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The high unemployment rate in Indonesia highlights the importance of enhancing work readiness among young people from an early educational stage. Work readiness is influenced by several factors, including learning motivation, communication skills, and parental support. This study aims to examine the relationship between learning motivation, communication skills, and parental support with work readiness among twelfth-grade students at SMAK Kasih Anugrah. This research employed a quantitative approach with a cross-sectional design. The population consisted of all 30 twelfth-grade students, and a saturated sampling technique was applied. Data were collected using structured questionnaires and analyzed through univariate and bivariate analysis using the Chi-Square test. The results indicate a significant relationship between learning motivation and work readiness (p-value = 0.021), communication skills and work readiness (p-value = 0.014), and parental support and work readiness (p-value = 0.005). These findings suggest that learning motivation, communication skills, and parental support play a crucial role in improving students’ readiness to enter the workforce. The results of this study are expected to provide practical implications for schools and parents in strengthening students’ preparation for the world of work

Inclusive education at the elementary school level requires an appropriate approach to support the learning success of students with special needs, including children with Attention Deficit Hyperactivity Disorder (ADHD). This study aims to analyze the effectiveness of the individual guidance approach in helping children with ADHD overcome learning challenges, as well as identifying obstacles and supporting factors in its implementation in elementary school environments. This study uses a qualitative descriptive approach with a case study method at SDIT Al-Ghazali Pamekasan, through data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study were grade 4 teachers and one of the students with ADHD as the main subject. Data were analyzed using data reduction, data presentation, and conclusion drawing methods. The results of the study showed that individual guidance was significantly able to improve learning focus, as well as the social and emotional skills of students with ADHD. This success was greatly influenced by teacher involvement, parental support, and adaptive learning strategies. However, challenges such as limited teacher time, lack of varied learning media, and lack of special training are still obstacles that need to be addressed systematically. These findings contribute to the development of more effective inclusive education strategies, especially in supporting students with attention and behavioral disorders in elementary school environments.

Early childhood is a "golden age" that is crucial for a child's development, where education plays an important role in optimizing their potential. According to psychologist Dinny H. A. Rully, parents have a significant responsibility in channeling their child's talents from an early age to ensure they do not miss out on this golden period. Developing a child's potential requires a conducive environment and a parenting style that supports creativity, including clear communication and positive parental control. A child's talents can be identified through aptitude tests from an early age, aiming to optimize potential, prevent learning problems, and select appropriate curricula and activities. Internal factors such as motivation and perseverance, as well as external factors like parental support, greatly influence a child's talent development. Aptitude tests, involving child psychologists, encompass various activities to identify types of talents such as intellectual, academic, creative, artistic, psychomotor, and social. Nurturing a child's interests and talents requires attention from parents and the surrounding environment, including providing diverse experiences, motivation, and recognition, as well as offering the necessary resources to overcome obstacles and fully develop the child's abilities.

Education is a process of developing all aspects of human life including knowledge, skills and character values. Western paradigms that enter Indonesia need to be sorted out, especially cultural deviations and Pancasila values. Strengthening character education seeks to shape student character to integrate Pancasila values, in order to create a generation with character, nationalist spirit, and global competence. The independent curriculum aims to realize Pancasila students through the implementation of the Pancasila Student Profile which is divided into six dimensions, namely faith, devotion to God Almighty and noble character, critical thinking, global diversity, independence, creativity, and mutual cooperation. This research used a descriptive qualitative approach. Data collection was done through observation, interviews, and documentation. Data analysis includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of student character education at SDN 2 Balerejo was carried out through learning activities, extracurricular activities, habituation, and the Student Character Education Strengthening Project. Supporting factors include school commitment, parental support and active student participation. However, there are some obstacles such as the lack of literacy, students' interest and willingness, and the low role of parents. This study suggests increasing school program innovation, improving parental support, and optimizing the learning process. Thus, it is expected that the Pancasila Student Profile can effectively shape students' character in accordance with the values of Pancasila and can be actualized in daily activities.

The low interest in reading among elementary school (SD) students poses a significant challenge in the context of primary education. This article identifies various factors that contribute to the low interest in reading among students, including lack of access to engaging reading materials, insufficient support from parents, lack of motivation or intrapersonal interest, uninteresting curriculum and teaching methods, influence of electronic media, socio-economic conditions, lack of reading role models, and difficulties in reading. The analysis yields recommendations that encompass improving access to engaging reading materials, encouraging parental support, fostering student motivation and intrapersonal interest, and developing engaging curriculum and teaching methods. Through a holistic and sustainable approach, it is hoped that these recommendations can help address the challenges of low reading interest among elementary school students and enhance the quality of literacy learning at the primary level.