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This study focuses on the analysis of students' learning experiences through artificial volcanic eruption experiments in understanding the material of changes in the state of matter at MI Miftahul Ulum. The problem underlying this study is the difficulty students have in learning the abstract concept of changes in state, so a learning strategy based on real experiences is needed. The artificial volcanic eruption experiment was chosen because it is able to show the process of changes in the state of matter through simple chemical reactions in an interesting and easy-to-understand way. The method used is qualitative research with a descriptive approach. The subjects of the study were fifth-grade students of MI Miftahul Ulum. Data were obtained through observation, interviews, and documentation, then analyzed using the stages of data reduction, data presentation, and drawing conclusions. The results of the study showed that the implementation of the artificial volcanic eruption experiment created a meaningful learning experience for students. Students appeared more enthusiastic, active, and easily grasped the concept of changes in the state of matter because they experienced the change process directly. In addition, this experiment also fostered students' curiosity, cooperation, and scientific attitudes in learning activities. Based on these findings, it can be concluded that the artificial volcanic eruption experiment is an effective learning medium to strengthen the learning experience while improving students' understanding of the material of changes in the state of matter.

This study aims to examine the effectiveness of using animated video media in improving elementary school students’ understanding of the material of changes in the form of objects, which includes the process of melting, freezing, evaporating, condensing, and sublimating. The material is often difficult for students to understand because it is abstract and cannot always be observed directly. This research uses a qualitative method with a library research approach, where data is collected and analyzed from various reliable sources such as accredited scientific journal articles, books, and previous research results. The analysis technique used refers to the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. The results of the study show that the animated video media can improve students’ cognitive understanding through visualization of complex processes, strengthen information retention, and reduce common misconceptions. In addition, this media is also proven to increase students’ motivation, interest in learning, and participation in learning. The effectiveness of animated videos is greatly influenced by the quality of visual design, narration, appropriate duration, and their integration in learning activities such as discussions or experiments. Despite challenges such as limited facilities and teacher training needs, strategic solutions can be implemented to optimize the use of this media. Thus, animated videos can be an innovative and relevant strategic alternative in science learning in elementary schools, especially in conveying abstract concepts in a concrete and fun way.

This research is motivated by the need for innovation in mathematics learning in elementary schools, especially regarding material measuring the weight of objects which is often considered abstract by students. The aim of this research is to develop a learning design based on blended learning combined with interactive media to increase understanding of concepts and student involvement in the learning process. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The findings show that the learning design developed is classified as very feasible and effective based on the assessment of material experts, media, as well as the results of limited trials in the field. The use of interactive media in a blended learning approach has been proven to significantly increase students' learning motivation and understanding of concepts. The implications of this research indicate that the integration of digital technology in mathematics learning in elementary schools can be an eee3werfgfdzxczalternative solution to create a more interesting, interactive and meaningful learning experience.

The Clash of Champions educational competition program by Ruangguru not only offered academic challenges but also provided a high level of verbal interaction, particularly in the use of expressive speech. This study aims to analyze the use of expressive speech in the program, focusing on episodes one to five. Expressive speech refers to utterances that convey the speaker's emotions, such as praise, gratitude, or apologies. The method used in this study is qualitative descriptive, utilizing a data-collection technique based on assent with a derivative of participant observation. Data analysis is conducted using the pragmatic method to identify the types of expressive speech present. The study also used pragmatic approaches to describe the speech of others as well as that of expressive speech. The study indicates that there are eight types of expressive speech, including acts of flattery, praise, gratitude, belittlement, guilt, complaint, and apology. Flattering speech is found to be the most dominant, providing emotional support for the competition participants. It is hoped that this study will contribute to a better understanding of language use in educational and competitive contexts, fostering a positive and supportive atmosphere in the learning process.