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This study examines the role of Islamic Religious Education in shaping the character of young generations in the contemporary era. Islamic Religious Education is not only focused on cognitive aspects but also emphasizes moral, spiritual, and social development. The rapid development of technology and globalization has influenced the lifestyle and mindset of youth, creating challenges in maintaining ethical values and noble character. This research aims to analyze how Islamic Religious Education contributes to the formation of students’ character, including honesty, responsibility, discipline, tolerance, and social awareness. The research method uses a qualitative descriptive approach through literature review and analysis of relevant educational practices. The results show that effective Islamic Religious Education can strengthen students’ moral awareness, develop positive behavior, and build spiritual intelligence. Teachers play a significant role as role models in integrating Islamic values into daily life. Therefore, strengthening curriculum, learning methods, and collaboration between schools, families, and communities is essential to optimize the role of Islamic Religious Education in forming a morally upright and responsible young generation.

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

This study aims to describe teachers' strategies in developing early childhood language skills at the AS-SA'ADAH Early Childhood Education Centre. It is known that strategies are importantThis appears to be part of a larger context, likely related to educational development teachers must have ideas on how to design and implement these strategies using a descriptive qualitative approach with data collected through direct observation of learning activities, interviews, and documentation. The analysis was conducted using the Miles and Huberman model, which includes the stages of reduction, presentation, and conclusion drawing. The results of the study show that teachers develop children's language skills through storytelling, interactive conversations, singing, and the use of self-made pictures and simple teaching aids. Based on interviews, these strategies not only enrich the vocabulary of early childhood language but also encourage children to be more active in speaking and interacting with their peers and teachers. Language learning associated with educational play activities has been proven to be more interesting for children in the learning process so that it seems natural, because most children tend to get bored with monotonous learning processes. Thus, children's language skills can grow and develop optimally if a teacher is creative, patient, and communicative learning environment.

This study examines the effectiveness of interactive digital platforms in improving student academic outcomes. The integration of digital platforms in education is becoming increasingly important, but challenges arise regarding educators' adaptation of technology. This study analyzes the effectiveness of platforms such as Kahoot and Padlet through a systematic literature review. The study identifies gaps in previous research that focused more on platform features than on learning outcomes and educator adaptation. Using a systematic literature review of 45 peer-reviewed articles (2019-2024), this study explores the relationship between platform interactivity, educator technology proficiency, and measurable academic improvement. Data analysis uses thematic coding to identify patterns in successful digital learning implementation. The results show that interactive platforms can improve academic performance by 15-25% if educators have adequate technological skills, but success rates decline without proper training. This study proposes a comprehensive framework that integrates platform effectiveness metrics with educator development strategies. Recommendations include structured technology training programs and standardized assessment protocols to measure the effectiveness of digital learning.

This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

Language barriers represent one of the most significant obstacles to educational equity and access worldwide. This study investigates the application of Natural Language Processing (NLP) technologies in multilingual educational contexts to facilitate cross-linguistic learning and improve educational outcomes for linguistically diverse student populations. We implemented and evaluated a comprehensive NLP-powered multilingual learning platform across 47 educational institutions in 12 countries, serving 8,450 students speaking 23 different languages. Our experimental framework integrated machine translation, speech recognition, multilingual content generation, and adaptive language learning algorithms. Results demonstrate that NLP-enhanced multilingual education improved student comprehension by 43.6% (p<0.001), increased participation rates by 67.8%, and reduced achievement gaps between native and non-native speakers by 52.4%. Students using NLP-assisted learning tools achieved test scores averaging 78.3% compared to 54.7% for control groups. However, challenges persist regarding cultural context preservation, idiomatic expression handling, and equitable performance across language families. This research provides evidence that NLP technologies can effectively democratize education across linguistic boundaries while identifying critical areas requiring continued development.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

This study aims to describe and analyze the implementation of contextual Islamic Religious Education (PAI) based on agro-education integrated with Islamic values at SMP Nurul Huda Merakurak. The background of this research is the need for a more practical and contextually relevant PAI learning model that aligns with students’ real-life environments, particularly in agrarian-based schools. This study employs a qualitative approach using a case study method. Data were collected through observation, in-depth interviews, and documentation. The results show that PAI learning is directly integrated into agro- educational activities such as plant cultivation, environmental management, and character building through values such as trustworthiness (amanah), hard work, responsibility, and gratitude. PAI teachers play an active role in connecting Islamic teachings with agro-educational practices through contextual and reflective approaches. This research contributes to the development of a contextual and transformative PAI learning model that is relevant to local potential and students’ spiritual needs. The findings are expected to inspire other educational institutions in designing innovative PAI learning models based on environmental engagement and character development.

This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

This community service project aims to develop children's potential through the art of coloring as an effective educational tool to enhance social and cultural understanding. The activity was held at Jl. Binalatung, RT 11, Pantai Amal, Tarakan Timur, a coastal area that is also a border region. The background for this project is the limited access of children in this area to creative activities that could support their personal development and awareness of social and cultural diversity. A coloring competition was chosen as the approach, involving 30 participants from kindergarten to elementary school age, many of whom do not continue to formal education.Using a participatory method, children were not only invited to color but were also given an understanding of the meanings and cultural values embedded in each image. Furthermore, the activity was designed to foster a sense of togetherness, sportsmanship, and self-confidence. The results showed very high enthusiasm from the participants. They were not only able to produce beautiful artworks but also demonstrated an increased understanding of the importance of appreciating differences and cultural diversity. This report proves that the art of coloring plays a crucial role as a tool to bridge the knowledge gap and foster cultural awareness, especially for children in remote and border areas who have limited access to education and educational entertainment. Therefore, it is recommended that similar programs be continued with more varied materials to support the holistic development of children in coastal regions.

The development of Artificial Intelligence (AI) technology has provided new opportunities to enhance the quality of learning, particularly in elementary science education. One form of AI utilization is chatbots, which function as interactive learning media capable of encouraging students’ active participation. In science learning, questioning behavior is an important indicator of students’ cognitive engagement; however, many elementary school students tend to be passive in asking questions. This study aimed to examine the effect of using AI chatbots in science learning on students’ questioning behavior in Grade V of SDN Plalangan 03 Gunungpati, Semarang City. This study employed a quantitative approach with a quasi-experimental design. Data were collected through observation, questionnaires, and documentation. The data were analyzed to identify changes in students’ questioning behavior before and after the implementation of AI chatbots in science learning. The results indicated that the use of AI chatbots improved students’ questioning behavior in terms of frequency, confidence, and activeness in asking questions. AI chatbots provided a comfortable and flexible interaction space for students, which helped reduce psychological barriers in questioning. It can be concluded that the use of AI chatbots has a positive effect on students’ questioning behavior in elementary school science learning.

This study discusses the relevance and role of hybrid learning strategies as a conceptual solution to the crisis of effectiveness in traditional fiqh learning in Islamic boarding schools in the digital age. The background of this study stems from the problem of declining efficiency and interactivity of classical learning methods such as sorogan and bandongan amid technological developments that demand pedagogical innovation. This study aims to analyze theoretically how the integration of traditional pesantren values and modern learning approaches can be applied without eliminating spiritual identity and scientific sanad. The method used is library research with a descriptive-analytical approach through a review of the latest scientific literature on Islamic education and hybrid learning. The results show that a hybrid learning model based on synchronous and asynchronous approaches can increase flexibility, effectiveness, and student participation in the learning process, while maintaining personal relationships with teachers. The theoretical implications enrich the concept of integrating Islamic education and technology, while the practical implications offer an adaptive curriculum model for Islamic boarding schools to respond to the challenges of the digital age without abandoning Islamic values.

The main objective of the Citizenship Education (PKn) course in higher education is to develop students into individuals with nationalist, participatory, and critical characters towards national dynamics. Conventional learning approaches that are still dominant in higher education, such as one-way lectures and memorization of materials, are considered less able to encourage active participation and the development of critical thinking patterns of students in the Citizenship Education (PKn) course. This study aims to identify the effectiveness of the application of innovative learning methods in improving students' activeness and critical thinking skills. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with lecturers and students, and analysis of lecture documents from three study programs at Merdeka University of Malang. The results of the study showed that the application of learning strategies such as Project Based Learning, role playing, utilization of interactive multimedia, collaborative discussions, and nationality-based simulations were able to significantly increase students' participation and critical understanding. This method is relevant to the needs of learning in the era of globalization that demands digital literacy, cross-disciplinary collaboration, and contextual problem solving. Based on these findings, this study recommends the integration of innovative methods into the Civics curriculum in higher education, pedagogical training for lecturers, and the provision of technological infrastructure that supports the implementation of competency-based learning in the era of globalization.

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.

This research aims to: (1) identify the variations of joyful learning in digital-based instruction using Interactive Flat Panel (IFP) tvs at SD Islam Nurul Ulum Kandangan, Kediri; and (2) determine the implications of joyful learning within digital-based instruction via IFP tvs at SD Islam Nurul Ulum Kandangan, Kediri. The data for this study were derived from visual records during lessons using IFP tvs and the students of SD Islam Nurul Ulum Kandangan. This study employed a qualitative method. Ata were gathered through observation and documentation. The analysis used a descriptive qualitative technique, presenting the subjects and research findings in a narrative form. The results from several classes utilizing IFP tvs based on joyful learning revealed various engaging learning activities. These include: Student digital literature, Digital learning matches, English language learning, Fine arts stencil printing, Honesty education based on Pancasila values. These activities integrate fun, game-based learning with IFP TV technology. The digitalization of learning through IFP tvs fosters the development of students' critical thinking, agility, accuracy, and precision in their work. Additionally, students become more enthusiastic and do not experience boredom during the learning process.

This study examines the implementation of an Islamic Religious Education (PAI) learning model based on Project-Based Learning (PjBL) and collaborative approaches in shaping students’ noble character at SD Negeri Besuk Kidul, Besuk District. The study is grounded in the research gap that PAI learning in elementary schools is often still dominated by conventional, teacher-centered methods that emphasize cognitive achievement while providing limited space for the internalization of moral values through authentic learning experiences. This research aims to analyze how PjBL and collaborative learning are designed and implemented in PAI instruction and to explore their contribution to students’ character development. A qualitative approach with a descriptive case study design was employed. The research subjects included the school principal, a PAI teacher, and elementary school students. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the integration of project-based and collaborative learning in PAI instruction enhances students’ noble character, particularly in terms of honesty, discipline, responsibility, cooperation, respect, and social awareness. Students actively engage in learning activities, apply Islamic values in real-life contexts, and demonstrate positive behavioral changes both in and outside the classroom. These results indicate that Project-Based Learning and collaborative approaches constitute an effective and meaningful strategy for strengthening character education in PAI at the elementary school level.

The rapid development of urban areas has created significant challenges in mobility, particularly the increasing use of private motor vehicles, which contributes to traffic congestion, air pollution, greenhouse gas emissions, and a decline in the quality of urban life. Sustainable transportation emerges as a solution by emphasizing the balance between environmental, social, and economic aspects through the use of eco-friendly modes such as public transport, walking, and cycling. However, the adoption rate of these modes remains relatively low due to perceptions of convenience, car-oriented culture, and limited environmental awareness. This study aims to analyze the implementation of sustainable transportation education as a strategy to raise urban communities’ awareness of eco-friendly mobility. The research employs a qualitative approach with descriptive analysis based on literature studies. Findings indicate that the use of digital media, social campaigns, and community participation plays a crucial role in shaping positive attitudes, new social norms, and pro-environmental behavior. Effective education not only delivers information but also builds values, norms, and new habits that support sustainable mobility. Furthermore, multi-stakeholder collaboration among government, communities, and the private sector strengthens the effectiveness of educational programs. Evaluation results show that continuous education enhances transportation literacy, ecological awareness, and urban quality of life. Thus, the implementation of sustainable transportation education serves as a strategic foundation for transforming urban mobility toward a healthier, inclusive, and equitable transportation system.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

The use of artificial intelligence technology in elementary education is becoming increasingly relevant as teachers demand to develop creative and efficient teaching materials. Problems faced by fifth-grade elementary school teachers include limited time, a variety of ideas, and reliance on conventional methods in developing teaching materials, resulting in suboptimal learning creativity. This study aims to describe the use of ChatGPT by fifth-grade elementary school teachers in developing creative teaching materials and to identify the benefits and constraints of its use in the learning process. The research method used is a descriptive qualitative approach with data collection techniques through literature studies and online questionnaires based on Google Forms. The research respondents were fifth-grade elementary school teachers who were familiar with and used ChatGPT in lesson planning. The data obtained were analyzed using qualitative descriptive analysis techniques through the stages of data reduction, data presentation, and drawing conclusions. The results of the study are expected to provide a comprehensive picture of the role of ChatGPT as a digital assistant for teachers in increasing the efficiency and creativity of teaching material development in elementary schools.

Early English mastery is a long-term educational investment that should be supported by instructional approaches aligned with children’s developmental characteristics. This community service program aimed to systematically implement the *English Through Play* approach, enhance English learning interest, and create positive learning experiences for children aged 4–6 years at Samantha English Course. The program was conducted participatorily through preparation, implementation, and evaluation stages over eight weeks. The *English Through Play* approach was applied through various activities, including action songs, flashcard games, storytelling with gestures, and simple role play. Evaluation was carried out descriptively through observation of participation, verbal responses, children’s expressions, and simple oral tests to measure basic vocabulary mastery. The results showed that more than 80% of the children were actively engaged during the learning sessions. Approximately 70–85% demonstrated increased learning interest, as reflected in their enthusiasm, verbal participation, and positive responses to English instructions. In addition, most children were able to recognize and pronounce 5–10 basic vocabulary items based on the learning themes and perform simple self-introductions. The program also produced a play-based learning guide that can be sustainably implemented by the partner institution. In conclusion, the *English Through Play* approach proved effective in enhancing young learners’ interest and participation in early English learning. This model can serve as a practical and replicable alternative for similar non-formal educational institutions.