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This study examines the role of mathematics learning in improving logical thinking skills in early childhood. The background of this study is based on the importance of logical thinking skills as a foundation for children's cognitive development, which can begin at an early age through appropriate mathematics learning. The purpose of this study is to analyze how mathematics learning can stimulate the development of logical thinking in early childhood and explore effective learning strategies. The methods used are library research and observation of several models of mathematics learning for early childhood in early childhood education institutions. The findings indicate that fun and concrete activity-based mathematics learning can improve children's abilities in critical thinking, constructing patterns, drawing conclusions, and solving simple problems. The implications of this study emphasize the need for the application of creative and interactive mathematics learning methods to support the development of logical thinking from an early age, while also encouraging educators to integrate mathematics into children's daily activities. This study also recommends the development of learning media appropriate to children's developmental stages for optimal results.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This study aims to analyze the basic skills of 21st-century teachers that play a role in creating creative and collaborative learning. Technological developments, changes in student characteristics, and modern educational demands place teachers in the role of facilitators who must master critical thinking, creativity, communication, collaboration, and the ability to integrate technology into the learning process. The results of the study show that mastery of these skills can increase student activity, motivation, and interaction, while also encouraging problem-solving and cooperation skills. In addition to pedagogical aspects, teachers' psychological readiness and attitudes toward the use of technology, including artificial intelligence, also influence the effectiveness of its application in the classroom. This study emphasizes the importance of continuous training, the development of relevant learning media, and institutional support so that teachers can adapt to the changes of the digital era. Thus, the basic skills of 21st-century teachers are an important foundation in realizing innovative and relevant learning for the needs of students.  

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

Schools play a strategic role in fostering an understanding of entrepreneurship from an early age to equip students to face future challenges. Strengthening entrepreneurial concepts is necessary to build knowledge and an adaptive mindset relevant to the dynamics of the workplace and everyday life. This Community Service (PkM) activity, conducted at Muhammadiyah Bontomarannu High School, aimed to foster students' entrepreneurial spirit through practical logo creation using the Canva app, as an effort to foster a culture of innovation within the school environment. The program was implemented in the odd semester and included a method that included explaining basic entrepreneurial concepts through presentations, educational YouTube videos, explanations of digital business opportunities, and hands-on practice in product logo creation. Nineteen students from grades 10, 11, and 12 participated in this activity. The results showed that students were able to understand the concepts of creativity and innovation more concretely. They also developed critical thinking and creative problem-solving skills through the logo design process using digital applications on mobile devices. These findings reflect the developing adaptive, creative, and solution-oriented abilities of Muhammadiyah Bontomarannu High School students. Overall, this activity is an initial step in instilling an entrepreneurial mindset while strengthening a culture of innovation within the school environment and in daily life.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

The Community Service Program (KKN) was implemented with the aim of fostering and enhancing the entrepreneurial spirit and skills of Junior High School (SMP) students through an Entrepreneurship Workshop at SMP PAB 23 Bandar Klippa. This program was designed using a practice-based participatory learning approach (learning by doing), which positions students as active subjects in all stages of the activity, from planning, production, to product marketing. A total of 39 seventh grade students were directly involved in this activity. Through this experiential learning process, students had the opportunity to develop creative thinking, teamwork, and problem-solving skills in a real-life setting. The evaluation results showed a significant increase in several entrepreneurial indicators, namely student self-confidence increased from 55% to 85%, communication skills from 60% to 88%, and interest in entrepreneurship from 50% to 83%. These findings prove that the practice-based learning method is effective in fostering an entrepreneurial mindset and independent character in students. Furthermore, this Community Service Program (KKN) activity demonstrates collaboration between universities and schools in implementing contextual and applicable entrepreneurship education. It also has the potential to be developed as a sustainable learning model to support the achievement of the Pancasila Student Profile, particularly in the dimensions of creativity, independence, and mutual cooperation.

The current education system is facing a crucial dilemma: the intensifying focus on cognitive achievement amidst the specific challenges faced by Generation Z. Junior high school students aged 12–15, who are digital natives, are at risk of reduced social interaction and mental health issues due to high screen time. Addressing this urgency, this study aims to describe the strategic role of dance arts education in shaping character and creativity, and to identify implementation solutions at SMP Negeri 1 Wonogiri. This descriptive qualitative study utilized 8 students active in dance as primary subjects, with data collected through observation, interviews, and documentation. The findings indicate that dance arts, through an embodied learning approach based on physical movement, is highly effective in cultivating character. Values such as discipline, which is transferred from the punctuality required in practice to general school life , collective responsibility , and self-confidence that overcomes social awkwardness, grew significantly. Furthermore, dance reinforces authentic cooperation and cultural appreciation. In terms of creativity, the activity encourages movement exploration, improvisation, and creative problem-solving. Psychologically, dance practice functions as a positive coping mechanism that effectively lowers adolescent stress levels. Although constraints exist, such as limited instructional time (80 minutes per week) , adaptive solutions like strengthening extracurricular activities and the peer tutoring system are being implemented. This research concludes that dance arts education is an essential and strategic medium for developing holistic competencies, including the 4Cs (Critical Thinking, Creativity, Collaboration, and Communication) and the Profil Pelajar Pancasila.

This study was motivated by the need to improve the quality of Islamic Religious Education (IRE) learning so that it does not only focus on delivering material but also encourages students to actively build understanding through higher-order thinking processes. Traditional teacher-centered learning tends to limit students' analytical, evaluative, and creative abilities. Therefore, this study aims to analyze the use of Active Learning in IRE and its relationship with the development of Higher Order Thinking Skills (HOTS). The method used was library research with a Systematic Literature Review (SLR) approach, which involved identifying, selecting, and synthesizing various relevant literature from the last ten years. The results of the study showed that Active Learning was implemented through various strategies such as problem-based learning, project-based learning, think-pair-share, the use of digital technology, and collaborative discussions. These strategies shift the focus of learning from the teacher to the students so that they can construct knowledge through dialogue, reflection, and problem solving. The findings also show that this approach has a direct influence on the development of HOTS, especially the ability to analyze religious issues, evaluate arguments based on arguments, and create contextual solutions in learning situations. In addition to improving cognitive abilities, Active Learning has an impact on increasing learning motivation, courage to ask questions, active involvement, and the quality of students' social interactions. The implications of this study confirm that PAI learning needs to integrate Active Learning strategies.

This study aims to examine the role of teaching assistance program students in developing the creativity of early childhood at Hang Tuah Kindergarten in Bengkulu. Children's creativity is an important aspect that supports cognitive, language, motor, social, and emotional development. The study used a qualitative approach with a case study method. The research subjects included teaching assistance students, classroom teachers, and early childhood children aged 4–6 years. Data were collected through observation, interviews, and documentation. The results showed that students acted as facilitators of creative learning through storytelling, educational games, art activities, and motor activities. The children appeared more enthusiastic, imaginative, and demonstrated problem-solving skills. In addition, students also contributed to non-learning activities such as ceremonies, drum band competitions, and administration, which supported the formation of children's character and discipline. In conclusion, teaching assistance program students play a significant role as companions and agents of innovation who are able to create a fun and meaningful learning atmosphere for early childhood.

The Independent Entrepreneurship Program is one of the strategic efforts of the Ministry of Education, Culture, Research, and Technology in fostering the entrepreneurial spirit of students through direct experiential learning. This program is present as a forum for students to not only understand entrepreneurship theory, but also to practice in real life the process of building and managing a business. In its implementation, the program involves active collaboration between universities, industry mentors, and field supervisors who play a role in providing direction, guidance, and evaluation of student business development. Through Independent Entrepreneurship, students are given the opportunity to design creative business ideas, run a business on a real scale, and solve various entrepreneurial challenges they face. This activity not only trains managerial, communication, and innovation skills, but also improves critical thinking and problem-solving skills. In addition, students gain valuable experience in terms of teamwork, financial management, marketing strategies, building business networks, and the use of digital technology to support business sustainability. The results of the program implementation show positive impacts, including increased confidence, independence, and students' understanding of the real business world. Furthermore, this program encourages the creation of an entrepreneurial ecosystem in a sustainable campus environment and is able to be the forerunner of the birth of a young generation of Indonesian entrepreneurs who are resilient, innovative, creative, adaptive to changing times, and have high competitiveness. Thus, Independent Entrepreneurship not only plays a role as a skill development program, but also becomes one of the important foundations in preparing students to face the world of work and becoming independent business actors who are professional, visionary, sustainability-oriented, and make a real contribution to the nation's economic development.

Innovation in entrepreneurship is not only limited to the creation of new products or services, but also includes the development of more efficient business models, more effective marketing strategies, and new ways of managing resources. The film "Gampang Cuan" offers a compelling depiction of the dynamics of entrepreneurship and innovation amidst family economic pressures. A thorough analysis of the film can provide valuable insights into how the characters in the film face financial challenges through the implementation of innovative entrepreneurial strategies. The film depicts how urgent needs can spark creativity and drive individuals to seek solutions outside conventional paths, resulting in small innovations that have a significant impact on their financial condition. This study aims to identify and analyze the various forms of entrepreneurial innovation that appear in the film, and how these innovations contribute to solving the financial problems faced by the characters. By analyzing elements such as opportunity identification, creative idea development, solution implementation, and adaptation to market changes, this study seeks to gain a deeper understanding of the entrepreneurial innovation process in a stressful context

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

This study explores the influence of locus of control on junior high school students’ creative mathematical thinking and its implications for instructional strategies. Using a quantitative approach with a descriptive correlational method, 16 eighth-grade students from various Jakarta schools participated. The research instruments consisted of a questionnaire and a creative thinking test. The Shapiro-Wilk normality test indicated that the data were not normally distributed, prompting the use of the Wilcoxon non-parametric test. The findings revealed a significant relationship between locus of control and students’ creative thinking abilities (p = 0.013 < 0.05). These results highlight the importance of strengthening internal control beliefs to foster creativity in mathematical problem-solving.

The study examines the effects of implementing the Creative Problem Solving (cps) instructional model integrated with Wordwall gamification on the mathematical problem solving abilities of eighth-grade Students at MTs. L-Bashriyah. The purpose of this research is to avaluate the impact of  CPS combined with Wordwall on students’ Performance in Two-Variable Linear Equation Systems (SPLDV) compared to conventional methods. This research employs a Quasi-Experimental design with a non-equivalent pretest-posttest control group. Using a quantitave approach. The sample consists of 40 eighth-grade students of MTs. AL-Bashriyah as the experimental group and 32 students of MTs. Nurul Huda as the control group. Selected through purposive sampling. Data analysis utilizes normalized gain scores and descriptive statistics with a 5% significance threshold. Results indicate a statistically significant improvement : the experimental group’s average postest score (81.16) markedly increased from the pretest (33.99). The control group showed moderate growth (66.45 from 32.91). Normalized gain analysis classifies the experimental group’s progress as high and the control group’s as medium. The findings demonstrate that CPS-Wordwall integration significantly enhances mathematical problem-solving skills. Thus, this model presents a viable innovative strategy for SPLDV instruction.

This study aims to analyze the application of problem-based learning models (PBL) in improving students' creative thinking skills. Creative thinking skills are one of the 21st century skills that are very much needed in facing future challenges. Problem-based learning models are seen as an effective approach to developing creative thinking skills because they provide students with the opportunity to explore innovative solutions to contextual problems. The research method used is a literature study by analyzing various relevant literature sources from 2019-2024. The results of the analysis show that the application of problem-based learning models can improve students' creative thinking skills through the stages of problem orientation, organizing students to learn, guiding individual and group investigations, developing and presenting work results, and analyzing and evaluating the problem-solving process. The conclusion of this study shows that problem-based learning models have proven effective in improving students' creative thinking skills with indicators of fluency, flexibility, originality, and elaboration.

This study explores the integration of musical drama as a medium to strengthen computational thinking (CT) among high school students in Jakarta. Computational thinking, a critical 21st-century skill, involves problem-solving through decomposition, pattern recognition, abstraction, and algorithmic thinking. Despite its importance, CT remains underutilized in art education. This research employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to design and implement a project-based learning (PjBL) framework centered on musical drama. The study involved 35 grade XI students who participated in an 8-week musical drama project, divided into creative teams to handle various production aspects. Observations, interviews, and documentation revealed that students effectively applied CT components: decomposing tasks, recognizing patterns in performance elements, simplifying complex narratives (abstraction), and organizing systematic workflows (algorithmic thinking). Results indicated significant improvements in students' logical thinking, creativity, collaboration, and confidence. The study highlights the effectiveness of musical drama as an interdisciplinary tool to enhance CT skills while fostering emotional engagement and character development. It also underscores the teacher's role as a facilitator in promoting reflective and participatory learning. The findings align with prior research on PjBL and CT, suggesting broader applicability in art education. Future research could extend this model to basic education or incorporate digital technologies.

The improvement of primary education quality has become a major focus in modern education. This study employs a literature review method to explore the application of the Project-Based Learning (PJBL) model in enhancing creativity and learning outcomes among elementary school students. The findings from various studies indicate that PJBL fosters critical and creative thinking, engages students actively, and promotes effective collaboration and communication. Furthermore, PJBL has proven to significantly improve learning outcomes by integrating real-world problem-solving with academic knowledge. This research concludes that PJBL is an effective, interactive, and innovative approach to create meaningful learning experiences. Recommendations include equipping teachers with proper training and resources to implement PJBL successfully in elementary.