve the quality of religious education systematically and according to the skill level of each student, making learning more effective and targeted. The objective of this service is to optimize student guidance by improving Quran reading skills, daily prayer memorization, moral development, and active participation in religious activities according to each class’s ability. The implementation method includes initial observation, planning a guidance program based on skill levels, direct teaching and learning, individual and group mentoring, and periodic evaluation. Students are divided into four classes according to their ability: Class 1 for students at IQRA’ levels 1 and 2, Class 2 for IQRA’ 3 and 4, Class 3 for IQRA’ 5 and 6, and Class 4 for students who can read the Quran fluently. Each class receives materials tailored to their level, ranging from introduction to Arabic letters, Quran reading, daily prayer memorization, to moral development and worship practices. This class-based guidance approach allows PKL students to provide focused attention, ensuring optimal learning outcomes. The results show significant improvements in students’ discipline, learning motivation, Quran reading skills, prayer memorization, and moral understanding. Class-based guidance according to skill levels provides each child with an appropriate learning experience, enabling maximal development. PKL students gain practical experience in early childhood religious education, lesson development, and classroom management. This program is expected to serve as a systematic, effective, and sustainable model for student guidance at TPQ Nurul Huda.

Students’ learning motivation is a crucial factor in determining the success of the learning process in schools and is influenced by various external factors, including teacher competence and learning facilities. Teachers with adequate competence are able to manage learning activities effectively, while sufficient learning facilities create a conducive environment that supports student engagement and enthusiasm for learning. This study aims to analyze the effect of teacher competence and learning facilities on students’ learning motivation at SMA Islam Al-Munir Bekasi City. This research employed a quantitative method with an associative approach. The research population consisted of all eleventh and twelfth-grade students of SMA Islam Al-Munir Bekasi in the 2024/2025 academic year, totaling 55 students. A saturated sampling technique was applied, in which the entire population was used as the research sample. Data were collected through questionnaires distributed to respondents and supported by interviews, observations, and documentation. The collected data were analyzed using multiple linear regression analysis with the assistance of SPSS software. The results indicate that teacher competence has a positive and significant effect on students’ learning motivation, meaning that higher levels of teacher competence in pedagogical, professional, personal, and social aspects lead to increased student motivation. In addition, learning facilities also have a positive and significant effect on students’ learning motivation, showing that adequate learning infrastructure and facilities are able to enhance students’ interest and enthusiasm for learning. Simultaneously, teacher competence and learning facilities have a significant effect on students’ learning motivation at SMA Islam Al-Munir Bekasi City. The implications of this study emphasize the importance of continuous efforts by schools to improve teacher competence and to provide and maintain adequate learning facilities in order to create a more effective learning process and to strengthen students’ learning motivation.

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This study explores the use of English movies as an alternative approach to English language learning for university students, examining its impact on language skills, learning motivation, and cultural awareness. A qualitative narrative inquiry method was employed to capture students' experiences and perspectives on learning through films. The research involved eight university students, selected purposefully, and data was gathered through in-depth interviews. The findings suggest that watching English movies significantly improves students' listening and speaking skills, vocabulary, fluency, and real-world language usage. English subtitles were found to play a critical role in enhancing students' understanding of sentence structures, spelling, and contextual meanings. Additionally, films were perceived as an engaging learning tool that reduced monotony and boosted motivation compared to traditional methods reliant on textbooks and grammar exercises. Moreover, students reported an increased understanding of cultural nuances, as films exposed them to authentic communication styles, expressions, and social contexts. However, the effectiveness of film-based learning depends on its consistent integration, the careful selection of films that match students' language proficiency levels, and structured pedagogical support. This study concludes that films, when systematically implemented, offer a dynamic and relevant method to engage students and enhance their language learning experience, making it a promising educational tool in higher education.

The interactive learning video innovation "Human Blood Circulation" through Edpuzzle, with embedded questions, is designed to address the difficulties faced by fifth-grade elementary school students in understanding abstract biological concepts. Science education in elementary schools often encounters challenges in explaining invisible processes, such as the heart's working mechanism and blood circulation, leading students to struggle with comprehension or merely memorize the material. Conventional learning videos tend to make students passive, necessitating media that can transform the learning process into an active one. Edpuzzle, as an educational platform, allows teachers to insert questions at critical points in the video, requiring students to answer before continuing to watch. This innovation aligns with the cognitive development stage of fifth-grade students, who are in the concrete operational stage.The research objectives include product development, validity and feasibility testing, analysis of conceptual understanding improvement, influence on focus and learning independence, and student responses. Media development refers to Mayer's cognitive theory of multimedia and the characteristics of interactive videos according to Heinich et al. Additionally, media development models such as ADDIE and Dick and Carey are discussed. The main benefits of using Edpuzzle include increasing engagement, facilitating real-time formative assessment, and enhancing learning motivation. However, challenges exist such as technology access, teacher readiness, the risk of technology dependency, and long-term evaluation. The practical implications can support digital learning and the transformation of elementary science education.

Students' learning processes are not only determined by cognitive abilities but are also greatly influenced by accompanying psychological aspects. At the junior high school (SMP) level, students are in the early adolescence phase, which is characterized by significant changes in emotions, motivation, and social needs. This condition makes psychological aspects a crucial factor in determining learning success. This study aims to examine the psychological dynamics that influence the learning process of junior high school students and their implications for the implementation of learning. The research method used is field research with a descriptive qualitative approach. The results show that learning motivation, emotional state, learning strategies, and social environmental support have interrelated roles in shaping students' learning experiences. Differences in students' psychological states contribute to variations in engagement and learning outcomes. Therefore, understanding students' psychological dynamics is crucial for teachers in designing effective, comfortable, and meaningful learning.

Mathematics learning is often perceived as difficult and monotonous by elementary school students, especially when dealing with abstract concepts such as integers. This community service activity aims to provide a more enjoyable and meaningful learning experience through an educational game themed Seblak Prasmanan Matematika for fifth-grade students of SD Negeri 170924. The method employed is participatory, in which students are directly involved in the learning process through interactive activities such as the “Pak Polisi” game, the introduction of integer concepts, and the main game that connects arithmetic operations with the activity of selecting seblak ingredients representing positive and negative values. The results of the activity indicate an increase in students’ enthusiasm and participation during the learning process, as well as an improvement in their understanding of addition and subtraction of integers. Through this game-based approach, mathematics is no longer viewed as a rigid subject, but as a learning activity closely related to everyday life. This activity also shows that game-based learning can increase students' motivation and creativity in understanding mathematical concepts.

This study addresses low student engagement and high levels of boredom in entrepreneurship courses that rely heavily on one-way PowerPoint-based lectures. Preliminary observations in-dicated that 80% of students experienced low motivation and difficulty generating innovative business ideas. The purpose of this research was to examine the effect of gamification on student learning motivation and business creativity.A quantitative approach was employed using a pre-experimental (One-Group Pretest–Posttest design). The sample consisted of 25 students selected through total sampling. Gamification elements, including: points, badges, and leaderboards, were integrated into the learning process to replace conventional lecture methods.The findings indicate that the implementation of gamification significantly trans-formed student learning behavior and classroom dynamics. Students shifted from passive disengagement, characterized by limited interaction and high distraction levels, to proactive participation. Verbal interactions increased substantially, moving beyond administrative ques-tions toward meaningful business discussions. Students demonstrated heightened engagement and responsiveness during learning activities. The gamified learning environment also fostered a safe space for creative experimentation, enabling students to take entrepreneurial risks without fear of academic or financial failure. Improvements were observed across key di-mensions of business creativity, including fluency, flexibility, originality, and elaboration. The study concludes that gamification is an effective pedagogical strategy for enhancing student motivation and business creativity in entrepreneurship education. By transforming learning from a passive knowledge-transfer model into an experiential and interactive process, gami-fication supports the development of an entrepreneurial mindset among digital native students.

This study aims to describe the implementation of ethical philosophy learning and the assessment pattern for student learning outcomes at the KH. Ahmad Sanusi Sukabumi Institute (INKHAS). Ethical philosophy is understood as a critical study of good and bad values in human actions, which not only accepts moral teachings normatively, but examines them rationally and in depth. In the learning process, this course applies discussion and dialogue methods as the main approach to encourage students to think critically, express opinions argumentatively, and build mutual respect. The lecturer acts as a facilitator who directs the discussion, instills academic ethics, and maintains a scientific learning flow. The assessment pattern does not focus on memorizing theories, but rather on students' analytical abilities as measured through discussion participation, individual assignments, and group assignments. The results of the study indicate that this method is effective in developing students' conceptual understanding, critical thinking skills, and moral awareness, although obstacles such as lack of motivation in some students due to the abstract nature of the material are still found. Overall, ethical philosophy learning at INKHAS plays an important role in shaping ethical character, reflective thinking, and responsible attitudes in academic and social life.

This study aims to analyze the factors influencing the emergence of destructive leadership in schools. Destructive leadership is understood as leadership behavior that systematically harms the goals of the school organization, teacher well-being, and the educational work climate. This study used a library method with a descriptive qualitative approach, through the review and synthesis of various relevant scientific literature, both nationally and internationally. The analysis shows that destructive leadership in schools is influenced by three main factors: internal factors of the leader (characteristics and personality of the principal), follower factors (characteristics of teachers and education personnel), and factors of the school's organizational environment. These three factors interact and reinforce each other, as explained in the toxic triangle theory. Destructive leadership negatively impacts teacher work motivation, the school's organizational climate, and the quality of the learning process. Therefore, preventative measures are needed through strengthening the principal selection and development system, improving teacher professionalism, and creating a democratic and accountable school environment.

This systematic literature review examines the implementation of Content and Language Integrated Learning (CLIL) in Indonesian senior high schools. Following PRISMA guidelines, nine studies published between 2021 and 2025 were analyzed to identify the benefits and challenges of this approach. The findings reveal that CLIL effectively enhances student engagement, motivation, and the integrated development of subject knowledge and English proficiency. However, implementation is often hindered by limited teacher readiness, insufficient collaboration between subject and language teachers, and a lack of appropriate assessment methods. Analysis using the 4Cs Framework shows that while Content and Communication are prioritized, Cognition and Culture receive less explicit attention. The study implies that successful CLIL sustainability requires continuous professional development and stronger institutional support within the Merdeka Curriculum. These results provide a strategic basis for educators and policymakers to optimize bilingual instruction in Indonesia.

This study examines the integration of social activities and leadership values in shaping the character of students by the PIJAR Semarang Community as a form of community-based non-formal education. The background of this study stems from the increasing problems with student character, such as low empathy, responsibility, and self-confidence, as well as the increasing cases of violence and bullying in the educational environment. These conditions indicate that formal education has not been fully able to address the challenges of shaping student character. This study uses a qualitative approach with descriptive methods. The research was conducted at the PIJAR Semarang Community by involving community managers, volunteers, and students as research subjects. Data were collected through in-depth interviews, observation of activities, and documentation to obtain a comprehensive understanding of the character-building process. The results of the study show that the PIJAR Semarang Community integrates social activities and leadership values through academic and non-academic learning programs that are designed to be contextual and participatory. Social activities such as play-based learning, social action, field trips, art performances, and leadership training are the main media for instilling character values. The character values developed include responsibility, cooperation, empathy, discipline, and self-confidence. Leadership values are instilled through habit formation, volunteer role models, providing opportunities for participation, and the active involvement of students in every activity. This study also found several obstacles in the form of differences in student character, limited resources, and low self-confidence among some students in leadership. To overcome these obstacles, the PIJAR Semarang Community implemented intensive mentoring, motivation building, and adjustments to activities to make them more inclusive. Overall, this study confirms that the integration of social activities and leadership values in community-based non-formal education plays an important role in the holistic and sustainable character building of students.

This article explores inconsistencies in employee performance within small, project-oriented service sectors, where quality depends on daily tasks, punctuality, and adherence to procedures. Since skill development relies largely on informal workplace learning, differences in worker competencies often lead to rework, customer complaints, and safety issues. The study investigates how skills and competencies affect employee performance, illustrating how individual abilities translate into observable performance through the ability–motivation–opportunity (AMO) framework and experience-based learning. A qualitative case study at Rajasa Teknik included interviews and observations to examine project coordination, quality standards, and supervision practices. Results indicate that competencies and skills primarily influence ability, but sustained motivation- driven by realistic goals and fair feedback- along with ample opportunities such as smooth material flow, clear roles, and on-site decision support, enhance performance. The findings underline the importance of a cohesive work system (task division, quality control, communication), a consistent safety culture (K3), and straightforward, repetitive HR practices that facilitate tacit knowledge transfer into routines. Improvements suggested involve mapping core competencies, brief mentoring sessions, quality-focused standards, and evaluation systems to minimise service variation and promote sustainable performance in similar businesses. Overall, this research broadens the understanding of performance management in small enterprises and offers practical guidance for interventions.

Education is a conscious effort to create effective learning conditions to develop self-potential, intelligence, and noble character. A clean campus environment is one of the crucial external factors that support the smoothness of the teaching and learning process and the comfort of the entire academic community. This study aims to analyze and determine the extent of the influence of campus environmental cleanliness on student learning activities at the Faculty of Economics, Universitas Nasional Pasim.The research method used is quantitative with a descriptive verificative approach. The research population includes 123 first semester students of the Faculty of Economics, with a sample of 94 respondents determined through the Slovin formula at a 5% error rate. Data were collected through closed questionnaires and analyzed using validity, reliability, and simple linear regression tests through SPSS software. The results showed that the instrument variables for environmental conditions and learning activities were declared reliable with a Cronbach's Alpha value above 0.60. The regression test results obtained a coefficient of determination (R2) of 0.414, which indicates that campus environmental cleanliness has a 41.4% influence on student learning activities, while the remaining 58.6% is influenced by other factors. The ANOVA test produced a significance value of 0.000 with an Fcount value of 57.143, which is greater than the Ftable of 3.94, thus the research hypothesis is accepted. In conclusion, campus environmental cleanliness has a significant influence in creating a conducive learning atmosphere, increasing student focus, and intrinsic motivation. The university is advised to prioritize cleanliness management to realize a productive academic environment.   

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.