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This study aims to examine the application of a modified direct learning strategy combined with the demonstration method to improve students' cognitive abilities. The direct learning strategy is an approach that emphasizes the systematic and gradual delivery of material, so that students can understand concepts in a more structured manner. However, in practice, this strategy needs to be modified to be more engaging and appropriate to the characteristics of students. The demonstration method is used as a form of reinforcement in the learning process, where students not only receive information verbally but also directly observe the processes, events, or concepts being studied. This allows students to gain a more concrete and meaningful learning experience. Modifications to the learning strategy are carried out through adjustments to models, methods, media, and learning facilities and infrastructure to optimally support the achievement of learning objectives. Students' cognitive abilities are the main focus of this study, which include aspects of knowledge, understanding, application, analysis, evaluation, and creation according to Bloom's taxonomy. With the implementation of appropriate learning strategies, students are expected to be able to develop more active and critical thinking skills. The results of the study indicate that a modified direct learning strategy with the demonstration method has the potential to significantly improve students' cognitive abilities. Therefore, this approach can be used as an alternative, effective learning strategy to create a more interactive, engaging, and meaningful learning process.

Mathematics learning at the elementary school level plays an important role in shaping students' logical thinking. However, understanding multiplication concepts remains a challenge for some students, mainly due to the learning process which tends to be monotonous and lacks active participation. This study aims to describe the implementation of context-based educational games "Seblak Prasmanan" and to examine their impact on students' activity and understanding in multiplication material. The study uses a descriptive qualitative approach with 21 third-grade students at MI Miftahul Ulum 02 Honggosoco as subjects. Data collection techniques were conducted through direct observation and documentation with the help of observation sheets containing indicators of student involvement and understanding. The results of the study show that the implementation of educational games can encourage students to participate more actively in learning. In addition, students find it easier to understand the concept of multiplication as repeated addition through contextual learning experiences. A more enjoyable learning atmosphere also impacts the increase in students' interest and motivation to learn. Thus, the use of educational games based on everyday life contexts can be an alternative learning strategy to effectively improve the quality of mathematics learning in elementary schools.

Students with deaf disabilities often have difficulty understanding verbal instruction, but have significant advantages in visual and motor aspects. This service activity aims to apply multisensory methods through Suminagashi craft art training (cloth marbling) to improve students' fine motor skills and creativity at SLB B Yakut Purwokerto. The implementation method uses a descriptive qualitative approach with a "see-learn-do" strategy involving 20 high school students. The learning process integrates visual stimulation through structured demonstrations and tactile stimulation through the exploration of material textures. The results of the activity showed that the multisensory approach was effective in bridging the barriers of deaf students with disabilities in communicating due to hearing limitations. Students demonstrate a high level of visual focus and are able to replicate marble motif making techniques with precision without relying on complex verbal explanations. The combination of cue instructions and direct touch experiences has been proven to minimize miscommunication and improve understanding of abstract concepts of the material. This activity recommends the use of visual-tactile strategies as an adaptive inclusive learning method to support the vocational independence of deaf people.          

Learning mathematics not only focuses on mastering concepts and calculation skills, but also requires creating a conducive learning environment so that students can think critically, logically, and creatively. A conducive learning environment plays a crucial role in fostering student motivation and active engagement, making the success of the learning process highly dependent on the strategies implemented by the teacher. This research aims to describe mathematics teachers' strategies in creating a conducive learning environment thru the application of active and contextual learning strategies. The method used is library research, which involves collecting and reviewing various scientific sources such as books, journals, and academic articles relevant to the research topic. The research results indicate that active learning strategies are able to increase student participation, strengthen reasoning abilities, and foster learning motivation. Teachers play an important role as facilitators, motivators, mediators, and evaluators, directly influencing the learning climate in the classroom. Contextual learning strategies like REACT (Relating, Experiencing, Applying, Cooperating, Transferring) have proven effective in connecting mathematical concepts with students' real-life experiences and creating a fun and meaningful learning environment. In addition, humanistic classroom management, the use of technology, and adapting learning to students' different abilities are supporting factors in achieving a conducive learning environment. The implications of this research indicate that the success of mathematics learning is not solely determined by the methods used, but also by the teacher's ability to build positive relationships with students and create an interactive, adaptive learning environment that optimally fosters students' potential development.

This study aims to apply the Discovery Learning model in teaching the solar system in grade VI at SDN Patrang 02 Elementary School in Jember Regency. This model was chosen to overcome learning problems that are still teacher-centered and do not provide opportunities for students to think critically and discover concepts independently. Through this approach, it is hoped that students can be more active, creative, and understand the concept of the solar system more deeply through a direct discovery process. The research method used was descriptive qualitative with a participatory strategy. Activities were carried out through the stages of planning, implementation of learning, observation, and reflection with teachers and students. Data were collected through observation of learning activities, interviews with teachers, and documentation during the learning process. Data analysis was conducted descriptively to describe the effectiveness of the Discovery Learning application in improving the quality of learning.The results of the study indicate that the application of Discovery Learning can increase student active participation, critical thinking skills, and understanding of the solar system concept. Teachers also experienced an increase in their ability to design and implement student-centered learning. In addition, this activity encourages the formation of a collaborative learning culture and the growth of teacher leadership in learning innovation in elementary schools.

The rapid advancement of digital technology, the increasing demand for educational quality, and the adoption of sustainability principles have significantly reshaped institutional management in modern education systems. Within this context, benchmarking and digital innovation emerge as crucial strategies to enhance governance effectiveness, strengthen institutional competitiveness, and foster sustainable educational transformation. This study systematically reviews recent research published between 2023 and 2025 to identify emerging trends in educational innovation, institutional governance, and sustainability strategies. Using a systematic literature review approach, relevant articles were retrieved from Google Scholar and Publish or Perish with keywords such Educational Benchmarking, Quality Management, Institutional Innovation, Adaptive Learning, Digital Transformation. Out of 35 articles identified, seven were selected for in-depth analysis based on thematic relevance and validity. The findings highlight five dominant themes: fundamental concepts of benchmarking in education, benchmarking as a strategy for quality improvement, benchmarking and institutional competitiveness, implementation challenges, and practical implications with future research directions. The synthesis suggests that the effectiveness of benchmarking depends on the synergy between leadership transformation, knowledge management, and digital benchmarking systems. This study concludes by recommending further exploration of benchmarking integration with green education and data-driven governance as a strategic pathway to advance sustainable education in the future.

This study examines the implementation of deep learning integrated with Problem Based Learning (PBL) in Fiqh subjects at MAS Al-Mashuriyah Pagelaran Cianjur. Using a descriptive qualitative design, data were gathered through classroom observations, interviews with teachers and students, and documentation across six instructional meetings in grades XI and XII. The results show that the combination of deep learning and PBL substantially increases students’ active participation and encourages them to think more critically, especially when studying purification (thaharah) materials. Through group discussions, case-based problems, and guided exploration of Islamic legal sources, students were able to connect theoretical concepts to everyday religious practices. This approach allowed learning to shift from memorization toward deeper conceptual understanding and contextual application. The teacher served primarily as a facilitator, providing direction and scaffolding while giving students space to analyze, argue, and draw conclusions independently. Overall, the findings indicate that integrating deep learning with PBL is an effective pedagogical strategy for enhancing the quality of Fiqh learning at the madrasah level, as it not only improves comprehension but also fosters analytical thinking, collaboration, and the ability to apply Islamic legal principles in practical situations.

The quality of education is a crucial issue in human resource development, because the quality of educational services has a direct impact on learning outcomes, the relevance of graduates, and the competitiveness of the nation. However, the implementation of quality management in educational institutions still faces challenges in conceptual, strategic, and practical aspects. This article aims to answer the research question: how are the basic concepts of educational quality understood and implemented in the context of educational management in Indonesia? The method used is a literature review with a qualitative approach. Data were obtained from scientific articles sourced from Google Scholar and Publish or Perish with the keyword “basic concepts of quality.” Of the 22 articles found in the 2021–2025 range, five articles were selected through a screening and validation process for further analysis. The results of the study show three main themes. First, educational quality is understood as a quality standard that encompasses effectiveness, efficiency, and student satisfaction. Second, quality improvement strategies emphasize the role of Total Quality Management (TQM) and school-based management (SBM) involving all elements of educational institutions. Third, quality implementation is realized through academic management, learning quality, and a continuous monitoring system. The conclusion shows that education quality management is an integrated process, not only focusing on results but also on continuous improvement. Further research is recommended to expand the focus on the integration of digitalization in education quality monitoring.  

Integrated Quality Management (IQM) or Total Quality Management (TQM) has become a strategic issue in the field of education because it is directly related to improving the quality of learning, school management, and the achievement of sustainable competency standards. In the context of Islamic education and integrated schools, the implementation of IQM is not only oriented toward managerial efficiency but also toward the integration of religious values and the development of students’ character. Therefore, this literature review is essential to understand the development, trends, and challenges of IQM implementation in education. The purpose of this literature review is to examine how IQM is applied in various educational institutions and to identify its theoretical and practical contributions. The research questions proposed are: (1) How are the concepts and principles of IQM developed in education? (2) What are the main impacts and challenges of its implementation? The study employed a literature search through repositories, e-journals, and online publications using the keywords “integrated quality management,” “TQM,” and “education.” Out of 20 initial articles, only 5 met the inclusion criteria and were analyzed in depth. The analysis results revealed three main themes: strengthening the fundamental concepts of IQM, the role of key figures and TQM principles in education, and the implementation impacts on academic and non-academic quality. In conclusion, IQM has proven to be relevant as a strategy for improving educational quality, although challenges such as limited resources and internal resistance still need to be addressed. Future research should explore adaptive IQM strategies tailored to the local school context.

This study aims to analyze the effectiveness of the question-and-answer method in mathematics learning. The research method employed is a literature review using a descriptive qualitative approach. Findings from several relevant studies indicate that the question-and-answer method enhances students' learning outcomes, fosters active participation, and strengthens critical thinking and communication skills. Variations in its implementation, such as multi-directional questioning, chain questioning, and experiment-based questioning, enrich classroom interaction and help students grasp abstract mathematical concepts. Furthermore, the method promotes an interactive learning environment where students are encouraged to think critically, reflect on their understanding, and actively engage with their peers. The collaborative nature of the question-and-answer technique supports the development of social skills, making it an effective tool for both cognitive and social learning. Therefore, the question-and-answer method can be considered an effective instructional strategy to improve the quality of mathematics learning, particularly in enhancing problem-solving abilities, fostering a deeper understanding of mathematical concepts, and improving student-teacher interactions.

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.

The activity of strengthening Indonesian language education as a bullying prevention strategy at SDN 02 Simalanggang aims to raise students' awareness of the negative impacts of bullying and the importance of good communication in creating positive relationships, in line with the Sustainable Development Goals (SDGs), particularly SDG 4, which focuses on quality education. This program was carried out on June 20, 2025, involving 200 students and 15 teachers. The methods used include observation, socialization, effective communication training, and counseling for students involved in bullying cases. The results of the activity show a significant increase in students' understanding of bullying and the importance of speaking properly, as well as a 30% reduction in bullying incidents at school. Evaluation was carried out through direct observation, which showed positive changes in students' behavior, both as perpetrators and victims of bullying. This program also reinforces the concepts of effective communication and character education, which have proven to reduce bullying and create a safer and more inclusive learning environment. Based on these results, the activity provides great benefits for students' character development and creates a more supportive school atmosphere, contributing to the achievement of SDGs in quality education. The program involved a series of activities, such as observation to identify bullying incidents, socialization sessions to inform students about bullying and its consequences, and communication training to improve students' skills in handling conflicts constructively. Counseling was also provided to students who were either perpetrators or victims of bullying, helping them to understand the impact of their actions and how to manage emotions and behavior in a more positive manner. After the program, a noticeable shift in behavior was observed, particularly in the way students interacted with one another. A significant reduction in bullying incidents by 30% demonstrates the effectiveness of communication-based interventions.

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 research aims to improve the learning outcomes of Natural and Social Sciences (IPAS) by applying a discovery learning model assisted by image media in grade V of SD Nurul Khoir, Jambi City. The method used is Class Action Research (PTK) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementation of actions, observation, and reflection. The research subjects amounted to 26 students. Data collection techniques are carried out through learning outcome tests, observation of teacher and student activities, and documentation. The results of the study showed a significant increase in the completeness of student learning outcomes. In cycle I, completeness reached 73.92%, and increased to 85.30% in cycle II. This improvement shows that the application of the discovery learning model combined with image media is effective in improving IPAS learning outcomes. This model encourages active involvement of students in the learning process, fosters curiosity, and hones critical and logical thinking skills. Image media as a visual aid has also been proven to be able to strengthen concept understanding and improve students' memory of the material studied. In addition, the learning process becomes more fun and meaningful because students are directly involved in the activity of discovering concepts through the stages of observing, questioning, gathering information, reasoning, and concluding. Teachers are no longer the center of information, but play the role of learning facilitators. This strategy is also relevant to the cognitive development characteristics of elementary school students who tend to favor concrete and visual learning. Thus, the application of the discovery learning model assisted by image media can be an alternative to an effective and innovative learning strategy in improving social studies learning outcomes. Teachers are advised to continue to develop adaptive, creative, and contextual learning methods and media.

This research aims to improve the learning outcomes of Natural and Social Sciences (IPAS) by applying a discovery learning model assisted by image media in grade V of SD Nurul Khoir, Jambi City. The method used is Class Action Research (PTK) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementation of actions, observation, and reflection. The research subjects amounted to 26 students. Data collection techniques are carried out through learning outcome tests, observation of teacher and student activities, and documentation. The results of the study showed a significant increase in the completeness of student learning outcomes. In cycle I, completeness reached 73.92%, and increased to 85.30% in cycle II. This improvement shows that the application of the discovery learning model combined with image media is effective in improving IPAS learning outcomes. This model encourages active involvement of students in the learning process, fosters curiosity, and hones critical and logical thinking skills. Image media as a visual aid has also been proven to be able to strengthen concept understanding and improve students' memory of the material studied. In addition, the learning process becomes more fun and meaningful because students are directly involved in the activity of discovering concepts through the stages of observing, questioning, gathering information, reasoning, and concluding. Teachers are no longer the center of information, but play the role of learning facilitators. This strategy is also relevant to the cognitive development characteristics of elementary school students who tend to favor concrete and visual learning. Thus, the application of the discovery learning model assisted by image media can be an alternative to an effective and innovative learning strategy in improving social studies learning outcomes. Teachers are advised to continue to develop adaptive, creative, and contextual learning methods and media.

This study aims to explore the perspective of Physical Education, Sports, and Health (PJOK) teachers and classroom teachers regarding the form and effectiveness of cooperation in the implementation of the Pancasila Student Profile Strengthening Project (P5) with the topic of Sustainable Lifestyle at Pajajaran State Elementary School. The implementation of the Independent Curriculum emphasizes the importance of collaborative, comprehensive, and contextual learning, where synergy between teachers is the main foundation for the success of thematic projects. This collaboration is essential to ensure that learning not only develops cognitive aspects, but also forms character and environmental awareness in students. The research method used is a qualitative approach with data collection techniques through semi-structured interviews, direct observation during the learning process, and document analysis such as learning implementation plans and P5 project reports. The data was analyzed with the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the teacher's collaboration strategy. PJOK teachers play a role in field practice, such as teaching physical activities that prioritize the principles of sustainability and healthy living habits. Meanwhile, classroom teachers emphasized strengthening conceptual material on sustainability through discussions, literacy, and creative projects. The results of the study show that the synergy between PJOK teachers and classroom teachers creates more effective and meaningful learning. Challenges that arise include limited time for coordination, differences in teaching styles, and lack of a comprehensive understanding of sustainability concepts. However, motivation, commitment, and good communication are key factors to overcome these obstacles. This research emphasizes that teacher collaboration is crucial in supporting the successful implementation of the Independent Curriculum, while instilling the values of environmental care, independence, and social responsibility in students.

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.

Research on the preservation of local culture amidst globalization emphasizes the importance of a systematic educational strategy aligned with government policy. The main focus of this study is the role of educational institutions in introducing and maintaining the sustainability of Simalungun culture, considering that the cultural knowledge of the younger generation is declining due to modernization and the influence of the media. The research objective was to develop and evaluate SIMALOKA, an artificial intelligence-based framework with a teacher-in-the-loop approach that integrates Simalungun language, arts, rituals, and crafts into both formal and non-formal curricula. The method used combines natural language processing to tag content, a knowledge graph to map cultural concepts and skills, and a multi-objective optimization algorithm to develop balanced learning modules according to the cultural calendar. The system was tested using a dataset containing 1,850 cultural learning objects and produced modules with an average cultural coverage deviation of 3.4%, a content relevance score of 0.92, and an engagement rate of 87.1%, superior to two state-of-the-art baseline models. The results show that the combination of AI-based optimization and human validation can maintain cultural authenticity while significantly increasing student participation. These findings strengthen the hypothesis that context-sensitive, technology-based curriculum design can strengthen local cultural identity without neglecting educational policy demands. The study's conclusions confirm that SIMALOKA is a large-scale model that can be adapted to other local cultures, providing important implications for policymakers, educators, and cultural organizations in maintaining the sustainability of cultural heritage. Future research directions are directed at assessing long-term retention, resource constraints, and cross-cultural adaptation to make cultural preservation more inclusive and effective.

This article discusses the Direct Instruction strategy, a teacher-centered learning approach that emphasizes systematic and structured delivery of material. The purpose of this study is to address the following research questions: (1) What is meant by direct instruction strategy? (2) What are the characteristics of the direct instruction strategy? (3) What are its strengths and weaknesses? and (4) How is the direct instruction strategy applied in Islamic Religious Education (PAI) subjects? This article uses a library research method by examining various relevant theoretical sources. The findings indicate that direct instruction is an effective approach for delivering factual and procedural knowledge, particularly when learning objectives focus on mastering basic skills and understanding concepts in stages. This strategy is characterized by clear teacher guidance, structured learning steps, and continuous assessment. Its advantages include time efficiency and ease of classroom control, while its drawbacks involve limited student participation and less development of critical thinking skills. In the context of PAI learning, this strategy can be effectively applied to memorization materials, basic conceptual understanding, and character formation through concrete examples and teacher modeling.