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Islamic religious education at the Madrasah Diniyah level often relies on passive, one-directional teaching methods that reduce madrasah student engagement and long-term retention. This community service study aimed to improve the quality of Fiqh instruction at Madrasah Diniyah Al-Ishlah Kalirejo, Pasuruan, by implementing kinesthetic games, Small Group Discussion (SGD), and visual teaching aids within the framework of Kitab Mabadi’ Fiqhiyyah. A qualitative descriptive approach was employed through four participatory observation sessions, with visual documentation serving as primary data. The program was implemented in four thematic meetings covering funeral prayer procedures, tayammum, hajj simulation (tawaf), and najis classification. Findings indicate that kinesthetic games effectively reduced affective barriers and increased student focus, while the SGD model with a 1:8 mentor-to-student ratio enabled precise procedural correction for motor-based worship practices. The use of concrete teaching aids successfully transformed abstract Fiqh concepts into tangible, memorable knowledge. This study concludes that the integration of active learning methods, small-group mentoring, and visual media within traditional Islamic education settings can significantly enhance student engagement and comprehension. These findings offer a replicable pedagogical model for Madrasah Diniyah educators seeking to modernize instruction while preserving classical curriculum integrity.

This study examines Marian devotion in the Catholic Church as a form of veneration (dulia) rather than worship (latria), addressing persistent misconceptions that equate Catholic devotional practices with idolatry. The research aims to identify the forms of Marian devotion practiced by Catholics in Indonesia and to analyze the challenges encountered in living out these practices. A descriptive qualitative approach was employed using a Systematic Literature Review (SLR) guided by the PRISMA framework. Two hundred articles were initially identified through Google Scholar and screened according to relevance, recency, geographical context, and methodological criteria, resulting in four eligible studies for analysis. The findings reveal four principal forms of devotion: the use of statues as aids to prayer, pilgrimages to Marian sites, Montfort-style Marian consecration, and the rosary emphasizing praise, imitation, and prayer with Mary. These practices deepen faith and lead the faithful closer to Christ without replacing divine worship. Challenges include external religious intolerance toward devotional symbols and limited theological understanding among believers. Therefore, sound catechesis grounded in Scripture and Church Tradition is essential to ensure authentic and balanced Marian devotion.  

Science lessons in primary school significantly contribute to the early development of logical, scientific and systematic reasoning skills.   However, learning science can be challenging, especially when it comes to understanding abstract concepts and cause-and-effect interactions.   This is due to the fact that, as per Piaget's theory, primary school students are still in the concrete operational stage and have limited cognitive growth. Data regarding abstraction ability and causal reasoning in the context of science education were collected from various scientific sources using the literature review research methodology.  According to the research findings, STEAM integration, project-based learning strategies such as Project Based Learning (PBL), and the use of real and visual aids can help lower learning barriers. Successful learning is also influenced by the teacher's role as facilitator, which involves presenting the material in a relevant and contextualized way and fostering a positive learning environment. Real-world examples and exceptional examples, such as the use of worksheets based on cause-and-effect relationships and basic experiments, demonstrate how useful these strategies are for improving abstract thinking and understanding of cause-and-effect relationships. Developing innovative teaching methods based on practical, exploratory and integrative experiments is essential for maximizing the scientific understanding of primary school students.

Ear, Nose, and Throat (ENT) health is an essential component of adolescents’ well-being and learning performance; however, health literacy related to ENT care among senior high school students remains limited. This community service activity aimed to improve students’ knowledge and basic ENT skills at SMA Negeri 9 Pekanbaru through skill lab–based learning as a school health promotion strategy. The program was conducted through theoretical education covering basic ENT anatomy and common ENT disorders among adolescents, followed by hands-on training in simple ENT examinations using demonstration and direct practice with learning aids. Evaluation was carried out using pre-test and post-test assessments to measure knowledge improvement, as well as direct observation to assess students’ practical skills. The results demonstrated a clear increase in students’ knowledge after the intervention, along with improved ability to perform basic ENT examinations under instructor guidance. Students also showed better understanding of early signs of ENT disorders and appropriate preventive behaviors. Participation and enthusiasm during the activities were high, and most students reported that the program was beneficial and relevant to their daily experiences. This activity also supported the School Health Unit (UKS) program and strengthened collaboration between the school and the university. In conclusion, skill lab–based basic ENT training is an effective promotive and preventive approach to enhancing ENT health literacy and basic clinical skills among senior high school students.

This study aims to describe teachers' strategies in developing early childhood language skills at the AS-SA'ADAH Early Childhood Education Centre. It is known that strategies are importantThis appears to be part of a larger context, likely related to educational development teachers must have ideas on how to design and implement these strategies using a descriptive qualitative approach with data collected through direct observation of learning activities, interviews, and documentation. The analysis was conducted using the Miles and Huberman model, which includes the stages of reduction, presentation, and conclusion drawing. The results of the study show that teachers develop children's language skills through storytelling, interactive conversations, singing, and the use of self-made pictures and simple teaching aids. Based on interviews, these strategies not only enrich the vocabulary of early childhood language but also encourage children to be more active in speaking and interacting with their peers and teachers. Language learning associated with educational play activities has been proven to be more interesting for children in the learning process so that it seems natural, because most children tend to get bored with monotonous learning processes. Thus, children's language skills can grow and develop optimally if a teacher is creative, patient, and communicative learning environment.

This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

This study aims to evaluate the impact of role-playing methods on learning interest and number concept mastery in 4-5-year-old children at TK Inomata, Suwawa Selatan District, Bone Bolango Regency. The approach used is a quantitative experimental method with purposive sampling of 8 children, and data collection was carried out through observations of aspects such as enjoyment, focus, activity, and enthusiasm, using a 1-4 scale. The results show that the average learning interest score using the traditional method was only 5.86 (low category), with details: enjoyment 1.71, focus 1.29, activity 1.29, and enthusiasm 1.57. In contrast, the role-playing method of trading/store games showed an average score of 13.86 (very good category), with details: enjoyment 3.57, focus 3.43, activity 3.29, and enthusiasm 3.57. This significant improvement indicates that the role-playing method is more effective in creating interactive, enjoyable, and contextual learning, as well as supporting number comprehension through everyday activity imitation and social skill development. It is recommended to routinely apply this method in early childhood education (PAUD) with adequate teaching aids, as well as involve parents to support the holistic development of children during the golden age.

This study aims to implement the Christian Religious Education and Character Education (PAK) teaching module in grade V of SDN 1 Sabaru, Palangka Raya, with a focus on the topic “Jesus Was Crucified, Died, and Risen for Me.” The learning process is designed to support students’ spiritual and character development through an interactive and project-based approach. Teaching methods include group discussions, the use of miniature media as visual learning aids, collaborative activities, and guided reflection on Christian values relevant to students’ daily experiences. The results of classroom observations show that most students are active, enthusiastic, and involved in the learning process, able to understand the theological meaning of the crucifixion, death, and resurrection of Jesus, and apply the values of love, gratitude, and responsibility in everyday life. Obstacles found include a lack of self-confidence in some students and less optimal group dynamics during activities. These findings serve as important evaluation materials for improving the effectiveness of future learning implementation

Facilities and infrastructure play a crucial role in enhancing the quality of learning in Playgroup (Kelompok Bermain). This study aims to examine the influence of the availability and management of facilities and infrastructure on the effectiveness of early childhood learning processes. A quantitative research method was employed using surveys with questionnaires distributed to teachers and administrators of Playgroups. The collected data were analyzed through descriptive statistics and regression analysis to determine the relationship between facilities and infrastructure and learning quality. The findings indicate that adequate facilities such as comfortable classrooms and educational aids significantly improve children's learning motivation and the smoothness of the learning process. Well-equipped environments enable teachers to deliver lessons more effectively, thus positively impacting children's learning outcomes. In conclusion, improving and maintaining facilities and infrastructure should be a priority for Playgroup managers to ensure optimal learning quality and support the holistic development of young children.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

Based on observation data, it can be seen that science learning in elementary schools still does not improve student learning outcomes. This is because the learning is still teacher-centered or learning that is centered on the teacher (the teacher is active while the students are passive) and the use of learning media is still lacking. This can cause the impression of boring learning and can result in low student motivation which has an impact on student learning outcomes in learning. Therefore, a study was conducted on the use of role-playing tools in improving science learning outcomes about the motion of objects and energy. The purpose of this study was to improve science learning outcomes about the motion of objects and energy by using teaching aids. This study used classroom action research (CAR). The research subjects were grade III students of SD Negeri 06 Dobo, Aru Islands Regency, Maluku. The results of the study showed that the use of role-playing tools can increase (1) student activity in learning, (2) increase teacher activity, (3) Improve student learning outcomes in science learning about the motion of objects and energy. Based on the results of the study, it can be concluded that the use of teaching aids can improve student learning outcomes in science learning about the motion of objects and energy. Suggestions that can be given in this study are that student learning outcomes can be improved through other learning methods and media.

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

This study aims to assess the effectiveness of the Discovery Learning model that utilizes the surrounding environment in improving the learning outcomes of Biology Science on plant material and its functions in grade 3 students of MI Al Barokah Jember. This approach refers to David A. Kolb's experiential learning theory and Jean Piaget and Lev Vygotsky's constructivism theory, which emphasizes the importance of active student involvement through real-life experiences and social interactions. This study uses a Classroom Action Research (CAR) model with four stages: planning, implementation, observation, and reflection. The research subjects were 24 students, with data obtained through observation, learning outcome tests (pre-test and post-test), and reflective interviews. Data analysis was carried out using quantitative and qualitative descriptive methods. The results showed a significant increase in students' conceptual understanding, with an average pre-test score of 60 increasing to 82 in the post-test, and 83% of students showed improved learning outcomes. Student activity also increased, with more students actively involved in observations, discussions, and presentations. As many as 80–85% of students were able to explain the functions of plant parts based on direct observation. Students responded positively to this lesson, but there were limitations in the variety of plants and the timeframe. It is recommended to reinforce initial understanding with visual aids and allow more time for group discussions.

Global challenges such as climate change and land degradation demand the strengthening of the agricultural sector through the adoption of relevant technologies. Agricultural extension plays an important role in conveying information and technological innovations to farmers, with extension workers as facilitators, educators, and motivators in accelerating the implementation of agricultural technology packages. However, the rate of adoption of technology by farmers is still low, especially in Tana Toraja Regency, South Sulawesi. In addition, there is no comprehensive and results-based evaluation system for extension workers. This study aims to determine the level of farmers' understanding of agricultural technology packages introduced by agricultural extension workers in Batu Papan Village, Makale District, Tana Toraja Regency. The research uses a descriptive quantitative approach with the object of the study, namely Field Agricultural Extension Workers (PPL) active in Makale District as many as seven people and 139 assisted farmers from six farmer groups. Farmer samples were taken as much as 20% of the population or 30 respondents using census and purposive sampling techniques. Data collection was carried out through a questionnaire with a Likert scale to assess farmers' perception and level of understanding of the implementation of agricultural technology packages. The results showed that the level of farmers' understanding of the technology package introduced by extension workers was in the "very high" category with an index value of 82.6%. These findings show that extension workers have an effective role in increasing farmers' knowledge and involvement. Therefore, it is necessary to strengthen the support of extension facilities and infrastructure, such as technological teaching aids, audiovisual media, and field transportation, to support the optimization of the performance of agricultural extension workers in the region.

This study originated from the issue of students’ limited comprehension of healthy and nutritious food concepts, which influences their lack of awareness in practicing a balanced diet in daily life. The conventional learning approach with minimal integration of visual aids has made students less engaged and hindered their overall understanding of the material. The primary objective of this research is to enhance fourth-grade students’ understanding of healthy and nutritious food at MI Al-Barokah through the application of picture-based learning media. Planing, implementation, observation, and reflection were the two stages of Classroom Action Research (CAR) that was used in the research. The participants were 25 fourth-grade students of MI Al-Barokah. Data were gathered through observations, interviews, and achievement tests, and analyzed using both qualitative and quantitative descriptive methods. The findings revealed a marked improvement in students’ understanding after the introduction of picture media, as reflected in the increasing average learning scores across cycles, along with greater motivation, participation, and engagement in classroom activities. The integration of picture media proved effective in facilitating a clearer, more engaging, and meaningful grasp of healthy and nutritious food concepts. These results suggest that picture-based instructional media can serve as a valuable strategy to improve the quality of thematic learning in elementary education, especially in lessons concerning healthy living and balanced nutrition.

Women are an interesting subject of analysis in the media, especially in films. The status of single women, meaning those without a partner, is often accompanied by negative stigma and social pressure to meet societal expectations. This phenomenon is often perceived as a failure to fulfill one's expected role, thereby creating various challenges for single women. This study aims to examine the representation of singlewomen through the character Lainy in the film Kinda Pregnant, exploring how Lainydeals with social stigma and pressure related to her status. Using Stuart Hall's theory of representation, this study applies a descriptive qualitative method and a semiotic approach developed by Roland Barthes. This study analyzes 12 selected scenes to identify relevant themes, such as expectations, reproductive myths, social pressure, and negative stereotypes faced by single women. The analysis reveals that single women are often labeled as “old maids” and compared to the ideal married woman. In this context, Lainy is depicted as struggling against societal expectations regarding marriage and motherhood, while striving to find self-acceptance amid the stigma attached to her status. This study aims to provide insights into the challenges faced by single women in social and cultural contexts, emphasizing the importance of solidarity among women.

Islamic Financial Institutions play a vital role in strengthening the Islamic economy in Aceh, particularly through financing micro businesses. Article 14 of Qanun Aceh Number 11 of 2018 sets a target of 40% profit-sharing-based financing for Micro, Small, and Medium Enterprises (MSMEs) by 2024. However, the realization of financing with profit-sharing contracts is still low. This study aims to examine the implementation of Qanun Number 11 of 2018 in facilitating micro business financing in Aceh, identify obstacles in its implementation, and analyze the roles of the government, society, and the private sector in supporting this process. The study uses an empirical juridical method, collecting data through literature studies, interviews, and observations. Data analysis is conducted qualitatively with a prescriptive analytical approach. Challenges to financing distribution include business actors not meeting credit quality assessments and prudential banking standards, causing banks to implement risk management strategies to prevent non-performing loans. Additionally, low financial literacy among business actors remains a significant barrier. The local government supports micro business financing by establishing the Technical Implementation Unit of the Integrated Business Service Office, providing financial assistance, and introducing the draft Qanun of Aceh Sharia Financing Guarantee. Bank Aceh Syariah offers training and coaching for MSMEs, while Bank Syariah Indonesia aids MSMEs through the MSME Center and the Muslim Entrepreneur program. Improving financial literacy is essential for business development. The study recommends that the Aceh Government strengthen the implementation of Qanun Sharia Financial Institutions, increase profit-sharing-based MSME financing, and promote financial literacy.

This study aims to analyze the influence of using non-digital or “traditional” learning media on the learning concentration of Grade X students in Islamic Religious Education (PAI). The background of this research is based on the phenomenon of increasing student distractions caused by the use of gadgets and digital media, which often reduce focus during the learning process. Therefore, alternative learning strategies are needed by utilizing simple media that emphasize direct interaction between teachers and students. The research method used is quantitative with a survey approach through questionnaires distributed to Grade X students as respondents. The study population consists of all Grade X students at one senior high school, with the sample determined using Slovin’s formula to ensure representativeness. Data were analyzed using simple regression techniques to measure the extent of the influence of non-digital learning media on students’ concentration levels in PAI learning. The results of the study show a positive and significant effect, where non-digital learning media such as blackboards, flashcards, and simple teaching aids were proven to help increase focus, reduce distractions, and strengthen comprehension of religious subject matter. In addition, the use of traditional media encourages active student participation through discussions and hands-on activities, making the learning process more interactive. Thus, this study concludes that non-digital learning media remain relevant as effective alternatives, particularly in PAI learning for Grade X students, and can serve as a practical solution in addressing the challenges of the digital era, which is filled with potential distractions.

This study also highlights the importance of ongoing professional development for pre-service teachers, emphasizing that preparation for handling diverse classroom needs is crucial for effective DI implementation. Pre-service teachers identified the need for more targeted training in understanding students' individual learning styles and needs, especially when dealing with large classrooms and limited resources. The findings also suggest that collaborative learning among educators, through workshops and peer mentoring, plays a significant role in overcoming the challenges of DI. In addition, institutional support was identified as a key factor in facilitating the effective use of DI. Participants reported that a lack of resources, such as teaching aids and time, was a primary barrier to the full implementation of DI. Schools and educational institutions were urged to provide more resources and structured support systems to enable teachers to tailor their teaching methods to accommodate the varying abilities of their students. Furthermore, the integration of technology was highlighted as an effective strategy to differentiate instruction, allowing teachers to cater to diverse learning needs in a more flexible and engaging manner. For instance, digital tools such as learning management systems and interactive applications were utilized by some participants to create personalized learning paths for students, fostering both engagement and motivation. These strategies not only helped overcome some of the limitations faced by the teachers but also allowed students to engage more actively with the learning material. Ultimately, this study emphasizes that the successful implementation of Differentiated Instruction requires a collaborative effort between pre-service teachers, their educational institutions, and ongoing support systems.

This study is motivated by the challenges students face in understanding the material on national income redistribution in the eighth-grade social studies curriculum, primarily due to its abstract presentation and lack of visual aids. Teachers also struggle to create innovative teaching media, and the available textbooks do not provide sufficient illustrative support. To address these issues, this research develops a video learning medium aimed at outlining the development steps, assessing the validity of the produced media, and evaluating its effectiveness in enhancing student comprehension at MTsN 2 Nganjuk. Educational media play a crucial role in facilitating and clarifying understanding of the material. One continually evolving form of media is educational videos, which can convey concepts and procedures concretely while boosting student motivation and retention. The research questions are: (1) What are the steps in developing video learning media for the national income redistribution material for eighth grade at MTsN 2 Nganjuk? (2) What is the validity level of the developed video learning media for this material? (3) How effective is the developed video learning media in improving student understanding? The study aims to determine the development steps, validity, and effectiveness of the video learning media. Utilizing the Research and Development (R&D) model with ten steps from Borg and Gall, the study assesses the validity of the video learning tool. The subjects include 30 students from class VIII 1 at MTsN 2 Nganjuk. Validity tests yielded percentages of 92% from content experts, 89% from media experts, 82% from language experts, and 98% from the social studies teacher. Effectiveness testing using the Paired Sample T-Test showed a significance level of 0.001, indicating a significant improvement in student learning outcomes after using the video. Thus, the video on national income redistribution is validated by experts and proves effective in enhancing student learning outcomes.