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This study aims to describe the implementation of scientific learning strategies in the 2013 Curriculum in Islamic Religious Education and its impact on the activeness of third-grade students at SD Negeri 101765 Bandar Setia. This research employed a qualitative approach with a phenomenological design. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results indicate that the application of scientific learning steps (5M), namely observing, questioning, collecting information, associating, and communicating, effectively enhances students’ activeness in asking questions, participating in discussions, and communicating learning outcomes. The learning process becomes more interactive, enjoyable, and meaningful. However, several challenges remain, including limited instructional time, differences in students’ literacy abilities, and less conducive classroom conditions. Therefore, more structured lesson planning and adaptive learning strategies are required to achieve optimal learning outcomes in Islamic Religious Education.

This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model on student learning outcomes in the Ignition System competency at SMKN 1 Katapang. The background of this study stems from the low understanding of students regarding the ignition system material due to the dominant use of the Teacher-Centered Learning (TCL) model, which tends to make students passive and only memorize concepts without understanding the overall working process. PBL is considered more relevant because it emphasizes real problem-solving, critical thinking, collaboration, and analysis according to constructivist theory. The method used is a quasi-experiment with a Nonequivalent Control Group Design. The research subjects consist of two classes of 11th-grade Light Vehicle Engineering students: an experimental group using the PBL model and a control group using TCL, with a total population of 70 students. Data collection was done through pretests and posttests using a validated multiple-choice objective test instrument. Data analysis includes comparing the learning outcome improvements of both groups to determine the effectiveness of PBL. The results show a more significant improvement in learning outcomes in the class using the PBL model compared to the TCL class. This proves that the implementation of PBL is effective in improving analysis skills and diagnostic skills in the ignition system. Therefore, PBL is recommended as a more suitable teaching model for practice-based subjects in vocational schools, especially in automotive electrical competencies.

The integration of Augmented Reality (AR) technology into higher education has emerged as a promising approach to enhance collaborative learning experiences. This study aims to design and evaluate an AR multimedia framework that facilitates real time interaction and spatial visualization, creating immersive and engaging learning environments for students. The AR framework was developed with a focus on improving student engagement, collaboration, and learning outcomes through interactive 3D models and real time feedback. By leveraging AR technology, the study sought to address common challenges in traditional learning environments, such as limited student interaction and engagement, and lack of real time feedback. The experimental evaluation involved two student groups: one using the AR-based system and the other using conventional multimedia tools. Findings revealed that students using the AR framework showed significant improvements in engagement, interaction frequency, and collaborative task performance. Additionally, the AR framework contributed to better learning outcomes, including enhanced comprehension, retention of complex concepts, and improved problem-solving skills. The study also highlighted the importance of incorporating a user-centered design approach in developing AR applications to ensure that the system meets the needs and preferences of learners. Qualitative feedback from students indicated that the AR system provided an enriched learning experience, although challenges such as interface navigation were noted. Overall, the study demonstrates the effectiveness of AR in fostering collaborative learning and offers practical insights for its integration into higher education curricula. Future research should explore the integration of AR with other immersive technologies to further enhance collaborative learning experiences.

The development of digital marketing has become a strategic factor in the growth of creative culinary businesses, particularly for micro, small, and medium enterprises facing increasing competition and changes in consumer behavior in the digital era. The use of digital platforms, such as social media and online marketplaces, enables business owners to expand market reach, enhance customer interaction, and optimize promotional strategies more efficiently. Nevertheless, various studies indicate that the implementation of digital marketing has not always produced optimal outcomes due to limitations in digital literacy, human resource capacity, and organizational adaptability. This study aims to systematically examine the role of digital marketing in the development of creative culinary businesses through a Systematic Literature Review approach. The review maps key concepts, research trends, and empirical findings related to digital marketing and organizational learning within the context of creative culinary enterprises. In addition, this study identifies existing research gaps and formulates recommendations for future research issues. The findings are expected to provide theoretical contributions in the form of comprehensive conceptual mapping as well as practical contributions for business practitioners, MSME facilitators, and policymakers in designing adaptive and sustainable digital marketing strategies.

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model integrated with Canva in improving students’ reflective thinking skills in the Aqidah Akhlaq subject at MTsN 3 Tuban. Reflective thinking is an essential competency that enables students to analyze moral behavior, evaluate decision-making processes, and connect Islamic ethical concepts with real-life experiences. However, preliminary observations indicated that students’ reflective thinking skills were still low and tended to remain at the level of theoretical understanding without deeper analysis. This research employed a pre-experimental design using a one-group pretest–posttest model. The subjects consisted of 30 eighth-grade students. The research instrument was a reflective thinking test developed based on indicators of moral evaluation, situation analysis, and experiential reflection, which had been validated through expert judgment. The learning process was conducted by applying the stages of Problem Based Learning integrated with Canva as a visual media to organize problem-solving steps and present students’ reflective outputs. Data were analyzed using descriptive statistics and a paired samples t-test. The findings showed a significant improvement in students’ reflective thinking skills after participating in PBL learning supported by Canva. Pretest scores ranged from 48 to 71 with an average of 59.67, while posttest scores increased to a range of 60 to 89 with an average of 71.20. The mean gain of 11.53 points was statistically significant as indicated by the t-test results (t = 10.39; sig. = 0.000), further supported by Cohen’s d value of 1.90, which falls into the category of a very large effect size. Qualitatively, students demonstrated enhanced abilities in identifying core problems, analyzing alternative actions, evaluating their cognitive processes, and visualizing moral reflections systematically through Canva. In conclusion, the PBL model integrated with Canva is effective in improving students’ reflective thinking skills in the Aqidah Akhlaq subject. This model not only enhances academic outcomes but also strengthens character development, creativity, and higher-order thinking skills, which are essential for 21st-century learning.

This study investigates the role of Enterprise Information Systems (EIS) in driving innovation within organizations. The research employs a mixed-method approach, combining survey-based structural analysis and in-depth organizational case studies to explore how different EIS capabilities influence organizational innovation. The study focuses on four key EIS capabilities: functional capabilities such as workforce management and customer value creation; technological capabilities including ERP systems and real-time analytics; dynamic capabilities, especially organizational learning; and collaborative innovation through external partnerships. The survey results reveal that EIS capabilities, particularly data analytics and integration, significantly enhance organizational agility, decision-making, and innovation outcomes. In-depth case studies provide detailed insights into how these capabilities are applied in real-world organizational settings, illustrating their impact on process and service innovation. The findings indicate that the effective integration of EIS across organizational functions, along with improved access to data, contributes to operational efficiency and innovation success. However, challenges such as integration issues, resistance to change, and lack of skilled personnel were also identified as barriers to successful EIS adoption. The study contributes to the literature by offering a comprehensive understanding of how EIS capabilities drive innovation and highlighting the importance of organizational culture and leadership in the adoption process. The research provides practical recommendations for organizations to leverage EIS for fostering innovation, such as focusing on EIS integration, overcoming organizational barriers, and ensuring leadership engagement. Finally, the study suggests future research directions, including the refinement of multi-method approaches and the need for longitudinal studies to better understand the long-term impact of EIS on innovation outcomes.

Technology-based learning media have now become a primary choice in supporting the learning process in elementary schools, in line with the development of the digital era and the growing demand for more innovative learning approaches. The utilization of technology in education is expected to enhance the quality of teaching and learning processes and encourage active student engagement. One technology-based learning medium considered effective and engaging is BrainPOP, a digital learning platform that presents educational content through interactive animated videos, quizzes, simulations, and various supporting activities designed to suit the characteristics of elementary school students. The selection of BrainPOP is based on its advantages in increasing students’ learning interest, facilitating the understanding of abstract concepts by making them more concrete, and enhancing students’ motivation and retention of learning materials. The visual, communicative, and interactive presentation of content enables students to learn in a more enjoyable and less monotonous manner. This medium is capable of creating an engaging, effective, and student-centered learning atmosphere, thereby fostering an active, creative, and enjoyable learning environment. Therefore, the use of BrainPOP in the learning process is expected not only to improve students’ learning outcomes but also to optimally and sustainably develop their interest, motivation, and engagement in learning.

  Abstract. This study aims to develop and evaluate an artificial intelligence–based expert system to support fault diagnosis in Air Handling Units (AHUs). Early fault identification in AHU systems is often constrained by reliance on technician experience, which may lead to inconsistent diagnostic outcomes. The proposed system is intended to provide a consistent, explainable, and practical decision-support tool to assist maintenance personnel, particularly less-experienced technicians, in identifying AHU faults accurately. Methodology: The research adopts a rule-based expert system approach using forward chaining inference. Knowledge acquisition was conducted through structured interviews with experienced HVAC technicians and supported by technical documentation. The resulting knowledge base consists of observable symptoms, diagnostic rules, and corresponding corrective actions. The system was implemented as an Android-based mobile application to enable direct field usage. System validation was performed using real operational fault scenarios, with expert diagnoses serving as the reference standard. Findings: Evaluation results indicate full agreement between the system-generated diagnoses and expert assessments across all tested scenarios. This demonstrates that the proposed system is capable of producing accurate and consistent diagnostic outcomes within its defined knowledge domain. Implications: The system operates using deterministic rules without incorporating uncertainty modeling or probabilistic reasoning. Additionally, validation was limited to a finite number of real-world scenarios, which may affect generalizability to broader AHU configurations. Practical implications: The expert system can be utilized as a practical diagnostic aid in routine AHU maintenance, improving response time, diagnostic consistency, and technician training effectiveness. Originality: This study contributes a mobile-based, explainable expert system specifically tailored for AHU fault diagnosis, emphasizing practical deployment and rule transparency rather than data-intensive learning models.

This study aims to improve the learning outcomes of fourth-grade students in science through the application of an experimental learning model on the material of changes in the state of matter. The study used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model which includes the stages of planning, implementation of actions, observation, and reflection. The subjects of the study were 20 fourth-grade students of SDN Daan Mogot 1. The study was conducted in two cycles. Data collection techniques included learning outcome tests, observation of teacher and student activities, and documentation. Data analysis was carried out quantitatively by calculating the average value and percentage of learning completion, and qualitatively through descriptive analysis of the observation results. The results showed that the application of the experimental method was able to improve the quality of the learning process and student learning outcomes. Teacher activity increased from the sufficient category in cycle I to very good in cycle II, while student activity increased from the good category to very good. Increased student activity in observing, discussing, recording results, and drawing conclusions from experiments had a positive impact on understanding the concept of changes in the state of matter. Student learning completion also increased although not all of them reached the classical standard of 80%. Thus, the experimental method is effective in improving the activeness, quality of the learning process, and the science learning outcomes of fourth-grade students. Although material reinforcement and a variety of learning strategies are still needed to optimize learning outcomes.

This study aims to describe the role of Biology Education Community Service Program students in improving the quality of biology learning at SMPN 1 Mappakasunggu. This study used a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The results showed that the Community Service Program students played an active role in various aspects, from lesson planning, implementation of teaching and learning activities, to evaluation of learning outcomes. In addition, the Community Service Program students were also involved in mentoring simple practicums that helped students understand biology concepts more practically. They also contributed to the development of innovative learning media that facilitated students' understanding of the material. The presence of Community Service Program students at the school had a significant positive impact on improving students' conceptual understanding, motivation, and learning activity. Students showed higher enthusiasm in participating in biology learning and experienced improvements in their learning outcomes. Thus, the Community Service Program teaching program is a tangible form of student contribution in supporting the improvement of education quality, especially biology learning in schools with limited resources. This program also provides valuable experience for students to be directly involved in the world of education and have a positive impact on society.

Learning Al-Qur’an and Hadith in secondary schools is still largely influenced by traditional assessment practices that prioritize written examinations and memorization, which are insufficient to capture students’ actual competencies. This situation often leads to less meaningful learning and limits the development of students’ deep understanding and Islamic character. In essence, Al-Qur’an and Hadith education is intended not only to ensure mastery of theoretical content but also to encourage the internalization and application of Islamic values in everyday life. For this reason, authentic assessment is viewed as a suitable approach because it evaluates learning outcomes in a more comprehensive manner, covering cognitive, affective, and psychomotor aspects. This study aims to analyze the implementation of authentic assessment in Al-Qur’an and Hadith learning at the secondary school level and to examine its effectiveness in improving students’ understanding and learning engagement. The research employed a quantitative method, with data collected through a Google Form questionnaire distributed to students and analyzed using descriptive analysis. The results demonstrate that authentic assessment contributes to deeper conceptual understanding, enhances practical skills such as proper Qur’anic recitation based on tajwid rules and hadith memorization, and promotes active, confident, and responsible learning attitudes. Overall, authentic assessment provides more meaningful learning experiences and represents an effective alternative assessment strategy to improve the quality of Al-Qur’an and Hadith learning in secondary schools.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

This study's objective is to describe the implementation of teaching modules as a Christian Religious Education learning strategy at Palangka Raya Christian High School. Teaching modules are used as learning tools in the Merdeka Curriculum to help teachers design structured, contextual, and student-centered learning. Seventeen students in the tenth grade served as research subjects for this study, which employed a descriptive qualitative method. Data collection was carried out thru observation of the learning process, analysis of learning documents, and evaluation results of student learning. The study's findings show that the implementation of teaching modules is able to support the systematic implementation of learning, increase students' active participation in discussions and group activities, and help achieve fairly good assessment results. Nevertheless, some constraints were found in the implementation of learning, such as time limitations and supporting facilities. Overall, the implementation of the teaching module has positive implications for improving the quality of the Christian Religious Education learning process and outcomes, and has the potential to be developed sustainably to shape students' character based on Christian values.  

This article discusses community service aimed at improving students' mathematical understanding at MI Nurul Mun'im through learning assistance assisted by the Astromath game. The main problem faced is low student motivation and understanding in mathematics, caused by less engaging learning methods. The purpose of this activity is to provide a solution by using innovative educational technology, specifically the Astromath game, which is designed to develop students' mathematical abilities in an interactive and fun way. The method used in this community service is a direct mentoring approach that involves students in game-assisted learning sessions, with mentoring from lecturers and students. This activity was carried out over several meetings involving the direct use of the Astromath game in class. The results obtained showed an increase in student understanding of mathematics material, especially in terms of basic arithmetic operations, as well as a significant increase in learning motivation. This is indicated by an increase in the average pre-test score from 58.8 to 88.9 average post-test score. In addition, students were also more active and interested in participating in mathematics lessons after being involved in learning sessions using this game. The use of the Astromath game has proven effective in making mathematics learning more interesting and improving student learning outcomes at MI Nurul Mun'im.

Abstract: Character education has become a critical challenge in secondary education, particularly in learning contexts that emphasize cognitive achievement over affective and behavioral development. Although Project-Based Learning (PjBL) is widely recognized for its potential to foster collaboration and responsibility, character outcomes are often treated implicitly and rarely evaluated systematically. This study aims to develop and evaluate a character-oriented Project-Based Learning framework using a Design-Based Research (DBR) methodology in Islamic secondary education. The research was conducted through iterative design cycles involving problem analysis, instructional design, implementation, evaluation, and refinement. Explicit character indicators were embedded into each phase of the PjBL process and assessed using quantitative and qualitative instruments. Statistical analysis of pretest and posttest data revealed significant improvements in students’ character-related outcomes following the implementation of the proposed framework. Qualitative findings further indicated enhanced student engagement, collaboration, and social responsibility during project activities. The results demonstrate that integrating explicit character indicators into PjBL through a DBR approach enhances the effectiveness of character education beyond conventional instructional practices. This study contributes to the literature by providing a structured and empirically validated framework that bridges Project-Based Learning, Design-Based Research, and character education. The proposed framework offers practical implications for educators seeking to integrate affective learning objectives into active learning environments.

Dyscalculia is a difficulty in learning mathematics that is commonly experienced by elementary school students, especially in multiplication materials. Students with dyscalculia experience obstacles in understanding the concept of numbers and calculation operations, which has an impact on low learning outcomes and students' confidence in mathematics learning. This study aims to describe the difficulties of learning multiplication in dyscalculia students in grade III of MI Nurul Falah 3, as well as identify learning efforts that can help overcome these difficulties. This study used a qualitative approach with a case study design on two students who were identified as having dyscalculia. Data collection techniques include observation, diagnostic assessment, interviews with students and teachers, and analysis of learning outcomes. The results showed that students had difficulty recognizing number symbols, often flipped numbers, and were not able to complete simple multiplication independently. Concrete learning using the "Multiplication Smart Wallet" media has been proven to help students understand the concept of multiplication, increase learning motivation, and reduce anxiety about mathematics. Thus, the use of concrete media is considered effective in supporting more inclusive mathematics learning for dyscalculia students.

This community service activity was implemented at SDN 3 Tangkiling to cultivate an entrepreneurial mindset among elementary school students by integrating financial literacy and exploring creative professions. The program emphasized enhancing students' comprehension of fundamental financial principles through socialization activities and rudimentary buying and selling simulations using play money. The “Mini Shop” activity was implemented to facilitate students' learning about the value of money, the distinction between needs and wants, and the importance of saving. This activity was designed using an active and contextual learning approach, which aligns with the characteristics of elementary school students and the principles of the Merdeka Curriculum, emphasizing character building, independence, and creativity. Additionally, the exploration of creative professions was undertaken through the implementation of role-playing and interactive discussions, thereby introducing a variety of occupations and cultivating an interest in entrepreneurship from an early age. The outcomes of the activity indicated that students exhibited increased enthusiasm and comprehension of fundamental financial concepts and demonstrated an interest in elementary entrepreneurial activities. It is anticipated that this program will evolve into an inspirational learning model for instilling financial literacy and entrepreneurial spirit at the elementary school level.

School leadership plays a strategic role in improving educational quality through effective management, the creation of a positive school culture, and the achievement of learning outcomes, while women’s participation in educational leadership continues to face structural and cultural challenges related to gender stereotypes. This study aims to analyze the leadership styles of female principals at SMK Negeri 1 Penawar Tama and SMK Negeri 1 Banjar Margo, identify supporting and inhibiting factors, and examine the strategies implemented to improve school quality. The research employed a descriptive qualitative approach, with principals, teachers, and students as research subjects. Data were collected through in-depth interviews, passive participatory observation, and documentation, and were analyzed using interactive qualitative analysis techniques involving data condensation, data display, and conclusion drawing, with validity ensured through triangulation and member checks. The results indicate that female principals apply a combination of democratic-participatory, transformational, visionary, humanistic-communicative, and professional exemplary leadership styles. These leadership practices are reflected in inclusive decision-making, open communication, moral exemplarity, and strategic programs oriented toward student competence and institutional development. Supporting factors include strong personal commitment, high discipline, a conducive school climate, and stakeholder support, while inhibiting factors consist of limited infrastructure, policy changes, internal differences of opinion, and gender-based social pressures. The study concludes that, despite existing obstacles, female principals are able to implement adaptive and participatory leadership strategies that foster a positive work climate, enhance school community involvement, and contribute significantly to improving the quality and sustainability of vocational education.

This community service activity was implemented at SDN 3 Tangkiling to cultivate an entrepreneurial mindset among elementary school students by integrating financial literacy and exploring creative professions. The program emphasized enhancing students' comprehension of fundamental financial principles through socialization activities and rudimentary buying and selling simulations using play money. The “Mini Shop” activity was implemented to facilitate students' learning about the value of money, the distinction between needs and wants, and the importance of saving. This activity was designed using an active and contextual learning approach, which aligns with the characteristics of elementary school students and the principles of the Merdeka Curriculum, emphasizing character building, independence, and creativity. Additionally, the exploration of creative professions was undertaken through the implementation of role-playing and interactive discussions, thereby introducing a variety of occupations and cultivating an interest in entrepreneurship from an early age. The outcomes of the activity indicated that students exhibited increased enthusiasm and comprehension of fundamental financial concepts and demonstrated an interest in elementary entrepreneurial activities. It is anticipated that this program will evolve into an inspirational learning model for instilling financial literacy and entrepreneurial spirit at the elementary school level.

This study examines the fundamental concepts of learning by emphasizing that learning is an active process that not only involves receiving information but also includes changes in students’ knowledge, attitudes, and skills. This research was conducted using a literature review method by exploring various relevant scholarly sources to understand the theories, principles, components, and factors that influence the success of learning. The findings indicate that learning theories such as behaviorism, cognitivism, constructivism, and humanistic theory provide an essential foundation for teachers in designing meaningful learning experiences. In addition, there has been a paradigm shift from teacher-centered learning to student-centered learning, which requires teachers to act as facilitators and designers of a conducive learning environment. The study further reveals that effective learning is determined by the alignment of objectives, materials, methods, media, learning activities, and evaluation. Internal factors such as students’ motivation and readiness to learn, as well as external factors such as teacher competence and the availability of learning facilities, also significantly influence learning outcomes. Overall, this study emphasizes that effective learning requires comprehensive planning, adaptive approaches, and classroom management that supports active student engagement.