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This study investigates the role of parental support in improving the learning abilities of elementary school students, with a particular focus on first-grade students at Tahfidzul Qur'an Elementary School. The research was motivated by the growing recognition that parental involvement is a key factor influencing children's academic development and learning success during the early years of education. A qualitative approach with a case study design was employed to gain an in-depth understanding of how parental support contributes to students' learning experiences. Data were collected through classroom observations, semi-structured interviews with teachers and parents, and documentation of relevant school records. The data were analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing and verification. The findings reveal that parental support positively influences students' learning abilities by increasing motivation, fostering positive learning habits, encouraging active participation in school activities, and strengthening communication between home and school. Students whose parents consistently provided emotional, motivational, and academic support demonstrated better learning outcomes and greater engagement in classroom activities. The study concludes that parental support plays a crucial role in enhancing elementary students' learning abilities and emphasizes the importance of strong collaboration between parents and schools to create an effective and supportive learning environment.

This study aims to analyze the influence of self-efficacy on the motivation of the characters Desi and Aini in Andrea Hirata's novel Guru Aini based on Albert Bandura's Social Cognitive Theory. This research employed a qualitative descriptive method with a literary psychology approach. The research data consisted of textual excerpts illustrating the characters' behaviors, thoughts, and attitudes, which were collected through literature review using reading, observation, and note-taking techniques. Data were analyzed based on the four sources of self-efficacy, namely mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states. The findings reveal that the motivation of both Desi and Aini is shaped by the interaction of these four sources of self-efficacy. Desi's self-efficacy is reflected in her perseverance, idealism, self-evaluation, and commitment as an educator despite encountering various teaching challenges. Meanwhile, Aini's self-efficacy develops through her learning experiences, Guru Desi's exemplary role, verbal encouragement from her social environment, and a strong emotional drive to fulfill her aspiration of becoming a doctor in order to treat her father. Overall, this study demonstrates that self-efficacy plays a crucial role in developing and sustaining the motivation of both characters, while also contributing to the advancement of literary psychology studies by providing a deeper understanding of the psychological dynamics of literary characters.

Elementary school science and social studies (IPAS) learning is currently still dominated by conventional, rote-oriented methods (teacher-centered), resulting in shallow conceptual understanding and relatively low student learning outcomes. This study aims to describe the integration of the deep learning approach in IPAS learning at elementary schools and to comprehensively analyze its impact on student learning outcomes. The research method used is a Systematic Literature Review (SLR) applying the PRISMA protocol through the Sinta-accredited national journal database within the last five years of publication. Based on the synthesis of the included articles, it was found that the integration of deep and interactive learning approaches significantly exerts a multidimensional positive impact on students' learning profiles. This innovative instructional tactic is proven to boost classical completeness in the cognitive domain through long-term conceptual retention, optimize affective responses in the form of motivation and curiosity through a joyful learning environment, and sharpen process skills in children's psychomotor domain collaboratively. The implication of this study demands a reform of educators' instructional designs to shift toward interactive media and contextual problem-solving models to support the success of the Merdeka Curriculum.

The advancement of digital technology has driven a fundamental transformation in the ecosystem of Indonesian language learning. This study aims to examine the role of Computer Science in supporting and modernizing Indonesian language learning in the digital era, identify Computer Science-based technologies that have been applied, and analyze the challenges and opportunities of their integration. This study employs a literature review method by analyzing twelve national scientific journals published between 2021 and 2025. The findings indicate that Computer Science contributes multi-dimensionally through sub-fields of Natural Language Processing (NLP), artificial intelligence (AI), gamification, and educational software engineering. Key findings include: (1) NLP for the Indonesian language has encompassed stemming, POS tagging, and syntactic parsing as the foundation for automatic correction systems and automated essay scoring; (2) algorithm-based gamification has proven effective in increasing student motivation and active engagement; (3) AI-based learning platforms enable the personalization of adaptive learning experiences. This study also formulates an idea engineering concept in the form of an integrated platform, combining AI, NLP, and gamification within a single learning ecosystem. The study concludes that Computer Science plays a role that is both strategic and ambiguous as a transformative solution as well as a source of linguistic challenges that must be addressed proactively within the Indonesian language education ecosystem.

Writing is an important language skill to develop in Indonesian language learning, particularly in writing narrative texts. However, many students still experience difficulties in finding ideas, developing storylines, choosing appropriate vocabulary, and constructing sentences effectively. Therefore, appropriate learning strategies are needed to improve narrative writing skills. This study aims to identify, analyze, and describe various effective learning strategies in improving narrative writing skills in Indonesian language learning. The study used a qualitative method with a literature review approach. Research data were obtained from scientific articles accessed through Google Scholar with the help of the   or Perish application. The articles analyzed were published in the period 2020–2026 and selected based on their relevance to the research topic. Data collection techniques were carried out through documentation studies and literature studies, while data analysis used content analysis. The research results indicate that various learning strategies are effective in improving narrative writing skills, including brainstorming techniques, expository strategies, Direct Writing Activities, the Contextual Teaching and Learning (CTL) approach, fun learning, Project-Based Learning (PjBL), digital literacy, the use of animated video media, local wisdom-based learning, and the Genre-Based approach. These strategies have been proven to improve students’ ability to develop ideas, structure storylines, enhance creativity, learning motivation, and improve the quality of narrative writing. The implications of this research indicate that selecting varied, innovative learning strategies that are appropriate to student characteristics can optimally support the development of narrative writing skills in Indonesian language learning.

Learning media is a tool used to convey messages so that it can stimulate students' thoughts, feelings, attention, and willingness in the learning process. This study aims to determine the effectiveness of using KoKaMi media, a three-dimensional media combined with language games, in improving Arabic vocabulary mastery of eighth-grade female students of SMPIT An Nur Sragen. This study uses a quantitative approach with an experimental method and a pre-experimental design of one group pretest–posttest type. The study population consisted of 22 female students and all were sampled through a total sampling technique. Data collection was carried out through tests, interviews, observations, and documentation, while data analysis used descriptive statistics, prerequisite tests, and hypothesis testing with the help of SPSS. The results of the analysis showed that the data were not normally distributed so the Wilcoxon Signed Rank Test was used. The test results showed a significance value of 0.000 smaller than 0.05, which means H0 is rejected and Ha is accepted. These findings prove that KoKaMi media is effective in improving Arabic vocabulary mastery. Therefore, KoKaMi media can be used as an alternative innovative learning media that helps students understand vocabulary more actively, enjoyably, and meaningfully. The implications of this research indicate that the use of game-based media can increase learning motivation, class participation, and learning interactions, so teachers are advised to utilize similar creative media as an effective and student-centered language learning strategy in learning practices at school consistently and sustainably.

Learning media is a tool used to convey messages so that it can stimulate students' thoughts, feelings, attention, and willingness in the learning process. This study aims to determine the effectiveness of using KoKaMi media, a three-dimensional media combined with language games, in improving Arabic vocabulary mastery of eighth-grade female students of SMPIT An Nur Sragen. This study uses a quantitative approach with an experimental method and a pre-experimental design of one group pretest–posttest type. The study population consisted of 22 female students and all were sampled through a total sampling technique. Data collection was carried out through tests, interviews, observations, and documentation, while data analysis used descriptive statistics, prerequisite tests, and hypothesis testing with the help of SPSS. The results of the analysis showed that the data were not normally distributed so the Wilcoxon Signed Rank Test was used. The test results showed a significance value of 0.000 smaller than 0.05, which means H0 is rejected and Ha is accepted. These findings prove that KoKaMi media is effective in improving Arabic vocabulary mastery. Therefore, KoKaMi media can be used as an alternative innovative learning media that helps students understand vocabulary more actively, enjoyably, and meaningfully. The implications of this research indicate that the use of game-based media can increase learning motivation, class participation, and learning interactions, so teachers are advised to utilize similar creative media as an effective and student-centered language learning strategy in learning practices at school consistently and sustainably.

This study explored how integrating YouTube video analysis into pre-writing activities can support idea generation and coherence in students’ writing. Writing is often challenging for EFL learners, especially in developing ideas and organizing them logically. To address this, the study used YouTube as a pre-writing tool that provides visual and auditory input to stimulate creativity and critical thinking. This research employed a descriptive qualitative method using a YouTube video titled “Writing Process: Pre-Writing” from Mr. Paige’s English Writing Center and open-ended questionnaires answered by 30 English Literature students. The findings showed that 70% of students agreed that watching or analyzing YouTube videos before writing helped them generate ideas more easily, while 56.7% found the activities more engaging and 53.3% reported better organization of thoughts. Additionally, 50% of participants felt more confident to start writing, and 63.3% believed that teachers should integrate video analysis into writing classes. These results indicate that YouTube-based pre-writing activities enhance idea generation, coherence, and motivation in writing. Overall, YouTube video analysis proves to be an effective digital learning strategy that combines creativity, engagement, and logical organization in the writing process.

This research investigates the effectiveness of digital storytelling as a supplementary tool for lexical fact retrieval and sustainable retention of EFL vocabulary among middle school learners. The research was conducted in particular Islamic School in Gresik, Indonesia. The selected participants were 38 eight-grade EFL learners, divided into experimental and control groups. Vocabulary knowledge was assessed through pre-test, immediate post-test, and delayed post-test conducted after two weeks. The independent sample t-test showed a significantly greater mean improvement in the digital storytelling (DST) group compared to the control group (MD = 8.04, p < .001). The vocabulary retention proved by the result of paired sample t-test which show consistency on the students’ delayed test result (p > .005). This study contributes to the growing literature on digital storytelling and its impact on lexical support. The method proved that DST is effective to enhance students’ vocabulary retention through related multimedia. Digital Storytelling enhance students’ focus and motivation to participate in class.

Academic procrastination is the behavior of deliberately delaying the completion of tasks even though individuals are aware of the negative consequences for their learning outcomes. This phenomenon is commonly found among students at various educational levels, ranging from secondary school to higher education, and often results in decreased academic achievement, lower quality of completed assignments, and increased levels of academic stress among students. This condition indicates that academic procrastination has become an important issue that requires attention within the educational process. This study aims to examine self-regulation as an indicator for the early detection of academic procrastination in the context of guidance and counseling services in educational settings. The method used in this study is a literature review by analyzing various scientific journal articles relevant to the research topic. The results of the review show a consistent negative relationship between self-regulation and academic procrastination. Students who possess a high level of self-regulation tend to be more capable of managing their time, emotions, and learning motivation effectively, enabling them to be more disciplined in completing academic tasks. Conversely, low levels of self-regulation contribute to an increased tendency to delay academic tasks. These findings confirm that self-regulation can serve as a strategic indicator for early detection as well as a target for preventive interventions through guidance and counseling services in 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 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 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.

The development of academic writing skills among university students remains a serious challenge in higher education, particularly in Indonesian language courses that are often perceived as theoretical and procedural. This study aims to reconstruct Indonesian language learning through an Outcome Based Education (OBE) approach to strengthen students’ scientific writing skills at Universitas Muhammadiyah Maumere. Employing a qualitative research design, data were collected through classroom observations and in-depth interviews with students and lecturers over a three-week period. The findings reveal that OBE based learning encourages clearer learning objectives, increases students’ awareness of academic writing standards, and fosters reflective and critical writing practices. Students demonstrated improved understanding of scientific text structures, argument development, and academic language conventions. Furthermore, the learning process shifted from teacher centered instruction to a more participatory and student oriented model, allowing students to actively construct knowledge through observation, discussion, and writing practice. The study also highlights that the integration of contextual learning and continuous feedback plays a crucial role in enhancing students’ confidence and motivation in academic writing. These findings imply that OBE based Indonesian language instruction can serve as an effective pedagogical strategy to cultivate academic literacy, critical thinking, and responsible scholarly attitudes among university students. The study recommends broader implementation of OBE principles in language education to support sustainable improvement in higher education learning outcomes.

The study titled “Designing a Web-Based E-Module for Empowering Tenth-Grade Students’ Writing Skills in Descriptive Text” aims to develop a digital learning medium to improve students’ descriptive writing abilities. The research applies a Design and Development (D&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, supported by a descriptive quantitative method. The study addresses limitations of traditional, teacher-centered instruction that relies heavily on printed materials by integrating technology into the learning process. The research begins with an analysis of existing teaching practices and learning resources for descriptive text writing. Based on this analysis, a web-based e-module is designed to provide a more interactive and engaging learning experience. The module includes structured materials such as definitions, purposes, text structures, language features, examples, and practice exercises. The e-module is then implemented in a tenth-grade classroom setting, followed by an evaluation of its effectiveness using quantitative data. The results indicate that the web-based e-module effectively improves students’ descriptive writing skills. Interactive features, including multimedia content, self-paced activities, and immediate feedback, enhance students’ motivation and active participation. Teachers and students report positive perceptions regarding the practicality, accessibility, and usefulness of the e-module. Pre-test and post-test results also show a clear improvement in students’ writing performance. Overall, the study concludes that web-based e-modules are a promising instructional medium for enhancing writing skills and supporting student-centered, technology-integrated English language learning.

This research is motivated by the use of conventional learning models that still dominate Indonesian language learning at the high school level, causing learning to become monotonous and less actively involving students. This study aims to determine the effectiveness of implementing the Quizizz-based Game Based Learning (GBL) model in improving learning outcomes, motivation, and participation of grade XII Social Science students at SMA BIMA Ambulu. The research method used is quantitative experimental with a one-group design (one-group pretest-posttest design). Research subjects consisted of 70 students divided into two classes, namely XII IPS 2 and XII IPS 5, with 35 students each. Data were collected through tests (pretest and posttest), learning motivation questionnaires using a 5-level Likert scale, student activity observation sheets, and documentation of learning activities. Research instruments have been tested for validity using Pearson Product Moment correlation and reliability using Cronbach's Alpha. Data analysis included validity tests, reliability tests, normality tests, and hypothesis testing using Independent Sample t-Test. The research results show that all test items are declared valid (r calculated > r table 0.334) and the instrument is reliable with a Cronbach's Alpha value of 0.812. The average N-Gain for class XII IPS 2 is 0.668 and class XII IPS 5 is 0.679, both in the medium-high category indicating the effectiveness of the GBL model. The t-test results show no significant difference between the two classes (mean difference 0.011), indicating consistency in the effectiveness of the GBL model in both groups. This study concludes that the Quizizz-based Game Based Learning model is proven effective in improving Indonesian language learning outcomes for grade XII Social Science students at SMA BIMA Ambulu. The implementation of GBL creates more interactive, enjoyable, healthy competitive learning, and is able to increase motivation and active student participation in learning.

This article investigates the effectiveness of cooperative learning using vocabulary flashcards in improving students’ mastery of English adjectives. The research was conducted due to students’ limited vocabulary knowledge. The objective of this article was to examine whether the implementation of a cooperative learning model supported by vocabulary flashcards could enhance students’ adjective mastery and learning engagement. A pre-experimental research design with a one-group pretest–posttest approach was employed. The participants consisted of 15 junior high school students enrolled in an English course. Data were collected through pretest, posttest, classroom observation, and a student response questionnaire. Quantitative data were analyzed using descriptive statistics and N-Gain analysis, while qualitative data were obtained from observation sheets and questionnaire responses. The findings indicate a noticeable improvement in students’ posttest scores compared to their pretest results, with the mean N-Gain score categorized as moderately effective. In addition, observation data revealed high levels of student participation during cooperative learning activities. Questionnaire results further showed positive student responses toward the use of cooperative learning and vocabulary flashcards, particularly in terms of motivation, confidence, and ease of understanding English adjectives. These findings suggest that cooperative learning combined with vocabulary flashcards can effectively support students’ vocabulary development and active engagement. In conclusion, the study provides empirical evidence that cooperative learning facilitates meaningful interaction and knowledge construction, supporting its implementation in English vocabulary instruction. However, future research is recommended to involve larger samples and comparative research designs to strengthen the generalizability of the findings.

This study reviews the implementation of Content and Language Learning (CLIL) in Indonesia senior high school through a systematic review. The review aim to identify research trends, report benefits, and key challenges of CLIL in Indonesia education context. Following the FRISMA guidelines, nine peer-reviewed studies published between 2021 and 2025 were selected from reputable academic databases. The analysis focuses in research design, learning outcomes, and implementation n issues, and it applies the CLIL 4Cs framework—Content, Communication, Cognition, and Culture—as the main analytical lens. The finding indicates that CLIL has appositive impact on student engagement, learning   motivation, and better understanding of content and increased confidence in using English in academic context. CLIL also support active learning and encourages higher-order thinking skills. However, the review reveal several challenges that limit effective implementation. These include limited teacher readiness, insufficient English proficiency among teachers and students, lack of collaboration between subject teachers and English teachers, nd difficulties is assessing content and language learning simultaneously. Analysis the 4Cs framework show that Content and Communication are the most emphasized componet in current CLIL practices, while Cognition receives moderate attention and culture is rarely adressed explicitly. The study concludes that although CLIL is feasible and beneficialfor Indonesia senior high schools, its long-term succes depend on continues teacher professiional development, stronger institutional support, and clearer integration within the Merdeka Curriculum. Theis review provide useful insights for educators, researcher, and policemakers to improve bilingual and CLIL-based instruction in Indonesia.

This study aims to determine the effectiveness of the use of the artificial intelligence-based application (AI-Based Application) Duolingo in improving vocabulary mastery of EFL (English as a Foreign Language) students in Indonesia. This study used a descriptive quantitative approach with a single-group pre-test and post-test design involving 20 students of class VII C of SMP Negeri 1 Mappakasunggu. Data were collected through vocabulary tests, questionnaires, and classroom observations. The results showed a significant increase in students' vocabulary mastery, marked by an increase in the average score from 61 (fair category) in the pre-test to 78 (good category) in the post-test. Most students gave a positive perception of the use of Duolingo, especially regarding the gamification features, instant feedback, and simple and attractive display, which can increase motivation and learning engagement. The results of the observation also showed that students were more active and enthusiastic in using this application compared to traditional learning methods. Thus, Duolingo can be said to be effective as an AI-based learning medium to improve vocabulary mastery of junior high school students in Indonesia.  

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.