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The evaluation of Indonesian language instruction at the junior secondary level remains predominantly oriented toward lower-order thinking skills, thereby constraining the advancement of students’Higher Order Thinking Skills (HOTS). This situation necessitates the development of comprehensive assessment tools that are coherently aligned with the Merdeka Curriculum. The present study introduces a model for constructing HOTS-oriented assessment instruments targeting procedural text writing in Phase D. The development process was systematically organized through several stages: translating learning outcomes into measurable indicators, preparing assessment blueprints, creating item cards, formulating scoring rubrics for attitudes, knowledge, and skills, and finally analyzing and interpreting the assessment data. These instruments were specifically designed to capture students’ analytical, evaluative, and creative abilities in producing procedural texts that are logical, coherent, and effective. Findings demonstrate that the instruments provide an objective and holistic representation of students’ competency attainment. In summary, the proposed HOTS-based assessment model for procedural text writing is practical, methodical, and contextually relevant, serving as a valuable framework for evaluating Indonesian language learning in accordance with the Merdeka Curriculum principles.

Textbooks are the heart of the learning process, therefore an in-depth analysis of the suitability, relevance, and pedagogical potential of textbooks is crucial to ensure that learning outcomes can be achieved optimally. This study aims to analyze and describe based on aspects of content, presentation, language, graphics in the Indonesian language textbook for grade II elementary school revised independent curriculum published by Erlangga by Dr.A. Indradi, M.Pd & Rahmah Purwahida, S.Pd., M.Hum. The method used is qualitative descriptive analysis by referring to textbook feasibility guidelines. The results of the analysis show that this textbook is generally suitable for use. The suitability of the material with learning outcomes includes the development of four language skills, namely listening, speaking, reading, and writing, which are presented in an integrated and contextual manner. The presentation of the material is considered effective through the use of simple language, logical flow, and varied assignments. Overall, this textbook is a relevant and supportive learning resource in implementing the independent curriculum at the grade II elementary school level.

This study aims to describe the innovative application of the Problem Based Learning (PBL) model in improving the understanding of speech texts in grade VIII students of SMP Negeri 1 Banjarmasin. The study uses a descriptive qualitative approach supported by quantitative data in the form of student learning outcomes. Data sources include lesson planning documents (RPP), the "Understanding Speech" teaching module compiled by Istiqomah HM, and student learning outcomes. The learning process is carried out through PBL stages which include problem orientation, organizing students in group work, investigation, compiling and presenting results, and learning reflection. The results show that the application of the PBL model is able to improve students' understanding of the structure, content, and linguistic rules of speech texts. The average individual score reached 96.84 with most students obtaining a score ≥ 80. In addition to improving academic achievement, the PBL model also has a positive impact on students' critical thinking skills, collaboration, and communication skills. Although technical obstacles and differences in literacy levels were still found, this model is considered effective and worthy of further development in Indonesian language learning at the junior high school level.

This research aims to improve the mathematics learning outcomes of Grade VII B students at SMP Darul Ulum 5 Rebalas through the implementation of Madurese language-based ethnomathematics. The study is motivated by the students' difficulties in understanding mathematical concepts delivered in formal Indonesian, as their daily communication relies on the specific Madurese dialect of Rebalas Village. This study employs the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consists of planning, action, observation, and reflection stages. The subjects of this research were 28 students from class VII B. The research instruments included test instruments in the form of group Student Worksheets (LKPD) and observation sheets for both teacher and student activities. The material focused on the topic of Lines and Angles. The results indicated an improvement in student learning outcomes from Cycle I to Cycle II. In Cycle I, the average group score was 80.2, which increased to 88 in Cycle II. Observations of student activities also showed a shift from passive participation in Cycle I to active and enthusiastic engagement in Cycle II. Furthermore, teacher observations showed significant improvement; initial issues regarding time management and excessive workloads were resolved, resulting in more enthusiastic and punctual teaching delivery. These findings demonstrate that the use of Madurese-based ethnomathematics helps students grasp mathematical terms more easily, increases discussion participation, and creates a more comfortable and interactive classroom atmosphere, thereby leading to improved learning outcomes.

Reading comprehension, especially in personal letter texts, is challenging for many Indonesian high school students due to limited vocabulary and low motivation. Blooket, a game-based learning platform, offers potential to improve engagement and learning outcomes.Objective: This research aims to examine the effectiveness of Blooket learning media in improving students’ reading comprehension of personal letters at Grade XI of SMA PGRI Pekanbaru. A quantitative approach with a quasi-experimental non-equivalent control group design was used. The sample consisted of 39 students, divided into an experimental group taught with Blooket and a control group taught conventionally. Pre-tests and post-tests (25 multiple-choice items) were administered, and data were analyzed using normality, homogeneity, The experimental group’s mean score increased from 55.21 to 84.96, while the control group improved from 51.53 to 72.00. The paired sample t-test yielded p = 0.000 (<0.05), indicating a significant effect of Blooket on reading comprehension. Blooket’s interactive and competitive features effectively enhanced students’ reading comprehension of personal letters, motivation, and participation, making it a valuable alternative for teaching short functional texts in EFL classrooms.

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

This study aims to determine the effect of technology use in Indonesian language learning on students' writing skills. The research method used was descriptive quantitative. This study was conducted at SDI Betun Kota, Wehali Village, Malaka Tengah District, Malaka Regency. The data collection technique used was a test, and the analysis technique used was a statistical t-test. The results showed that 18 students, or 44.44%, obtained high scores in writing skills, while 16.67% scored low in learning outcomes. This is evidenced by the results of the significance test, namely t-test of 14.52, which is greater than t-table at the 5% significance level. N = 18 (2.14), or equal to t-test > t-table, or 16.67 > 2.14. Based on the research results above, t-test is greater than t-table, with t-test = 16.67 and t-table = 2.14. Therefore, Ho is rejected and Ha is accepted. Thus, it can be concluded that technology use influences students' writing skills in Indonesian language learning in grade III of SDI Betun Kota.

The School-Based Curriculum (KSP) is an operational curriculum developed by educational units to align learning objectives with the characteristics of students, local potentials, and the evolving needs of society. KSP provides schools with autonomy to develop curricula that are relevant to their local context, allowing for variations in the approach to learning. This article aims to discuss the basic concept of KSP, the challenges in its implementation, and its evaluation in the context of Indonesian education. The research method used is a literature review, analyzing theories and regulations related to KSP. The results show that KSP plays a strategic role in providing schools with the flexibility to develop curricula that meet the needs of the region and students. However, the implementation of KSP still faces various challenges, such as limited teacher competencies, insufficient understanding of curriculum principles, and weak evaluation and supervision of curriculum implementation. To address these challenges, the evaluation of KSP implementation needs to be strengthened by improving teachers' competencies, developing relevant learning materials, and enhancing ongoing curriculum supervision. By doing so, KSP can be optimized to achieve better educational outcomes in Indonesia.  

The purpose of this classroom action research is to improve students' ability to apply Indonesian language learning knowledge on short stories by implementing the Cooperative Integrated Reading and Composition model in grade IV of SDN 2 Manembo. The number of students in grade IV is 14 people. This research uses a classroom action research (CAR) method based on the inquiry learning method according to Kemmis and McTaggart (Aqib Zainal, 2016:64) and is implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. Qualitative data collection techniques are carried out through observation of learning activities, while quantitative data are collected from the results of LKPD. The data analysis technique uses the formula (Trianto, 2019:41) KB = T/Tt × 100%. Student learning outcomes in cycle I reached an average value of 70% with incomplete criteria, but increased in cycle II to 92% with complete criteria. In addition to improving learning abilities, students also feel more enthusiastic and active in participating in learning by implementing the Cooperative Integrated Reading and Composition model. It can be concluded that the implementation of the Cooperative Integrated Reading and Composition (CIRC) model can improve the reading comprehension skills of fourth-grade elementary school students.

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have spiritual religious strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state (Law of the Republic of Indonesia). To realize the goals of national education, the curriculum is made as a guideline used in learning activities as regulated in Law of the Republic of Indonesia No. 32 of 2013 concerning National Education Standards. The purpose of this study is to describe the difficulties of students in writing stories in the Indonesian language subject of grade IV at SDIT Harapan Umat Brebes. This study uses a qualitative research type. The approach used in this study is qualitative research with a descriptive approach. The location of this research is SDIT Harapan Umat Brebes on Jl. Proklamasi KM. 03 Utara Islamic Center (In front of the Integrated Government Office), Brebes, Central Java, Indonesia 52212. Based on the research that has been done on the analysis of the level of difficulty of students in writing stories in the Indonesian language subject, it can be concluded that the level of ability of grade IV students in writing stories is still quite low. The difficulties faced by students in writing stories in the Indonesian language subject in grade IV SDIT Harapan Umat Brebes include several things, including students experiencing difficulties in determining the title of the narrative text, students' inability to arrange words into a story that is interconnected with each other.

Improving Reading and Writing Skills through the Use of Letter Card Media in Grade II Students at SDI Betun Kota. This research was conducted based on the problem: how to improve the reading and writing skills of grade II students at SDI Betun Kota by using letter card media. This research was conducted using the CAR method. With research actions carried out in two cycles. Each cycle consists of planning, observation of learning activities, and reflection. The target of this research is grade II students at SDI Betun Kota. Data collection techniques were obtained from the results of pre-tests and post-tests as well as observation sheets for teaching and learning activities. From the results of the analysis, it was found that student learning outcomes increased by 58.62%, while the average n-gain value was 0.71. The results of the study indicate that letter card media is one of the media that can be applied in Indonesian language learning. By using letter card media, the reading and writing skills of grade II students at SDI Betun Kota can be improved. This can be seen from the achievement of students' KKM scores and the percentage that increased from cycle I by 53% and in cycle II by 100%. Thus, student learning outcomes increased by 47% when using letter cards.  

This study aims to determine the effect of using smart bottle media to improve the learning outcomes of Indonesian students in grade IV at MIN 10 Medan, which consist of two classes. The researcher took class IV-A and IV-B to be used as a sample, totaling 12 people as the experimental class and 12 people as the control class. This type of research is a quantitative experimental research (Quasi Experimental Design) with the Nonequevalent Control Group Design approach. Data collection techniques with observation, documentation, and test. Based on data analysis from research result werw obtained: 1) The Indonesian language learning result of students at MIN 10 Medan using picture story can be seen from the average final test (posttest) score in the control class, namely class IV-A, which obtained an average score of 48,33 and a standar deviation of 15,27.  3) The Indonesian language learning results of students at MIN 10 Medan using a smart bottle media can be seen from the average final test (posttest) score in the experimental class, namely class IV-B, which obtained an average score of 53,33 and a standard deviation of 16,69. 3) The process of implementing smart bottle media in Indonesian language subjects in class IV MIN 10 Medan is going well and can improve student learning outcome in Indonesian language subjects. This can be seen from comparison of learning outcomes between the experimental class and the control class, where the learning outcomes of students in the experimental class are higher than the learning outcomes of students in the control class.

This research examines the effectiveness of using a repertoire class as a learning strategy in the Media Music course of the Film and Television Production Study Program at the Indonesian Institute of the Arts, Yogyakarta. The course, offered in the fourth semester, focuses on film music creation, mood development, and instrumental understanding. The study applies the Classroom Action Research method with the primary goal of improving students’ comprehension of film scoring components. Pre-cycle findings showed that students’ understanding was relatively low under previous teaching approaches. To address this, the repertoire class method was introduced. This strategy emphasises active learning through sound samples from various instruments, allowing students to directly experience and analyse how musical elements shape the mood of a film. The interactive design of this method provides not only theoretical insights but also practical, auditory experiences that deepen learning. The research was carried out in three CAR cycles, each evaluating student progress and adjusting strategies as needed. Results demonstrate a notable improvement in learning outcomes. The percentage of students achieving Excellent and Very Good categories increased significantly, while the number in the Poor category decreased. These findings confirm that repertoire classes, especially those incorporating instrumental sound samples, are highly effective in enhancing students’ understanding of the emotional dimension of film music. In conclusion, this approach enriches the learning experience and equips students with both technical knowledge and emotional sensitivity in film scoring. By integrating practice-based methods, the repertoire class proves to be a valuable strategy in media music education.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.

The lack of knowledge among students in reading cursive letters and copying simple sentences into cursive letters has led to low writing skills in second-grade students at SD Negeri 11 Bahagia. This indicates the importance of implementing an approach that can enhance their writing skills. One alternative that can be implemented is the use of card media. Card media is considered effective because it provides visual stimulation that helps students recognize and correctly write cursive letters. This study aims to improve students' ability to write cursive letters through the use of card media in Indonesian language lessons. The research method used is Classroom Action Research (CAR), which allows for direct evaluation in each learning cycle. The subjects of this study are second-grade students at SD Negeri 11 Bahagia Panti. Before the action was implemented, the average score of students in the pre-action activities was 60, indicating the need for improvement. In the first cycle, the average score increased to 75, with a completion percentage of 55%. Although there was an improvement, it did not yet reach the expected target. After continuing to the second cycle, the students' average score further increased to 81.2, with a completion percentage reaching 84%. This shows that the use of card media successfully improved students' writing skills and that the target set had been achieved. Therefore, this study concludes that the use of card media can significantly improve students' learning outcomes in writing cursive letters.

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

The research that has been conducted is entitled "The Effect of Role Playing Method on Speaking Skills in Drama Texts in Grade VII Students of SMP Negeri 20 Medan" which is motivated by the low learning outcomes in the Indonesian Language subject, especially in language skills. Students show a lack of self-confidence and doubt in conveying ideas or ideas that they have. The research method uses a quantitative method with a quasi-experimental approach, a non-equivalent control group design using a nonprobability sampling technique (purposive sampling) and in the form of a pre-test and post-test with a sample size of 32 students VII-1 and 32 students VII-3. Data collection techniques with observation, multiple choice tests, questionnaires, and documentation. Based on the results of the pre-test that has been carried out, it is known that the average pre-test results of the control class and the experimental class are not much different, namely the average pre-test score of the control class is 56.41 while the experimental class is 57.34. After both classes carried out the learning process with different processes, there was a significant difference in the post-test given, namely the control class obtained a score of 84.22 while the experimental class obtained a score of 89.69. Based on the dialtals, it was proven that there was an increase in learning outcomes after the learning process was carried out.

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.