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This study aims to analyze the implementation of Dayak local wisdom values in the Merdeka Curriculum at public elementary schools in Pulang Pisau Regency, Central Kalimantan. Dayak local wisdom, which encompasses values such as mutual cooperation, solidarity, tolerance, environmental awareness, and respect for cultural traditions, plays a significant role in shaping students' character amid the challenges of globalization and the disruptive era. This research employs a qualitative approach using a case study method. The research participants include school principals, teachers, students, and educational stakeholders from several public elementary schools in Pulang Pisau Regency. Data are collected through observations, in-depth interviews, documentation, and literature reviews. Data analysis is conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings are expected to provide a comprehensive description of how Dayak local wisdom values are integrated into the planning, implementation, and evaluation of learning activities within the Merdeka Curriculum framework. Furthermore, the study seeks to identify supporting and inhibiting factors affecting the implementation of local wisdom in educational practices and to formulate strategic recommendations for strengthening character education and preserving local culture in elementary schools. The results are expected to serve as a reference for educational policy development that promotes cultural preservation and enhances the quality of learning in accordance with the socio-cultural context of local communities.

Educational evaluation is an essential part of the learning process, serving to measure the achievement of educational goals and to continuously improve the quality of learning. This study aims to analyze educational evaluation theory in learning, including the basic concepts of evaluation, evaluation models and approaches, and their relevance to 21st-century learning. The study employed a qualitative approach with the Systematic Literature Review (SLR) method through a review of various reputable international journals published between 2020 and 2025. Research data was obtained from various scientific sources such as Scopus, ScienceDirect, Springer, Taylor & Francis, and Sage Journals. The results show that educational evaluation theory is evolving from outcome-oriented evaluation to a more holistic, authentic, and competency-based evaluation. Evaluation models such as Goal-Oriented Evaluation, formative and summative evaluation, the CIPP model, authentic assessment, and diagnostic assessment play an important role in supporting modern learning. In addition, the integration of digital technology in learning evaluation provides opportunities to create a more adaptive and contextual assessment system.

This study aims to explain the effectiveness of assessment in the learning process, focusing on improving student outcomes at SDN Larangan Tokol 1 Pamekasan. This research applies a qualitative methodology categorized as a descriptive study. Data collection was carried out through observation, interview sessions, and document analysis involving teachers and students at SDN Larangan Tokol 1 Pamekasan The findings of the study indicate that the implementation of learning process evaluation is conducted systematically and continuously through question and answer activities, daily assignments, group discussions, learning practice, daily tests, as well as the assessment of students’ attitudes and skills. Teachers use various strategies to improve the effectiveness of learning evaluation, such as the use of varied teaching methods, providing motivation, habituation of discipline, utilization of learning media, and the implementation of remedial and enrichment programs.Supporting factors for the effectiveness of learning evaluation include the support of the principal, teacher competence, parental support, and the availability of learning facilities. Meanwhile, the obstacles include differences in students’ learning abilities, lack of motivation among some students, and limited availability of certain learning media.The assessment of the learning process contributes effectively to improving students’ academic achievement, shaping discipline and responsibility character, as well as increasing students’ participation and collaboration in the ongoing learning process. Therefore, learning assessment plays a crucial role in creating an effective learning process and improving student achievement at SDN Larangan Tokol 1 Pamekasan.

Batik motif classification has attracted growing attention in visual computing due to its role in cultural heritage preservation, textile informatics, museum documentation, and automated cataloging. Although many studies report high classification accuracy, robustness under real-world acquisition conditions remains insufficiently understood. Batik images are frequently affected by illumination variation, blur, folds, watermark overlays, wearable deformation, scale inconsistency, and background clutter, creating challenges that extend beyond conventional image-noise assumptions. Existing studies largely focus on improving classification performance, while the interactions among acquisition variability, feature representation, evaluation practice, and deployment constraints remain fragmented. This systematic literature review addresses this gap by synthesizing batik classification research through a robustness-aware perspective. Using query expansion, backward and forward citation chaining, relevance screening, and thematic coding, 116 candidate records were identified, resulting in 50 highly relevant studies for detailed analysis. The review reveals that robustness is shaped less by denoising alone than by the combined effects of acquisition conditions, representation design, evaluation realism, and deployment context. Handcrafted descriptors remain competitive for small datasets and structured motifs due to their data efficiency and interpretability, whereas deep learning models achieve the highest reported accuracy when supported by sufficient data diversity and realistic augmentation. Hybrid representations emerge as the most consistently balanced approach, combining local texture stability with higher-level abstraction across heterogeneous acquisition settings. The review further identifies recurring robustness failure patterns, including background dependency, illumination instability, motif-scale inconsistency, wearable deformation, and source-shift vulnerability. Based on these findings, a robustness-oriented research agenda is proposed, emphasizing cross-acquisition evaluation, representation-stability analysis, batik-specific robustness benchmarks, acquisition-aware augmentation, and deployable lightweight or hybrid architectures. The study contributes a domain-specific synthesis that reframes batik motif classification from an accuracy-centric task toward a robustness-aware visual recognition problem.

This study was conducted to analyze the relationship between students’ critical thinking skills and mathematical problem-solving abilities through a literature review approach. The study is based on the importance of mastering higher-order thinking skills in the mathematics learning process, particularly when students are faced with complex problems related to real-life situations. The method used in this research was a literature review by examining various relevant scientific journals and academic books published between 2021 and 2026. The data analysis process was carried out through stages of identification, classification, evaluation, and synthesis of the collected sources. The findings revealed a significant and positive relationship between critical thinking skills and students’ mathematical problem-solving abilities. Critical thinking skills play an important role in helping students understand problems, process and analyze information, select appropriate solution strategies, and systematically review the results obtained. Students with strong critical thinking skills generally demonstrate more optimal mathematical problem-solving abilities. In addition, the implementation of learning models such as Problem-Based Learning and contextual approaches has been considered effective in improving both abilities. Therefore, critical thinking skills are regarded as an essential aspect that needs to be developed in mathematics learning in order to enhance students’ mathematical problem-solving abilities.

This study aims to examine the role of the government in implementing gender political education in schools in Bengkulu Province. Within the context of Indonesia's national education system, gender equality remains a crucial issue that requires sustained attention, particularly in formal educational institutions. As the primary policymaker, the government plays a strategic role in ensuring that educational policies, curricula, teaching practices, and school environments promote the principles of gender equality and inclusiveness. This research employs a library research method by reviewing various scientific publications, policy documents, laws and regulations, government reports, and relevant academic sources related to gender and education. The findings reveal that the government has introduced several regulations and programs to support gender-responsive education and enhance equal opportunities for all students. However, the implementation of these policies in schools across Bengkulu Province continues to face significant challenges. These include limited teacher competence in gender-sensitive instruction, inadequate availability of gender-responsive learning materials, insufficient monitoring and evaluation mechanisms, and the persistence of patriarchal cultural values that influence educational practices. Therefore, this study recommends strengthening policy implementation, providing continuous gender-based teacher training, developing inclusive learning resources, and integrating gender political education into local curriculum content to promote greater gender awareness and equality in schools throughout Bengkulu Province.

This study was conducted to examine the integration of spiritual intelligence into Islamic Religious Education (PAI) learning as an effort to strengthen students’ character. At MA Al-Amien Bugih Pamekasan, some students still demonstrate a lack of discipline, responsibility, and honesty in the learning process. To address these issues, PAI teachers integrate spiritual values through religious activities and the cultivation of positive habits during classroom instruction. This study aims to describe the implementation of spiritual intelligence integration, the strategies used by teachers, and its implications for students’ character development. This research employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving purposively selected informants, namely PAI teachers and students. Data analysis followed the Miles, Huberman, and Saldana model, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and technique triangulation. The results indicate that the integration of spiritual intelligence in PAI learning has been implemented systematically through planning, implementation, and evaluation stages. Teachers incorporate spiritual values through religious practices, role modeling, learning reflections, discussions of moral values, and character assessments. These strategies contribute positively to the development of students’ character, particularly in fostering discipline, responsibility, honesty, cooperation, empathy, and independence. Although several challenges remain, including differences in students’ backgrounds, limited instructional time, and external environmental influences, the integration of spiritual values continues to support sustainable character development among students. The findings highlight the important role of spiritual intelligence in creating meaningful learning experiences and promoting positive character formation in Islamic educational settings.

This study was conducted based on the low level of student activeness and understanding in IPAS learning at the elementary school level. The objective of this research was to determine the effectiveness of the role play method in improving students’ activeness and learning outcomes. This study employed a classroom action research approach involving 27 students. The data were collected through observation and evaluation of student learning outcomes. The findings revealed a significant improvement in both student participation and understanding after the implementation of the role play method. Students became more active in asking questions, responding to the teacher, and participating in classroom activities. In terms of learning outcomes, 85.2% of students were able to answer questions correctly and demonstrated good understanding, while the remaining 14.8% also achieved the minimum criteria. These results indicate that learning through direct experience enhances students’ comprehension. The implication of this study suggests that the role play method can be used as an effective alternative teaching strategy to create an interactive, engaging, and student-centered learning environment in elementary education.

This community service program addressed the limited capacity of educators to use artificial intelligence in a structured and pedagogically responsible way for textbook development. The program focused on empowering educators through NotebookLM in the Ngabuburit AI 2026 activity. Its objective was to improve participants’ understanding and practical skills in organizing sources, designing textbook structures, developing chapter content, and generating interactive learning media. The program used a participatory training approach consisting of presentation, demonstration, guided practice, discussion, and feedback-based evaluation. The results showed that participants gained a clearer understanding of AI-assisted academic writing workflows and recognized NotebookLM as a useful tool for integrating source analysis, textbook writing, and learning media preparation. The activity also fostered new awareness that artificial intelligence can strengthen, rather than replace, educators’ academic roles in producing more systematic and interactive teaching materials.

Quality education is one of the 17 global goals known as the Sustainable Development Goals (SDGs), particularly Goal 4. This goal aims to ensure equitable, inclusive, and quality education for all people. In Indonesia, elementary school teachers play the most important role because they interact directly with students every day. This article comprehensively examines the role of elementary school teachers in supporting SDG 4 from three main perspectives: teachers’ professional competence, innovative teaching methods, and teachers’ involvement within the school community. The method used is a systematic review of 45 selected scientific sources published between 2020 and 2024, including international journals, reports from global institutions, and Indonesian government policy documents.The findings show that competent, creative, and highly dedicated elementary school teachers are closely related to improving learning quality, increasing school participation, and developing positive character in students. However, several major challenges remain unresolved, such as unequal teacher distribution, low welfare, and limited access to technology—especially in remote areas. This article recommends three main actions: strengthening continuous teacher professional development policies, improving the teacher performance evaluation system to make it more comprehensive, and increasing collaboration among the government, universities, and local communities in order to achieve SDG 4 effectively in Indonesia.

This study aims to describe the implementation of instilling Islamic Religious Education values in the aspects of the Qur’an and Aqidah at TPQ Fattuhul Qulub, Doyo Baru District. The background of this research is based on the importance of Islamic religious education in shaping children’s character and morals from an early age amid the decline in the morality of the younger generation. TPQ, as a non-formal educational institution, has an important role in instilling Islamic values through learning the Qur’an, aqidah, and morals. However, in its implementation, several obstacles are still found, such as the low understanding of students regarding religious values, varying abilities in reading the Qur’an, and the lack of support from family and community environments.This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation at TPQ Fattuhul Qulub, Doyo Baru District. The focus of the research includes the planning, implementation, and evaluation processes of instilling Islamic Religious Education values in the aspects of the Qur’an and Aqidah.The results of the study indicate that the instillation of Islamic Religious Education values has been carried out through structured stages of planning, implementation, and evaluation. The learning process was conducted using the methods of Iqra’, tahsin, tahfidz, talaqqi, lectures, role modeling, habituation, and exemplary stories. In the Qur’anic aspect, students were guided to read the Qur’an according to tajwid rules and memorize short surahs, while in the Aqidah aspect, students were taught the pillars of faith, the attributes of Allah and His Messenger, and the formation of Islamic morals. The evaluation results showed improvements in Qur’anic reading skills, memorization, understanding of aqidah, and changes in students’ religious behavior, such as becoming more disciplined, polite, and diligent in worship. This success was supported by the exemplary behavior of the teachers and the involvement of parents in the learning process.

Usability evaluation plays a crucial role in ensuring the quality of digital systems, particularly in terms of comfort, effectiveness, and ease of use. Instruments such as the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and Heuristic Evaluation (HE) are widely used in modern usability studies. This research conducts a Systematic Literature Review (SLR) to identify patterns and trends in the use of these instruments. A total of 27 initial studies were collected, and 16 were selected through the PRISMA screening procedure. The findings show that UEQ is the most frequently used instrument, especially in Learning Management Systems (LMS) and academic platforms, while SUS is commonly applied to mobile applications and digital libraries for rapid usability assessment. HE is effective in revealing fundamental interface issues such as non-intuitive navigation and layout inconsistencies. Overall, digital systems perform well in Efficiency and Perspicuity, but consistently show low scores in Novelty. This study provides an integrative knowledge map that highlights cross-instrument insights and supports the development of more intuitive, innovative, and user-centered digital systems

Educational achievement at the senior high school level relies heavily upon student engagement, where the instructor serves as a pivotal variable in the pedagogical process. The phenomenon of diminished academic interest represents a significant hurdle, necessitating a profound understanding of how educators contribute to igniting active participation. This inquiry aims to examine and map the teacher's function in fostering a passion for learning among adolescents, while simultaneously uncovering the instructional tactics employed to spark such enthusiasm. The investigation adopts a literature review method with a qualitative descriptive-analytical lens, evaluating ten research articles published between 2020 and 2025 centered on teaching roles and student motivation. Findings demonstrate that the teacher’s influence in elevating student interest is holistic and multidimensional. This encompasses social competence through empathetic interaction, professional teaching performance in instructional design and evaluation, and personal integrity as an inspirational figure. Furthermore, the mastery of pedagogical and technological elements proves essential in cultivating a conducive, distinctive, and meaningful classroom environment for every learner. 

This study aims to analyze the role and variation of test instruments in measuring students’ cognitive domain in the learning evaluation process. Using a literature review method, this study examines various scientific sources related to educational evaluation and cognitive assessment. The findings indicate that the cognitive domain includes thinking skills ranging from lower-order thinking skills (C1: Remembering, C2: Understanding) to higher-order thinking skills (C3: Applying, C4: Analyzing, C5: Evaluating, and C6: Creating) based on Bloom’s Taxonomy. Test instruments such as multiple-choice, essay, true-false, matching, and oral tests possess different characteristics, advantages, and limitations for assessing specific cognitive levels. Objective tests are considered effective for measuring lower-order thinking skills because they offer high reliability and objectivity, whereas essay tests are more appropriate for assessing higher-order thinking skills (HOTS). In addition, the quality of test instruments is influenced by validity, reliability, objectivity, difficulty level, and discrimination index. Therefore, the appropriate and varied use of test instruments is essential to obtain comprehensive and accurate measurements of students’ cognitive abilities and to support effective learning evaluation and instructional decision-making processes.

Strengthening literacy in secondary education is essential in responding to the demands of 21st-century learning. Teachers play a crucial role in integrating literacy into classroom practices; however, their understanding and skills in implementing literacy-based learning are often still limited. This community service program aims to enhance teachers’ competencies in developing literacy-based instruction at State Senior High School 5 Purworejo through a participatory and sustainable training and mentoring approach. The program involved 30 teachers and was conducted in three stages: preparation and planning, implementation, and mentoring and evaluation. The results show a significant improvement in teachers’ understanding of literacy, with the average score increasing from 62.4 to 84.7. A total of 87% of teachers were able to design literacy-based lesson plans effectively, while 73% successfully implemented them in classroom practice. Positive impacts were also observed among students, who became more active in discussions and more confident in expressing their ideas. Qualitatively, the program revealed a shift in teachers’ perspectives, where literacy is no longer seen as an additional activity but as an integral part of meaningful learning that fosters critical and reflective thinking. Overall, this program not only improved teachers’ technical competencies but also strengthened their professional awareness in creating more meaningful learning experiences. The mentoring process played a key role in supporting this transformation by providing a reflective and supportive space for continuous learning and growth.

Teacher professionalism is a key factor in improving the quality of education, especially in the context of rapid changes that demand continuous competency development. Therefore, sustainable professional development for teachers has become an essential need. This article aims to examine strategies for developing teacher professionalism through reflection and the implementation of best practices in learning. The method used is a literature study with a descriptive qualitative approach, by analyzing various sources such as scientific journals, books, and relevant articles. The results show that reflection plays an important role as a means of self-evaluation that helps teachers continuously improve the quality of learning, while best practices provide concrete examples of effective and innovative teaching practices. Reflection enables teachers to identify strengths and weaknesses in their instructional processes, thereby encouraging continuous improvement and adaptive teaching strategies. Meanwhile, best practices serve as a reference for implementing evidence-based and student-centered learning approaches that can enhance classroom engagement and learning outcomes. The integration of reflection and best practices is proven to strengthen teachers' competencies holistically by combining critical self-assessment with proven pedagogical strategies. This synergy also supports collaborative learning among educators and encourages the sharing of effective teaching experiences. Thus, sustainable teacher professional development can be achieved through the consistent application of these strategies, ultimately contributing to improved educational quality and more effective learning environments in schools.

National milkfish aquaculture production in 2024 reached 792,864 tons, highlighting the strategic role of this commodity in supporting the economy of coastal communities. central java,as one of the main contributors, has significant potential for pond development, including in Ujungwatu Village, Jepara Regency. However, pond management still faces challenges regarding human resource (HR) quality and the optimal utilization of technology. This community service program aims to enhance students’ capacity through outreach and training on Internet of Things (IoT)-based milkfish pond development as an effort to strengthen HR at the Sidomaju 2 SME. Implementation methods include the stages of observation and problem identification, work program planning, WebGIS design, IoT outreach and implementation, and evaluation. The materials covered included an introduction to IoT concepts based on ESP8266, pond monitoring, milkfish feed management, and the implementation of WebGIS as a digital mapping system for the Kalingga milkfish ponds.The activity was attended by 20 students from MA NU Ujungwatu and was conducted in a participatory manner through experiential learning. The results of the activity demonstrated an increase in students’ understanding of the application of technology in milkfish farming, as well as heightened awareness of the importance of efficient and sustainable pond management. The main output of the program is the Kalingga Milkfish Pond WebGIS, which can be utilized as a digital medium for education and monitoring of pond areas. This program contributes to improving students’ technological literacy while supporting the strengthening of pond operational systems based on digital innovation.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

Fiqh learning education activities play an important role in improving early childhood worship awareness, particularly in understanding the pillars of Islam as the foundation of Islamic teachings. This study was motivated by the low level of children’s understanding of the pillars of Islam, which was caused by learning methods that were less engaging and less interactive. Therefore, this study aims to improve the understanding, habituation, and worship awareness of early childhood through the use of a simple, communicative, and easy-to-understand lecture method at TPQ Al-Hidayah, Pacar Kembang, Surabaya. This study employed a Participatory Action Research (PAR) approach consisting of several stages, namely problem identification, learning planning using the lecture method, implementation of activities, evaluation, and joint reflection to enhance learning effectiveness. The results showed that fiqh learning through the lecture method had a positive impact on improving children’s understanding of the pillars of Islam, developing worship habits, and fostering full awareness in carrying out daily worship practices. Thus, the lecture method is considered effective in enhancing understanding and worship awareness among early childhood learners.

This study aims to examine the effectiveness of implementing the Al Miftah method with a behavioristic approach in improving the ability of students at the Raudlatul Ulum II Islamic Boarding School to read classical Islamic texts. This method provides stimuli in the form of repetitive exercises and positive reinforcement that actively motivate students to learn nahwu and sharaf rules, the main foundations in learning classical Arabic texts. The results of observations and interviews show significant changes in the students' learning behavior; from being passive to being more active, motivated, and able to understand the learning material better. The use of innovative media such as nadhom songs strengthens the memorization of Arabic language rules in a rhythmic and enjoyable way. The role of teachers as facilitators and evaluators is also very important in guiding and motivating students individually. Evaluation of students' abilities through classical Islamic texts reading tests shows that this method is effective in improving reading performance and understanding of classical Islamic texts. Some limitations, such as limited learning time and the number of certified teachers, are concerns for future development.