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This study examines the application of the Problem Based Learning model combined with the interactive learning media Articulate Storyline in the learning of Science on the subject of Harmony in Ecosystems in class V of SDN Tamansari 1. The background of this study is based on the low student learning outcomes caused by the dominance of the lecture method and the minimal use of interesting media, so that students are less actively involved in learning. The purpose of this study is to describe the application of the media and improve student learning outcomes. The study used the Classroom Action Research method which was carried out in two cycles, including the planning, implementation, observation, and reflection stages, with 17 students as subjects. The results showed a significant increase in student learning outcomes in each cycle, where the average class score increased from 50 in the pre-cycle to 71.17 in Cycle I, and reached 91.76 in Cycle II. The percentage of learning completion also increased from 17.65% to 76.47%, until finally reaching 100% in Cycle II. These findings indicate that the use of the Problem Based Learning model combined with Articulate Storyline can encourage student engagement and deepen conceptual understanding. Therefore, it can be concluded that the implementation of these learning models and media is effective in improving science students' learning outcomes.

This study discusses the role of Islamic educational philosophy in guiding the transformation of pesantren education in the modern era. Islamic education in Indonesia plays an important role in shaping students’ character, spirituality, and intellectual abilities, with pesantren as one of the oldest institutions that preserve Islamic values. However, the rapid development of globalization and technology requires pesantren to adapt without losing their identity. This research aims to explain how Islamic educational philosophy becomes the foundation for transformation and to identify forms of change that are relevant to current challenges. The study uses a qualitative approach through a literature review, collecting data from journals and other relevant sources. Data are analyzed using content analysis by organizing and comparing findings from different studies. The results show that pesantren transformation occurs through a selective adaptation process, combining traditional values such as moral education, spirituality, and classical learning with modern elements like curriculum integration, interactive learning methods, and digital technology. Some challenges still exist, including limited facilities, unequal access to technology, and the need to improve teacher competence. Islamic educational philosophy helps maintain balance between intellectual, spiritual, and moral aspects so that modernization does not eliminate pesantren identity.

This study aims to analyze the role of teachers’ personality competence in shaping students’ learning environments through a literature review approach. Personality competence reflects teachers’ stable, mature, and authoritative character, enabling them to serve as role models for students and influencing the creation of a conducive learning environment both psychologically and socially. The method used is a literature review by analyzing various sources such as books, academic journals, and relevant official documents. The results show that teachers with positive personality traits are able to build harmonious relationships, create a comfortable classroom atmosphere, and enhance students’ learning motivation. Therefore, teachers’ personality competence is an important factor in supporting the quality of the learning environment and the success of the learning process. In addition, findings from various studies indicate that personality competence not only affects classroom interactions but also contributes to the development of students’ attitudes, discipline, and emotional stability. Teachers who demonstrate consistency, empathy, and integrity tend to foster a sense of trust and respect among students, which further strengthens classroom engagement. Moreover, a positive teacher personality helps reduce learning barriers such as anxiety, lack of confidence, and lack of participation in classroom activities. In the context of modern education, where student-centered learning is increasingly emphasized, teachers’ personality competence becomes even more essential in facilitating active learning and meaningful student involvement. Thus, strengthening teachers’ personality competence through training, reflective practice, and continuous professional development is crucial to improving overall educational quality and achieving optimal learning outcomes.

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.

The development of digital technology in the Society 5.0 era presents both challenges and opportunities in history teaching, particularly regarding teachers’ ability to integrate technology and adapt to changes in students’ learning styles. This study aims to analyse the challenges faced by teachers and the strategies employed in digital-based history teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach, involving the stages of identification, screening, eligibility assessment, and inclusion of scientific articles published between 2020 and 2025. From the selection process, 25 relevant articles were identified for qualitative descriptive analysis. The findings indicate that teachers’ digital literacy levels remain at a moderate level and are unevenly distributed, thereby affecting the sub-optimal integration of technology into teaching. Furthermore, changes in students’ learning styles which are increasingly technology-oriented require more interactive and contextual pedagogical innovations. On the other hand, the use of digital media has proven capable of enhancing student motivation and learning outcomes, although this is still hindered by limitations in infrastructure and teachers’ technical competencies. The abundance of historical information on the internet also poses challenges regarding the validity of sources, thus necessitating the strengthening of digital literacy and critical thinking. The implications of this research underscore the importance of the ongoing development of teachers’ digital skills, the improvement of educational facilities, and the implementation of innovative teaching models to ensure that history teaching becomes more relevant and effective, and is capable of fostering critical thinking skills in pupils in the digital age.

This study aims to analyze the effect of the inquiry learning strategy on students' critical thinking skills in Islamic Education (PAI) learning. The research employed a quantitative approach using an experimental design to examine the effectiveness of the strategy in improving students’ learning outcomes. The subjects of the study consisted of students who were divided into two groups, namely an experimental group and a control group. The experimental group received instruction through the inquiry learning strategy, while the control group was taught using conventional teaching methods commonly applied in classroom learning activities. Data collection was carried out through critical thinking tests and classroom observations to obtain comprehensive information regarding students’ learning processes and achievements. The results of the study indicate that students taught using the inquiry learning strategy experienced a significant improvement in their critical thinking skills compared to students who learned through conventional methods. Therefore, the inquiry learning strategy is proven to be effective in enhancing students’ critical thinking skills in PAI learning. This study is expected to become a useful reference for educators in developing more innovative, interactive, and student-centered learning strategies in the educational process.

The digital era has fundamentally revolutionized human interaction and information processing, particularly for Generation Z as digital natives. This research aims to identify the characteristics of digital information consumed by Generation Z and evaluate their long-term memory (LTM) capacity in the digital age. Using a Systematic Literature Review (SLR) method with a qualitative approach, 15 relevant studies published between 2021 and 2026 were analyzed from databases such as Scopus, Google Scholar, and ScienceDirect. The findings indicate that digital information characteristics—which are often "bite-sized," visual, and rapidly consumed—tend to encourage shallow encoding and digital amnesia. However, the study also found a dual impact: while high cognitive load and constant multitasking can hinder memory consolidation, structured digital use and interactive learning modules can significantly enhance memory retention. These results imply that optimal cognitive function in the digital era highly depends on digital literacy and effective information management strategies to balance technological use with natural cognitive sharpness.

This study examines the effectiveness of Assemblr Augmented Reality (AR) in improving English vocabulary mastery among deaf students in an inclusive classroom setting. The research was conducted at SD N 2 Bengkala using a quantitative pre-experimental design with a one-group pre-test and post-test approach. The participants were Grade 5 deaf students selected through purposive sampling. Data were collected using a researcher-developed vocabulary test consisting of 15 items, which was validated through expert judgment and demonstrated high reliability (Cronbach’s Alpha = 0.815). Descriptive statistical analysis revealed a substantial improvement in students’ vocabulary scores, with the mean increasing from 45.00 in the pre-test to 76.50 in the post-test. The minimum score improved from 40 to 73, and the maximum score increased from 50 to 80. Inferential analysis using the Wilcoxon Signed-Rank Test showed a significance value of 0.180, indicating no statistical significance due to the small sample size. However, the observed improvement indicates strong practical significance. The findings suggest that Assemblr AR enhances vocabulary learning by providing visual and interactive learning experiences that support deaf students’ cognitive processing. This study highlights the potential of AR technology as an effective instructional medium in inclusive education environments.  

Civic Education holds a strategic position within the national education system as the primary instrument for shaping the personality of citizens in alignment with the values of Pancasila. This research is motivated by the phenomenon of moral degradation and the fading spirit of nationalism among the younger generation due to the unfiltered influence of globalization. The primary objective of this study is to analyze the extent of Civic Education's role in the school environment in transforming student character to possess noble morals, broad national insight, and a deep love for the motherland. The research method employed is a literature study with a qualitative approach, where data were collected through the analysis of various curriculum documents, scientific journals, and textbooks relevant to the implementation of the independent curriculum. Research findings indicate that Civic Education is not merely a theoretical transfer of civic knowledge but rather an effective process of value internalization through behavioral habituation within the school environment. The integration of teaching materials with practical applications in school life is proven to increase students' awareness of their rights and obligations as citizens. The analysis also reveals that strengthening moral character and national insight highly depends on teacher creativity in delivering interactive learning that is relevant to the students' social reality. The implications of this research emphasize the importance of revitalizing Civic Education teaching methods to be more adaptive to modern developments without losing national identity. Schools are expected to serve as laboratories of democracy and centers for sowing patriotic values to produce a golden generation that is not only intellectually competent but also possesses strong moral integrity to maintain the integrity of the Republic of Indonesia.

This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in increasing the learning participation of low-ability students at SDN 008 Tebing Karimun. Learning participation is an important indicator of learning success, but in reality there is still low student involvement in the learning process. Inhibiting factors come from internal aspects such as low confidence and limited cognitive abilities, as well as external aspects in the form of less varied learning strategies and less supportive classroom environments. This study uses a qualitative approach with a descriptive type, involving PAI teachers as the main informants and students as supporting informants. Data was collected through observation, interviews, and documentation, then analyzed with an interactive model that included data reduction, data presentation, and conclusion drawn, and tested for validity through triangulation. The results of the study showed that teachers' strategies include active learning, group discussions, individual approaches, and the use of learning media. The obstacles faced include low student confidence, cognitive limitations, and lack of variety of methods. The solutions carried out by teachers are in the form of providing motivation, applying innovative methods, and creating a conducive learning environment. This study concludes that PAI teachers' strategies play an important role in increasing the learning participation of low-ability students through innovative, interactive, and student-centered learning.

The limited use of interactive learning media has made it difficult for students to visualize the functions and assembly flow of computer components. This study aims to design and develop an Android-based educational game called “Assemble & Learn” as an interactive medium for computer assembly lessons, specifically for vocational high school students at SMK Negeri 1 Tanjung Jabung Barat. The development process follows the Multimedia Development Life Cycle (MDLC), which includes the stages of concept, design, material collection, assembly, testing, and distribution. The learning content covers several core competencies: KD 3.2/4.2 on computer assembly, KD 3.3/4.3 on assembly testing, KD 3.4/4.4 on BIOS configuration, and KD 3.5/4.5 on operating system installation, with a focus on KD 3.2 and KD 3.5. Research instruments consist of validation questionnaires for subject-matter experts, media experts, and student trials using the System Usability Scale (SUS). Validation results show that the educational game received an average score of 94% from media experts and 100% from subject-matter experts, both categorized as “Highly Feasible.” Meanwhile, student trials indicated strong acceptance, with an average SUS score of 85% (excellent usability). In conclusion, the “Assemble & Learn” educational game offers an innovative solution to boost learning motivation, simplify material visualization, and provide flexible practice opportunities, thereby supporting the achievement of computer assembly competencies in an optimal and effective way.

The development of information technology, particularly the use of smartphones, has changed human activity patterns and significantly impacted the education sector. The "one-stop-shop" concept reflects the use of mobile devices as centers for various activities, including learning. This situation drives the need for innovation in the development of adaptive and interactive learning media. One solution that can be developed is an Android-based mobile application using Flutter, which can increase the effectiveness and efficiency of the learning process. The Association of Multimedia and Information Technology Professionals (PPMultindo), an organization focused on technology, has developed an Android-based learning platform. This platform is designed to provide flexible access to materials, support interactivity, and facilitate collaboration between educators. Features such as learning analysis, material recommendations, and automatic evaluation are expected to improve the quality of the learning experience. However, the implementation of this technology still faces various challenges, including limited technological competence of educators, inadequate infrastructure, and adjustments to curriculum needs. Therefore, collaborative efforts are needed to optimize the use of mobile technology to support educational transformation in the digital era.

This Community Service (PKM) activity aims to improve the religious understanding of students through reading the book at the Ar Rohman TPQ, Candinegoro Village, Wonoayu, Sidoarjo. The context of this activity is the limited skills of students in reading and understanding the contents of the book in depth, so that a more interactive and effective learning method is needed so that students are not only able to read, but also understand and practice religious values ​​in everyday life. The method used is Participatory Action Research (PAR) which involves active participation between the activity implementer, TPQ administrators, and students, with the stages of planning, implementation, observation, and reflection. The activity was carried out through reading the book together, explaining the material, as well as question and answer sessions and direct practice that were adjusted to the level of understanding of the students to be more communicative and easy to understand. The results of the activity showed that the reading the book went well and received a positive response from students, marked by an increase in reading ability and understanding of the contents of the book, activeness, enthusiasm, and courage in practice and discussion. Furthermore, this activity contributes to character development, including discipline, responsibility, patience, and self-confidence. Therefore, it is effective in enhancing religious understanding while simultaneously shaping the character of students and deserves continued development.

This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.

This research is motivated by the low interest of students in learning the Qur'an and Hadith due to the dominance of conventional teaching methods that are considered less engaging. The study aims to examine the role of interactive learning media in increasing students’ learning motivation at Madrasah Ibtidaiyah. The research employs a qualitative literature study approach by collecting credible sources, including journal articles, textbooks, and previous research findings. Content analysis techniques were used to identify patterns, relationships, and important insights from the collected data. The findings indicate that interactive media such as educational videos, interactive animations, dynamic PowerPoint presentations, and digital quizzes significantly enhance students’ interest and motivation in learning. This improvement is reflected in higher levels of attention, curiosity, participation, and engagement during the learning process. In addition, the use of interactive media helps present Qur'an and Hadith concepts in a more concrete, attractive, and enjoyable way, thereby improving students’ understanding of the material. The study implies that integrating technology-based learning media can become an innovative strategy to optimize the teaching and learning process in Islamic elementary education institutions.

The development of digital technology in the 21st century has significantly influenced educational practices, including the teaching of history in schools. Conventional teaching methods often make history learning less engaging and limit students’ active participation. Therefore, innovative learning models based on digital technology are needed to improve the quality of history education and support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. This study aims to examine the role of innovative digital technology-based learning models in history learning to enhance students’ 21st-century skills. The research uses a qualitative approach with a literature study method by analyzing various academic sources such as books, journal articles, and relevant research publications. The findings indicate that the integration of digital technology in innovative learning models can increase students’ engagement, improve their understanding of historical events, and encourage active learning through interactive media and digital resources. Furthermore, the use of digital technology enables students to access diverse historical sources and develop analytical and interpretative abilities. The study implies that the implementation of digital-based innovative learning models in history education can support more meaningful learning and contribute to the development of students’ competencies needed in the digital era.

This systematic literature review analyzes previous studies on impact of educational technology on students’ behavioural engagement in English language learning. The integration of educational technology in English classroom has increased significantly in order to address students’ low participation, limited attention, and passive learning behaviour. Various digital tools such as digital storybooks, digital storytelling, multimedia learning platforms, and interactive online applications have been implemented to promote students’ active participation. This review followed the prefered Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to ensure a systematic and transparent review process. Relevant journal articles published between 2020 until 2025 were identified through Google Scholar, ResearchGate, and Publish or Perish. A total of 15 articles met the conclusion criteria and were analysed in this study. The findings indicate that educational technology positively influences students’ behavioural engagement, which is reflected in increased participation, attention, interaction, and task completion in English leraning contexts.The review higlights that the appropriate intergration of educational technology can support more interactive and learner-centred English language learning environments.

Financial literacy is a fundamental competency that should be developed from an early age to foster prudent financial behavior in the future. However, the level of financial literacy among elementary school students remains relatively low, particularly in rural areas. The Community Service Program (Kuliah Kerja Nyata/KKN) serves as a strategic platform for providing financial education to the community, including elementary school students. This study aims to describe the implementation of a basic financial literacy program for students of SD 050430 Bunuraya Village through the KKN program and to analyze its impact on students’ understanding of financial concepts. This study employs a qualitative descriptive method, with data collected through observation, interviews, and documentation. The findings indicate that the financial literacy program delivered through interactive learning media effectively improves students’ understanding of basic concepts such as saving, distinguishing between needs and wants, and simple management of pocket money. The program is expected to serve as an initial step in building early financial awareness and encouraging the involvement of schools and families in children’s financial education.

The rapid development of digital technology requires greater adaptive capacity in both the economic and educational sectors, including in rural areas. However, limited digital literacy and the continued use of conventional learning methods remain common challenges. This activity aims to enhance the competitiveness of micro, small, and medium enterprises (MSMEs) as well as the quality of primary education in Baharen Village, Sidamanik District, through the implementation of a Community Service Program (Kuliah Kerja Nyata/KKN). A descriptive qualitative approach with a participatory model was employed, actively involving MSME actors, teachers, and students throughout all stages of the program. The activities included assistance in the digitalization of the MSME Gerai Mumtazah through Google Maps registration and the implementation of the QRIS cashless payment system, as well as the application of interactive learning methods based on joyful learning at the Baharen Village State Elementary School. The results indicate an increase in students’ learning motivation and classroom participation, along with improved accessibility and transaction efficiency for the MSME partner. These findings suggest that community-based participatory service activities can make a tangible contribution to strengthening the local economy and improving the quality of education in rural areas.

Children with special needs require specialized educational services that accommodate their diverse learning characteristics, and digital-based media offers flexible and adaptive learning opportunities tailored to individual abilities. The digital learning media “Voca Poly” was developed to provide education and practical skills training for blind and physically disabled children, particularly in strengthening knowledge and cooking skills to support independent living. This community service program was implemented through three main stages: preparation, implementation, and evaluation. The preparation stage involved needs assessment, media design, and coordination with partner institutions. The implementation stage included interactive learning sessions using the Voca Poly educational game, focusing on food security concepts through English vocabulary from planting to food processing. The evaluation stage assessed participants’ understanding, engagement, and skill improvement. The results showed increased knowledge of cooking concepts and improved practical skills among participants. Moreover, the game-based approach successfully fostered enthusiasm, motivation, and active participation among visually impaired and physically disabled children.