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Reading is a must-have skill for students, regardless of proficiency level. Reading skills are used in all subjects in school. By using reading, they can understand what they learn and obtain information about subjects that help develop their skills. In this term, reading strategies play an important role in defining the success of reading. Many researchers have found that using strategies can help students read effectively and efficiently. This issue is fascinating because success in reading is supported by the strategies readers use. Therefore, the researcher is interested in finding out what reading strategies high school students use. This study aims to examine the reading strategies used by Senior High School students while comprehending descriptive text and their perception of reading strategies. The research design was a qualitative approach based on the theory of case study. The informant consists of tenth-grade students of the eleventh-grade Senior High School. Observation and individual interviews are instruments used by the researcher to collect data, and then the data is analyzed by triangulation, which consists of reducing data, displaying data, and drawing. The results of this study show that there were 7 strategies used by participants namely repeated reading, taking notes, imagine the content, summarizing, bottom up, guessing, getting the purpose of reading, each participant uses more than one strategy in reading, The result also showed that the strategies the students used while reading greatly helped them understand the text and made the reading process more effective and efficient.

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 aims to examine the relationship between reading interest and students' speaking skills at the elementary school level using a literature review approach. The background of this study focuses on the importance of reading interest as an element of speaking skills that need to be honed from an early age, and there is a strong assumption that reading interest has a major influence in improving these skills. The method applied is an analysis of five scientific articles found through a search using the keywords "speaking skills", "vocabulary", and "reading interest" on Google Scholar. The results of the study showed that all studies analyzed concluded that there was a significant and positive relationship between reading interest and speaking skills. Students who have a high interest in reading generally show better speaking skills thanks to their rich vocabulary, good sentence structure, and the ability to convey ideas regularly. These findings have important implications for teachers, curriculum developers, and parents to combine reading activities with speaking activities in the educational process. Increasing literacy culture from an early age has been shown to support the development of students' oral communication skills more effectively and sustainably.

Indonesian language learning in elementary schools, especially on figurative language, still faces various problems, such as difficult to understand material, limited learning media, and low student interest and understanding. This is also experienced by fifth-grade students of SD 1 Mlati Lor who have difficulty recognizing types of figurative language and understanding their meaning well in context. This study aims to develop an interactive flipbook media about figurative language that highlights the local wisdom of North Sulawesi and test its feasibility and practicality for semantic learning. The method used in this study is research and development (R&D) with the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The research subjects were fifth-grade students of SD Negeri 1 Mlati Lor. Data collection was carried out through interviews, observations, validation by material and media experts, questionnaires for teachers and students, and learning outcome tests. Data were analyzed using qualitative and quantitative descriptive approaches. The results of the study indicate that the interactive flipbook media inspired by the local wisdom of North Sulawesi was considered very valid by experts. Furthermore, practicality testing demonstrated that teachers and students responded in the "very practical" category, indicating that the media was easy to use and well-received in learning. The application of local cultural elements has been shown to help students understand figurative language concepts more clearly and meaningfully. Therefore, the developed flipbook can be used as an alternative Indonesian language learning medium to improve students' semantic understanding and cultural knowledge in elementary schools.

The goal of Christian education is not only to increase students' knowledge but also to shape character that reflects the values ​​of faith in Christ. In the context of a diverse society, an inclusive and tolerant attitude towards differences is crucial for students. This paper aims to illustrate how students can be shaped to develop an inclusive and tolerant attitude based on the values ​​of the Christian faith. Through Christian Religious Education (PAK) learning that emphasizes love, respect for one another, justice, and peace, students are encouraged to recognize that every human being is created in the image and likeness of God. An inclusive and tolerant attitude can develop when students understand that differences are part of God's plan and implement this in their interactions with others. Therefore, Christian education plays a crucial role in instilling the value of Christ's love so that students can live peacefully together, appreciate differences, and become role models in a diverse society.

Oral literature is a form of storytelling from one individual to another in a concise manner as a representation of a society's culture. One type that is interesting to study in this field is legends. This study examines the Keong Mas legend using Burhan Nurgiyantoro's structuralism approach theory, which focuses on analyzing the relationship between intrinsic and extrinsic elements in literary works. This study uses a qualitative descriptive method that aims to reveal the narrative structure and social and cultural meanings contained in the legend as a reflection of the moral values and local wisdom of the people of East Java. The information collection method used observation and note-taking. The results of the analysis show that the Keong Mas legend has a cohesive story structure, including theme, characters, plot, setting, and point of view, which simultaneously reflect the values of loyalty, justice, and family conflict in a socio-cultural context. These findings confirm the relevance of oral literature as a medium for the inheritance of living and evolving cultural values, and contribute to the understanding of cultural identity and literary aesthetics in Indonesia, especially in the East Java region.

This research is motivated by the importance of studying characterization in novels as a means of understanding human values ​​and character education relevant to social reality. Tere Liye's novel "Moga Bunda Disayang Allah" presents characters with complex characters that reflect empathy, compassion, and struggles facing limitations and social stigma. This study aims to comprehensively describe the characterization contained in the novel. The method used is a qualitative descriptive method with a structural literary analysis approach, specifically Nurgiyantoro's characterization theory. The research data, consisting of narrative excerpts and dialogues depicting the characters' characters, were collected through reading and note-taking techniques. Then, they were analyzed based on the categories of main and supporting characters, protagonist and antagonist, simple and round characters, static and developing characters, and typical and neutral characters. The results show that this novel displays diverse and dynamic characterization, with most of the characters experiencing significant character development and playing a crucial role in conveying moral values. The implications of this research are expected to enrich the study of Indonesian literature and be used as an alternative teaching material in character education-based literature learning.

This study aims to conceptually examine the role of visual media in Arabic vocabulary learning and its relevance in the context of education in the digital era. Vocabulary mastery is a fundamental component in learning Arabic; however, in practice, vocabulary learning often encounters various challenges, such as the abstract nature of vocabulary, low student motivation, and the dominance of conventional teaching methods. This study employed a qualitative approach using library research. Data were obtained through a review of relevant scholarly sources, including books, journal articles, and previous research related to visual media and Arabic language learning. Data were collected through documentation techniques and analyzed using content analysis to examine the concepts, roles, and effectiveness of visual media in Arabic vocabulary instruction. The findings indicate that visual media, both conventional and digital, play a significant role in improving vocabulary comprehension, strengthening memory retention, and increasing students’ motivation and engagement in the learning process. Visual media also help transform abstract vocabulary into more concrete and contextual representations, making learning more meaningful and effective. Nevertheless, the implementation of visual media still faces several challenges, including limited facilities, teachers’ digital competence, and the suboptimal use of technology in learning activities. Therefore, it is necessary to develop innovative instructional strategies and enhance teachers’ competencies to ensure that visual media can be utilized effectively and sustainably in Arabic language learning.

Communication is a fundamental element in the development of entrepreneurship, particularly within edupreneurship, which integrates educational innovation with entrepreneurial values to address contemporary challenges in education. In an increasingly competitive and digitally driven educational landscape, edupreneurs are required not only to possess pedagogical competence but also strong communication skills to sustain and scale their initiatives. This study aims to analyze the role of effective communication in strengthening edupreneurship competencies. The research employs a literature review method by synthesizing and analyzing relevant theories and previous studies on communication, entrepreneurship, and edupreneurship. The findings indicate that effective communication plays a significant role in enhancing key edupreneurship competencies, including negotiation skills, leadership capacity, personal branding, and adaptability to digital transformation. Communication also functions as a strategic tool for building trust, expanding professional networks, fostering collaboration, and creating supportive learning ecosystems within educational enterprises. Moreover, effective communication enables edupreneurs to articulate value propositions clearly, manage stakeholders efficiently, and respond flexibly to dynamic changes in educational markets. The implications of this study emphasize that communication competence is not a complementary skill but a core requirement for sustainable edupreneurship development. Therefore, systematic communication training and the integration of communication-based learning strategies are strongly recommended within entrepreneurship education programs, particularly for prospective edupreneurs, to support long-term innovation, competitiveness, and sustainability in the education sector.

The development of digital technology and the demands of 21st-century learning require teachers to implement meaningful and student-centered learning through an immersive learning approach. However, many elementary school teachers still face limitations in understanding the concept of immersive learning and utilizing technology-based learning media, especially three-dimensional (3D) and Artificial Intelligence (AI)-based media. Therefore, this Field Study activity aims to improve the knowledge and skills of teachers and students in implementing immersive learning through the use of 3D-based learning media and AI technology at the UPTD of SD Negeri 155684 Lubuk Tukko 1, Pandan District. The activity was implemented through a four-day workshop involving teachers and students, using an approach of socialization, demonstrations, hands-on practice, discussion, and reflection. The workshop materials covered the concept of immersive learning, the use of 3D-based learning media, gamification of learning through 3D Media applications, and the use of Artificial Intelligence in developing teaching materials and learning media. Evaluation of the activity was conducted through pre- and post-tests, participant observation, and analysis of the resulting learning products. .The results of the activity showed an increase in teachers' understanding and skills in designing and implementing technology-based immersive learning. Teachers were able to produce interactive learning media, teaching modules, and evaluation questions using 3D media, 3D media, and AI. Furthermore, this activity also increased teachers' motivation, creativity, and awareness of the importance of digital literacy in learning. This Field Study activity made a positive contribution to improving teacher competency and supporting the creation of more innovative, interactive, and relevant learning that reflects the characteristics of 21st-century learners.

This study aims to examine pragmatic aspects, particularly speech acts and implicatures, in the lyrics of the song “Sedia Aku Sebelum Hujan” by Idgitaf. By applying a qualitative descriptive method through pragmatic content analysis techniques, this study examines locutionary, illocutionary, and perlocutionary speech acts based on Austin's theory, as well as conversational implicatures based on Grice's framework. The results show that the song lyrics are dominated by expressive and commissive illocutionary acts that serve to express sacrifice, vulnerability, and unconditional commitment. Locutionary acts play a role in constructing a literal narrative about protection and relationship inequality, while perlocutionary acts are aimed at evoking feelings of security and gratitude in the listener. Furthermore, the study of implicature reveals deeper implied meanings related to self-sacrifice, acceptance of inequality in relationships, and anticipatory commitment, which are often conveyed through the metaphors of “rain” and “war”. This study concludes that the power of lyrics lies not only in explicit romantic expressions, but also in the strategic use of language to perform actions and convey implicit values of devotion, reflecting the complex dynamics of human relationships, even when they are unbalanced. These findings emphasize the importance of pragmatic analysis in fully understanding the communicative and artistic impact of song lyrics.

The development of modern education demands that teachers play a broader role beyond merely delivering subject matter, including building professional reputation, credibility, and positive influence on students, colleagues, parents, and society. For Christian Religious Education teachers, personal branding has a deeper dimension because they also serve as role models and ambassadors of Christian values. This study aims to describe the formation of personal branding among Christian Religious Education teachers based on spiritual and theological values, as well as its impact on teaching and student character development. The method used is descriptive qualitative through a literature study of books, journals, notes, and relevant reports, with narrative analysis to illustrate the practices and values that shape teachers’ personal branding. The findings indicate that the personal branding of Christian Religious Education teachers is an integration of professional competence, personal integrity, and Christian values, encompassing authenticity, consistency, professionalism, spiritual and moral role modeling, inspirational and communicative abilities, adaptation to technology, and positive relationships with students and the community. Spiritual and theological values such as Christian love, integrity, humility, patience, justice, service, and commitment to God’s Word form the main foundation that strengthens teachers’ credibility, motivates students, and establishes them as living examples of Christian life. Personal branding for Christian Religious Education teachers is not merely an image or popularity, but a real reflection of faith, character, and daily behavior consistent with Christian teachings, thus supporting effective learning, student character formation, and the teacher’s reputation as an authentic, inspiring, and professional educator.  

Human personality is diverse and influences the way people act, think, and interact in daily life. These differences also appear in literature, especially in drama, where characters reveal their traits through dialogue, actions, and conflicts. This study aims to analyze the personality of Othello in William Shakespeare’s Othello using the Big Five Personality Traits (OCEAN). This research employs a qualitative descriptive method with data taken from selected dialogues and monologues that reflect Othello’s personality. The data were categorized into five dimensions: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. The findings show that Neuroticism (30.77%) is the most dominant trait in Othello’s character, followed by Extraversion (23.08%), Agreeableness (15.38%), Conscientiousness (15.38%), and Openness (15.38%). These traits influence his decisions, relationships, and eventual downfall, indicating that emotional instability and insecurity play a crucial role in the tragic development of the play. This study demonstrates how universal personality traits shape human behavior and conflict in Shakespeare’s drama and shows that modern psychological frameworks can be effectively applied to classical literature.

Research. Elementary School Teacher Education Study Program, STKIP PGRI Papua. The purpose of this study is to examine the Influence of Using Kahoot as an Interactive Learning Media to Increase the Learning Interest of Sixth-Grade Students in Civic Education at SD YPK Bethania Mariadei. This type of research is Experimental research. The population in this study consists of students at SD Bethania Mariadei, while the research sample is 21 students in the sixth grade. Data collection was conducted through questionnaires and documentation. The collected data was analyzed using descriptive statistics and inferential statistics techniques. Based on the hypothesis testing results, the calculated t-value is 2.926 with a significance of 0.009. The significance value shows 0.009 < 0.05, so H0 is rejected and H1 is accepted, which leads to the conclusion that there is a significant and positive effect of using Kahoot media as an interactive learning tool to increase the learning interest of sixth-grade students in Civics subjects at SD YPK Bethania Mariadei. The Kahoot Interactive Learning Media can be applied for Civics learning in elementary schools. Keywords: Kahoot, Learning Media, Learning Interest, Civics.  

The integration of Artificial Intelligence (AI) into educational settings, particularly in formative assessments, offers significant benefits in terms of personalized learning, real time feedback, and increased efficiency. However, the successful implementation of AI driven formative assessments depends not only on technological capabilities but also on socio cultural and organizational factors that shape its adoption. This study explores the socio technical factors influencing the use of AI in formative assessments, emphasizing the importance of considering cultural diversity, institutional culture, and educators' beliefs. AI technologies, while powerful in automating grading and providing personalized assessments, often face limitations in addressing complex student responses that require human judgment. Furthermore, cultural factors, such as students' prior exposure to technology and different cultural attitudes towards AI, play a critical role in the acceptance and effectiveness of these tools. Organizational factors, including leadership support, digital literacy, and the readiness of institutions to adopt AI, are also key determinants in the successful implementation of AI systems in education. Teachers’ beliefs about assessment influence their acceptance and use of AI tools, highlighting the need for professional development and training to ensure that AI enhances pedagogical goals rather than replacing human expertise. The study concludes that the alignment of technology, culture, and assessment beliefs is essential for the effective use of AI driven formative assessments in educational settings. Recommendations for educational institutions include adopting a socio technical approach to AI integration, with a focus on providing resources, training, and fostering a culture of innovation. Future research directions should focus on expanding studies to diverse educational contexts, conducting longitudinal research on AI’s impact on learning outcomes, and exploring additional socio technical frameworks to guide AI adoption in education.

This study explores the integration of critical pedagogy with digital literacy, aiming to reconceptualize digital literacy beyond its traditional focus on technical proficiency and operational skills. Traditional digital literacy models emphasize the ability to navigate and use technology, primarily focusing on operational tasks such as managing digital devices, utilizing software, and performing specific functions. However, these models often overlook the broader implications of technology on society, including its role in shaping power dynamics and perpetuating social inequalities. By integrating critical pedagogy, this study argues that digital literacy should not only encompass technical skills but also encourage learners to critically assess the social, political, and cultural implications of digital tools. The critical digital literacy approach promotes social justice, equity, and empowerment by encouraging learners to question, reflect on, and challenge the ways in which technology influences their lives and society at large. Through critical engagement with digital tools, learners are empowered to challenge existing power structures, fostering social transformation. The study discusses how educators can integrate critical digital literacy into teaching practices, moving beyond traditional skill based models by encouraging critical thinking, ethical use of technology, and a deeper understanding of the role digital technologies play in shaping societal structures. Moreover, the study highlights the transformative potential of critical digital pedagogy, proposing it as a tool for educational equity and social change. By reconceptualizing digital literacy through a critical pedagogical lens, this study offers a framework that empowers students to become not just proficient digital users but active participants in societal transformation, contributing to a more inclusive and just digital future. The study also suggests areas for future research, including empirical investigations on the practical implementation of critical digital literacy frameworks across various educational settings and contexts.

This study investigates the long-term impact of adaptive digital learning ecosystems on students' self-regulated learning (SRL) behaviors and academic persistence. Adaptive learning systems personalize the learning experience by adjusting content and feedback to meet individual students' needs, preferences, and performance. These systems enhance engagement, motivation, and learning outcomes through real-time adjustments and continuous feedback. The research aims to explore how adaptive learning systems influence SRL and academic persistence in university courses over time. Using a longitudinal quantitative design, the study tracks SRL behaviors and academic persistence at multiple points during the semester. Results show significant improvements in SRL behaviors such as goal setting, planning, self-monitoring, and reflection among students engaged with adaptive learning environments. These students exhibited greater autonomy, improved metacognitive awareness, and higher motivation. Additionally, students in adaptive systems demonstrated greater academic persistence, as indicated by more time spent on tasks, higher assignment completion rates, and sustained engagement. The findings suggest that adaptive learning platforms promote SRL and academic persistence by offering personalized, responsive learning experiences. Unlike static, non-adaptive environments, adaptive systems provide dynamic support, enhancing students' ability to regulate their learning and remain engaged despite challenges. The study concludes that adaptive learning systems are vital for long-term academic success, though further research is needed to assess the sustainability of these effects in various educational settings and among diverse student populations.

This study presents an ethical framework for learning analytics aimed at addressing key challenges related to the collection and use of student data in higher education. Learning analytics, a powerful tool for improving student outcomes and institutional decision-making, has raised ethical concerns regarding data privacy, transparency, fairness, and equity. The proposed framework integrates four core principles: data privacy, informed consent, transparency, and fairness, ensuring that institutions use learning analytics responsibly while safeguarding student rights. A central feature of the framework is its focus on promoting equitable decision-making, minimizing bias, and preventing the reinforcement of existing inequalities in algorithmic and data-driven decisions. The framework also emphasizes the importance of continuous ethical oversight, holding institutions accountable for ethical data use and adapting practices as technology evolves. The study concludes that the framework offers a comprehensive solution to the ethical challenges in learning analytics, providing institutions with a practical guide to embedding ethical principles in data practices. Additionally, the research discusses its potential to foster fairness, equity, and transparency in decision-making processes. Future research is recommended to refine the framework and explore its application across various educational contexts, ensuring responsible and inclusive use of learning analytics.

Creative writing plays an important role in developing students’ imagination, self- expression, and language competence in the digital era. However, many learners still struggle with generating ideas, maintaining motivation, and gaining confidence in writing. This study aims to analyze how the use of Wattpad, viewed through the Social Constructivist framework, can enhance students’ creative writing skills, motivation, and confidence. This research applies a qualitative descriptive approach supported by survey data from 30 high school students who actively use Wattpad. The results show that 95.7% of respondents have used Wattpad before, with most of them using it to read and learn from other writers. A total of 60.9% of respondents stated that reading other writers’ works was the most helpful for improving their writing, while 17.4% highlighted peer comments and feedback as additional support. Despite its benefits, 43.5% of students mentioned difficulty in organizing ideas as their main challenge. Open-ended responses revealed that positive feedback and community interaction on Wattpad helped increase students’ motivation and confidence in writing. The discussion emphasizes that the social interaction and feedback features of Wattpad foster collaborative learning, aligning with Vygotsky’s concepts of scaffolding and the Zone of Proximal Development. These findings suggest that integrating Wattpad into writing instruction can effectively enhance students’ creativity, critical thinking, and confidence in producing literary works.

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.