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The use of the social media platform TikTok as a learning medium in Social Studies (IPS) has emerged as an innovative strategy to enhance students’ learning creativity and engagement in the digital era and within the Merdeka Curriculum framework. This study aims to examine the effectiveness of TikTok in supporting creative learning processes, particularly in helping students understand Social Studies content in a visual, interactive, and easily accessible manner. The research was conducted through an online training seminar involving teachers and students, which included material delivery, demonstrations of TikTok usage, hands-on practice in creating learning content, and trial implementation in classroom learning activities. The analysis focused on three main aspects: (1) the improvement of teachers’ competencies in designing creative TikTok-based learning media, (2) students’ responses and learning experiences when using the platform, and (3) the effectiveness of the media in enhancing students’ understanding of Social Studies concepts. The results indicate that the use of TikTok improves the quality of learning media created by teachers and facilitates students’ independent learning. Pre-test and post-test data show an increase in students’ conceptual understanding, while student responses reveal a high level of learning interest through visual and interactive media. Nevertheless, several challenges related to device availability and internet connectivity were identified among some participants. In conclusion, TikTok is effective as an independent learning medium for Social Studies and contributes positively to improving students’ understanding and learning motivation. The study recommends continuous mentoring for teachers, strengthening ICT infrastructure, and further development of diverse learning media to support learning needs within the Merdeka Curriculum.

The digital era demands that organizations be fast-moving, adaptable, and innovative. With the advancement of information technology, changes in work methods, global competition, and stakeholder demands are becoming increasingly complex. Knowledge Management (KM) plays an important role as a strategic mechanism for identifying, acquiring, storing, sharing, and utilizing knowledge to improve organizational effectiveness and efficiency. In this context, knowledge management becomes one of the important elements for organizations to enhance performance. Knowledge management is not just about collecting data or information, but how organizations can store, share, create, and utilize knowledge to gain a competitive advantage. This article aims to analyze the importance of knowledge management for organizational performance in the digital age, including how the digital era changes the dimensions of knowledge management, how knowledge management contributes to organizational performance, the challenges faced, and their implications. The data obtained for this study were gathered from observations thru interviews with relevant parties and a literature review study by examining the results of empirical research from the past five years (2020–2025). The method used was descriptive literature analysis of 15 scientific articles from accredited national journals. The analysis focuses on the relationship between knowledge management dimensions (knowledge creation, storage, sharing, and application) and organizational performance indicators (financial performance, innovation, productivity, and customer satisfaction). The study results show that the implementation of knowledge management significantly contributes to improving organizational performance, both directly thru increased efficiency and effectiveness of work processes, and indirectly thru strengthening a culture of innovation and organizational learning. This article asserts that an organization's success in the digital age is not solely determined by its ability to adopt technology, but also by its ability to manage and leverage knowledge as a strategic resource. Therefore, knowledge management needs to be systematically integrated into the organization's digital strategy, accompanied by strengthening a learning culture, human resource training, and adaptive information technology systems.

Science education at the junior high school level demands learning strategies that encourage active student engagement as well as enhance conceptual understanding. The low learning outcomes of students in the science subject of ecosystem materials emphasizes the need for learning innovations that focus on student activities. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) learning model in improving the learning outcomes of grade VIII students of SMP Negeri 1 Tumpaan. The research was conducted in the form of Classroom Action Research with two cycles, each of which included the planning, implementation, observation, and reflection stages. The subjects of the study were 30 students of grade VIII. The research instrument is in the form of learning outcome tests given at the pre-cycle stage, post-test cycle I, and post-test cycle II. Data were analyzed using descriptive statistics and repeated measurement tests to ascertain the significance of improving learning outcomes. The results showed an increase in students' average scores from 58 in the pre-cycle to 75.33 in the first cycle, and 79.5 in the second cycle. The percentage of learning completeness also increased from 20% to 66.67% in the first cycle, and reached 80% in the second cycle. Repeated measurement analysis showed significant differences between stages with strong positive correlation values. These findings confirm that PBL is effective in improving science learning outcomes, encouraging active student involvement, and improving the equitable distribution of achievement in the classroom. This research has implications for the importance of implementing PBL as an innovative learning strategy in junior high schools to support the achievement of science literacy and 21st century skill development

Game-Based Learning (GBL) has emerged as an innovative learning approach aimed at enhancing student engagement and promoting the development of critical thinking skills, particularly at the elementary school level. This study was conducted at SD Negeri Labuhan 1 using a qualitative approach and a case study method. The primary objective of this research is to analyze the implementation of GBL within the context of elementary education, focusing on students’ and teachers’ needs and interests, the strategies used for implementation, the impact of GBL on students’ critical thinking skills, and the supporting and inhibiting factors affecting its success. The findings indicate that 75% of students expressed a higher preference for game-based learning over conventional teaching methods, showing high levels of enthusiasm and participation during the learning process. GBL proved effective in increasing students' motivation to learn, strengthening collaboration, and stimulating analytical and reflective thinking. However, several challenges were encountered in the implementation of GBL, including limited technological infrastructure in schools and the lack of specialized training for teachers in designing and managing game-based learning activities effectively. Based on these findings, it can be concluded that GBL holds significant potential as a teaching strategy that can foster students’ critical thinking skills from an early age. Nevertheless, to achieve optimal outcomes, strong support from various stakeholders is essential, including the provision of adequate facilities and the enhancement of teachers’ competencies through continuous professional development and training in designing and applying GBL in daily classroom activities.

This study aims to comprehensively examine the effectiveness of digital learning media in enhancing students' motivation in the subject of Natural and Social Sciences (IPAS) at the elementary school level. Utilizing a qualitative approach based on a literature review, this study analyzes various academic references regarding the use of digital technology in the learning process. The findings indicate that digital media, such as educational videos, interactive simulations, and technology-based applications, significantly contribute to increasing student engagement and learning enthusiasm. The success of digital media in education is supported by several key factors, including active student participation, real-time feedback, and the presentation of materials that are more dynamic, diverse, and responsive to individual student needs. Moreover, digital learning approaches allow for a more flexible, engaging learning process that adapts to students’ learning styles. Thus, based on the conducted analysis, it can be concluded that integrating digital technology into IPAS instruction holds great potential as an innovative pedagogical strategy.    

This study aims to analyze the implementation of short text analysis strategies in Maharah Qira’ah to enhance Arabic language comprehension at Madrasah Aliyah Al-Masduqiyah Patokan Kraksaan. Maharah Qira’ah, as one of the core skills in Arabic language learning, requires a deep understanding of language structures and text meanings. Therefore, short text analysis strategies are applied as a method to strengthen students’ understanding of vocabulary, grammar, and contextual meaning in Arabic texts. This research employs a descriptive qualitative approach with data collection techniques, including observation, interviews, and documentation. The findings indicate that using short texts in Maharah Qira’ah instruction has a positive impact on students' comprehension, particularly in word meaning interpretation, sentence structure understanding, and critical thinking skills. However, the study also identifies several challenges, such as students' limited vocabulary, text difficulty levels, and insufficient teaching resources. By understanding the benefits and challenges, this strategy can be further developed through more innovative approaches, such as digital media utilization and the integration of contextual learning methods in Arabic language instruction. This study is expected to contribute to the development of Arabic language teaching methods at the Madrasah Aliyah level.  

The rapid development of technology has introduced various language learning resources, including podcasts, which offer authentic audio input but are often underutilized and lack structured application in EFL classrooms. Integrating gamification into podcasts represents a promising approach to enhance students’ engagement, motivation, and learning outcomes. This study aims to evaluate the impact of gamified podcasts on EFL students’ listening comprehension, learning motivation, and content retention. A quasi-experimental design was employed, involving university-level EFL students divided into an experimental group (gamified podcasts with interactive quizzes, leaderboards, and badges) and a control group (non-gamified podcasts). Pre-tests and post-tests assessed listening comprehension, motivation, and retention, with statistical comparisons conducted using t-tests and ANOVA. The results indicate that students exposed to gamified podcasts demonstrated significant improvements in listening comprehension, motivation, and retention compared to their peers in the control group. The interactive and competitive elements of gamification encouraged repeated engagement, active participation, and deeper cognitive processing of audio materials, which strengthened long-term memory and overall learning outcomes. These findings suggest that gamified podcast-based learning not only enriches traditional listening practices but also fosters a more engaging, motivating, and effective EFL learning environment. Consequently, integrating gamification into podcast instruction is recommended as an innovative strategy to support language acquisition and enhance students’ sustained involvement in learning activities.

The main objective of this study was to determine the extent to which students' critical thinking skills can be improved through the implementation of a guided inquiry learning model based on Education for Sustainable Development (ESD). This study used a quasi-experimental approach with a post-test only control group design. The study population consisted of 5 classes with a total of 190 students. From this population, the researcher took a sample of 68 students through a simple random sampling technique. The sample was then divided into two groups, namely 34 students for the experimental class and 34 students for the control class. The research instrument was a critical thinking skills test consisting of 20 objective, reasoned questions. The research data were analyzed using a t-test. Based on the calculation results, the t-value was 3.792, while the t-table value at a significance level of 0.05 was 2.037. This indicates that Ha is accepted and Ho is rejected. Thus, there is a significant difference between the critical thinking skills of students who participated in learning with a guided inquiry model based on ESD compared to conventional learning. In addition, the improvement in critical thinking skills was also analyzed through the N-Gain calculation. The results showed that the experimental class achieved a 65% improvement, categorized as moderate, while the control class achieved a 59% improvement, also categorized as moderate. These findings indicate that guided inquiry learning integrated with ESD principles provides a more effective way to foster students' critical thinking skills compared to traditional methods. Therefore, ESD-based guided inquiry learning can be an alternative, innovative learning strategy to improve the quality of the learning process in secondary schools.