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This study examines how integrating local ecological wisdom and eco-literacy education fosters environmental awareness, behavioral transformation, and health outcomes among Indonesian primary school students. The research responds to the ecological paradox of rapid technological growth amid worsening environmental degradation, where youth eco-literacy remains below 45%, indicating a gap between environmental knowledge and sustainable action. The study aims to develop a culturally responsive model of sustainability education that connects environmental ethics, cultural identity, and public health. Using a qualitative case study design, the research was conducted at SD Islam Kreatif Mutiara Anak Sholeh, Sidoarjo, East Java, from July to August 2025, involving 60 students and six teachers. Data were collected through semi-structured interviews, observations, and document analysis. Four major themes emerged: (1) cultural narratives as catalysts for environmental awareness, (2) eco-literacy as experiential and behavioral transformation, (3) collaborative learning as collective environmental agency, and (4) eco-health as psychosocial and physical well-being. Findings show that integrating Majapahit-era ecological values and local storytelling into eco-brick and composting projects enhanced students’ responsibility, cooperation, and emotional balance. The study synthesizes Eco-pedagogy, Constructivism, and Eco-health frameworks into a Culturally Responsive Eco-Health Pedagogy, demonstrating that sustainability learning rooted in culture and participation promotes both environmental and health outcomes. This model contributes to the global Education for Sustainable Development (ESD) 2030 agenda by linking culture, ecology, and well-being in primary education.

This study examines how equity-driven curriculum design can catalyze transformative leadership within multicultural school systems. As global classrooms become increasingly diverse, traditional curricula often fail to address disparities experienced by marginalized learners. Through qualitative library research and content analysis, this study synthesizes theoretical, empirical, and policy-oriented perspectives to explore how culturally responsive curricula promote inclusive learning ecosystems. The findings highlight that equity-driven curriculum design requires not only the integration of diverse cultural perspectives but also the dismantling of hidden power structures embedded in instructional practices. Transformative leadership emerges as a crucial driver, demanding cultural competence, collaborative decision-making, and critical pedagogical reflection from school leaders. The study emphasizes that effective equity implementation depends on teacher empowerment, distributed leadership models, and coherent policy frameworks that align curriculum, assessment, and institutional values. Moreover, technology-enhanced learning, accessibility principles, and Universal Design for Learning strengthen equity outcomes in increasingly digital environments. Overall, this research underscores the interconnectedness of curriculum, leadership, and policy in fostering democratic, socially just educational systems that affirm students’ cultural identities, reduce achievement gaps, and empower communities. The study concludes that achieving equity requires systemic transformation grounded in cultural responsiveness, shared accountability, and continuous professional development.

This community engagement program aims to analyze and strengthen institutional synergy among the Special Crimes Division, the Civil and Administrative Affairs Division, and the Intelligence Division of the Palangka Raya District Prosecutor’s Office through a community-organizing framework and participatory collaboration. The initiative stems from a strategic need to optimize coordination, enhance the effectiveness of law enforcement, and foster the development of an integrated work pattern that is responsive to the complexities of contemporary legal issues. Using the participatory action research (PAR) method, the program was implemented through participatory assessments, thematic discussions, field observations, case simulations, and the strengthening of legal administration, all of which collectively contributed to substantial improvements in analytical capacity, professionalism, and cross-divisional communication patterns. The findings indicate that synergy across divisions not only enhances the technical efficiency of case handling but also generates institutional social change through the establishment of new work routines, the emergence of local leaders, and the strengthening of internal social capital. Theoretically, these outcomes reinforce perspectives from collaborative governance, organizational learning, and institutional change, which emphasize that institutional transformation can only be achieved through functional integration, knowledge exchange, and the cultivation of a collaborative institutional culture. This program recommends the institutionalization of coordination procedures, the utilization of information technology as a tool for data integration, and the implementation of continuous synergistic training to sustain the changes achieved. Consequently, this engagement contributes both empirically and conceptually to the development of an adaptive, integrated law enforcement model aimed at improving the quality of public service delivery.

This community engagement program aims to analyze and strengthen institutional synergy among the Special Crimes Division, the Civil and Administrative Affairs Division, and the Intelligence Division of the Palangka Raya District Prosecutor’s Office through a community-organizing framework and participatory collaboration. The initiative stems from a strategic need to optimize coordination, enhance the effectiveness of law enforcement, and foster the development of an integrated work pattern that is responsive to the complexities of contemporary legal issues. Using the participatory action research (PAR) method, the program was implemented through participatory assessments, thematic discussions, field observations, case simulations, and the strengthening of legal administration, all of which collectively contributed to substantial improvements in analytical capacity, professionalism, and cross-divisional communication patterns. The findings indicate that synergy across divisions not only enhances the technical efficiency of case handling but also generates institutional social change through the establishment of new work routines, the emergence of local leaders, and the strengthening of internal social capital. Theoretically, these outcomes reinforce perspectives from collaborative governance, organizational learning, and institutional change, which emphasize that institutional transformation can only be achieved through functional integration, knowledge exchange, and the cultivation of a collaborative institutional culture. This program recommends the institutionalization of coordination procedures, the utilization of information technology as a tool for data integration, and the implementation of continuous synergistic training to sustain the changes achieved. Consequently, this engagement contributes both empirically and conceptually to the development of an adaptive, integrated law enforcement model aimed at improving the quality of public service delivery.

The low effectiveness of student organizational performance in designing and managing structured work programs presents a major challenge to strengthening the leadership culture at MTsN 1 Probolinggo. This community service program aims to enhance students’ managerial and leadership capacities through performance mentoring for the Intra-Madrasah Student Organization (OSIM), based on innovations in learning management. The methods employed include training sessions, workshops, and continuous mentoring, all designed collaboratively with school stakeholders. The activity stages began with a needs analysis and problem mapping, followed by the development of training modules, the implementation of organizational management training, and interactive workshops aimed at developing adaptive and applicable work programs. The proposed solutions encompass strengthening foundational understanding of organizational management, enhancing the role of members in program planning, and facilitating the implementation of OSIM activities that support the creation of an active learning environment. Evaluation was carried out through pre-tests and post-tests to measure comprehension improvement, field activity observations, and assessments of work program achievement. The results indicate significant improvements in participants’ cognitive and practical skills, particularly in the planning, execution, and evaluation of OSIM programs that are now more structured and goal-oriented. In conclusion, this community service activity successfully reinforced student leadership competencies through an innovative approach to managing student organizations, while also promoting the development of a sustainable culture of collaborative work. Based on the outcomes, it is recommended that this mentoring model be replicated in other madrasahs and that OSIM leadership development programs be systematically integrated into extracurricular curricula to ensure the continuity and expansion of the positive impacts achieved

This study aims to describe the implementation of the Find Someone Who cooperative learning model in increasing fifth-grade students' learning interest in science. The implementation of this model provides an active and enjoyable learning experience through questioning, movement, and discussion activities that enable students to engage in meaningful social interactions. This involvement makes students more enthusiastic about participating in learning and helps them understand concepts better. In addition, the Find Someone Who model encourages collaborative knowledge construction, so students can build conceptual understanding through cooperation and communication. Increasing student interest and participation is one of the important factors that encourages improving the quality of the science learning process in the classroom. This study examines the contribution of the Find Someone Who cooperative learning model to improving fifth-grade students' interest and learning outcomes in science. The results showed an increase in learning completion from 54% in cycle I to 92% in cycle II, which was influenced by collaborative activities that helped students build a more structured understanding of concepts. Through social interaction, information exchange, and cooperation during learning, students were able to strengthen their understanding and develop communication skills. Although its implementation requires good time management and clear instructions, this model still has a positive influence when applied in a targeted and consistent manner. These findings indicate that collaborative learning through the Find Someone Who approach can enrich the science learning process in elementary schools.

Student engagement plays a pivotal role in determining the effectiveness of Islamic Religious Education (IRE), particularly in moral education that seeks to internalize ethical values and shape students’ character. However, empirical evidence from elementary school contexts indicates that low levels of engagement often hinder meaningful learning outcomes. This study examines the issue of limited student engagement in IRE learning on Morality in Daily Social Interaction and its implications for students’ conceptual understanding. Employing a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis at SDN 38 Bonto Perak, Pangkep Regency. The findings reveal that low student engagement is primarily associated with teacher-centered instructional practices, limited use of learning media, and insufficient variation in instructional stimuli, resulting in superficial understanding of moral concepts. To address these challenges, this study proposes two integrated instructional strategies. The first is a constructivist approach through the implementation of the Jigsaw Cooperative Learning model, which facilitates active participation, peer interaction, and collaborative knowledge construction. The second is a behaviorist approach through the application of positive reinforcement and varied instructional stimuli, including verbal praise, simple rewards, visual media, and context-based narratives relevant to students’ daily experiences. These strategies are expected to enhance students’ cognitive, affective, and behavioral engagement, thereby strengthening conceptual understanding and supporting the internalization of moral values in IRE learning. This study contributes to pedagogical discourse by offering a contextual instructional framework for improving student engagement in elementary-level moral education

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.

The government has implemented various illiteracy eradication programs at both central and local levels. However, illiteracy remains high, with South Sulawesi ranking sixth nationally. This condition is influenced by the imbalance between the number of Non-Formal Education Units and target areas, limited human resources, as well as learner-related factors such as motivation, age, occupation, distance to learning sites, and monotonous teaching methods. Community learning services through literacy clinics using collaborative methods Reading, Writing Beginning, Structure, Analysis, and Synthesis, combined with project-based learning serve as alternative models to increase community participation and improve learning outcomes. The problem of this research is how the description of the implementation of basic literacy programs through the model "Community Learning Services Through Literacy Clinics"?, and how effective the model "Community Learning Services Through Literacy Clinics with the collaborative method approach?. The purpose of this study was to determine the description of the implementation model of basic literacy education programs and determine the effectiveness of learning outcomes. The results of the study illustrated that the basic literacy program was carried out in collaboration between the resources of the Non-formal Education Unit and the resources in the village/kelurahan government as the organizer and tutor Learning outcomes show that the Community Learning Service Model through the Literacy Clinic with a collaborative method approach was declared effective in improving student learning outcomes.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This collaborative activity aims to integrate academic learning and community service through tour guide practices at the Monpera Museum and the Sultan Mahmud Badaruddin II Museum Palembang. Students are directly involved in introducing local history and culture to visitors, while also practicing communication skills and applying contextual English. The activity method includes observation, field practice, and reflection on learning outcomes. The results of the activity indicate that students gain a deeper understanding of local cultural values, increase their confidence in public communication, and develop an appreciative attitude towards Palembang's historical heritage. This activity also shows the effectiveness of the experiential learning and service-learning approach in developing academic competence as well as the social character of students. Thus, the practice of this tour guide can be utilized as a community-based learning model relevant to higher education in the fields of language, culture, and tourism.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

Biology education in high school has an important role in shaping students' science literacy and critical thinking skills. However, ecological material, particularly the topic of Ecosystem Components and their Interactions, is often considered difficult because it is abstract and not easy to observe directly. This research aims to improve student learning outcomes through the application of the Problem Based Learning (PBL) model, which emphasizes real problem-solving, collaborative discussion, and active involvement in the learning process. The research uses the design of Classroom Action Research (PTK) which was carried out in two cycles in class X of St. Rosa de Lima Catholic High School Tondano involving 10 students in the odd semester of the 2025/2026 school year. Data was collected through observation of teacher and student activities, learning outcome tests in the form of pretests and posttests, and learning documentation. The analysis was carried out descriptively, qualitatively, and quantitatively by calculating the average score, percentage of completion, and student involvement. The results of the study showed a significant increase. The percentage of teacher activity increased from 58.3% in the first cycle to 87.5% in the second cycle, while student activity increased from 45.83% to 83.33%. The average score of students also increased from 70% in cycle I to 90% in cycle II, with classical completeness reaching 90%. These findings confirm the effectiveness of PBL as a contextual Biology learning strategy, able to bridge ecological concepts with real life, and increase students' curiosity, cooperation, and critical thinking skills.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

Story writing skills are one of the essential competencies in learning Indonesian language at the elementary school level. However, in reality, many students still face difficulties in expressing ideas, organizing plots, and using language appropriately. Therefore, a learning model that can improve students’ story writing skills is needed. Project Based Learning (PjBL) was chosen because it emphasizes student activity, creativity, collaboration, and the production of tangible written works. This study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which was carried out in two cycles. The subjects of the study were 14 third-grade students of MI Ziyadatul Iman, Jambi City. The research instruments included a story writing test, student activity observation sheets, and documentation. Data were analyzed using both quantitative techniques (average scores, mastery percentages) and qualitative techniques (student activity and reflection in each cycle). The findings showed that students’ story writing skills improved through the implementation of PjBL. The average score increased from 62.86 in the first cycle to 79.29 in the second cycle. The percentage of learning mastery also rose from 42.86% in the first cycle to 85.71% in the second cycle. In addition, students became more active, creative, and collaborative during the learning process. The implementation of Project Based Learning can therefore enhance the story writing skills of third-grade students at MI Ziyadatul Iman, Jambi City, both in terms of learning outcomes and learning activities.

This study aims to analyze the application of the Project-Based Learning (PjBL) model to improve students’ creativity in Social Studies and to measure its effectiveness in enhancing creative learning outcomes. The research was conducted as a Classroom Action Research (CAR) across two cycles during the even semester of the 2024/2025 academic year, involving 30 fifth-grade students at SD Inpres Barombong 2. Data were collected through observation, questionnaires, and documentation, while analysis employed descriptive statistics for quantitative data and reduction–triangulation techniques for qualitative data. The creativity indicators examined included fluency, flexibility, originality, and elaboration. Findings reveal that the implementation of PjBL significantly enhanced students’ creative thinking skills, as evidenced by an overall increase in average scores across all creativity indicators. Furthermore, the effectiveness of the PjBL model was reflected in the improved implementation of its instructional syntax, progressing from the “Moderate” category in the initial cycle to “High” and eventually “Very High” in the subsequent cycle. These outcomes confirm that PjBL promotes active, student-centered, and collaborative learning that fosters creativity in Social Studies. The study concludes that continuous implementation of PjBL is essential for cultivating creativity in elementary classrooms and suggests further research to explore its applicability in different contexts and educational levels.

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.

This study aims to describe the effect of the cooperative learning model of the Teams Games Tournament (TGT) type on the learning outcomes of fifth-grade elementary school students. The research method used was experimental with a quasi-experimental approach. The research design employed was a non-equivalent control group design. The study involved two classes: the experimental class (VA), which was taught using the Teams Games Tournament (TGT) cooperative learning model, and the control class (VB), which was taught without using the TGT model. The sample consisted of 50 students from classes VA and VB at SD YPI Darussalam. The data collection technique used was a learning outcomes test, designed to measure students’ mastery of the learning material. Data analysis was conducted using the Independent Sample T-test to determine differences in learning outcomes between the two groups. The analysis results showed a Sig. (2-tailed) value of 0.000 ≤ 0.05, which is less than the significance threshold of 0.05. Therefore, H₀ was rejected and Hₐ was accepted, indicating that the cooperative learning model of the Teams Games Tournament (TGT) type has a significant effect on students’ learning outcomes. The findings of this study highlight that the TGT model can create an engaging and competitive learning atmosphere, enhancing student participation and motivation in the learning process. Furthermore, the structured stages in the TGT model—comprising presentation, group formation, game sessions, and tournaments—allow students to interact more actively, share knowledge, and strengthen their understanding of the material collaboratively. Thus, the implementation of the Teams Games Tournament (TGT) cooperative learning model is recommended as an effective alternative strategy for improving learning outcomes in elementary schools, especially for fifth-grade students.

This study aims to describe the effect of using the collaborative learning model on students’ learning motivation in the subject of Aqidah Akhlak in grade 9 at MTs Al-Hikmah Johar Karawang. The collaborative learning model emphasizes cooperation among students in solving problems, sharing knowledge, and helping each other to achieve learning goals. This approach is believed to enhance students’ motivation, active participation, and overall learning outcomes. This study uses a quantitative method with a simple random sampling technique, and data collection through pretests and posttests. The findings indicate that the implementation of collaborative learning had a positive and significant impact on improving students’ motivation in the Aqidah Akhlak subject. Based on these results, it can be concluded that the collaborative learning model is suitable for use in Islamic Religious Education to support the increase of both student motivation and learning achievement.