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This study aims to analyze teachers’ pedagogical practices in addressing the variation and degradation of elementary school students’ character within the challenges of 21st-century education. The research employed a qualitative approach with a descriptive design to obtain an in-depth understanding of classroom phenomena. Data were collected through semi-structured interviews with teachers from grades I to VI and classroom observations conducted naturally without informing students, ensuring authentic behavioral data. The study used 18 character values as indicators to examine students’ character development. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured using source and technique triangulation. The findings reveal that each grade level demonstrates different patterns of character variation and degradation. Positive character traits such as independence, communication skills, and curiosity tend to develop progressively, while issues such as discipline, responsibility, perseverance, and reading interest show signs of decline. Teachers respond to these conditions through adaptive pedagogical practices, including habituation, role modeling, collaborative learning, and project-based activities. These findings indicate that effective pedagogical practices play a crucial role in shaping students’ character and must be aligned with students’ developmental stages. The study implies that adaptive, contextual, and value-oriented teaching strategies are essential to support character development and meet the demands of 21st-century education.

Learning Islamic Religious Education (PAI) for some students is so unpleasant that it affects their interest in learning. One of the factors is that PAI learning strategies are still traditional, PAI teachers' teaching abilities/competence are still lacking, and PAI learning management strategies are not optimal. Efforts to increase PAI learning activities, PAI learning achievement, and make PAI a subject that students are interested in, the alternative is to change PAI learning strategies from traditional to progressive PAI learning strategies.

Elementary education is the fundamental stage in shaping students’ character, attitudes, and learning motivation. Learning interest plays a vital role in determining students’ success in understanding and mastering the lessons. However, differences in background, abilities, and learning styles often cause significant variations in students’ interest. Therefore, it is necessary to apply an analytical method that can group students based on their level of learning interest so that teachers can provide appropriate learning strategies. This study aims to implement the K-Means Clustering algorithm to identify the learning interest of students at Sekolah Dasar Negeri Puu Naga. The research method used is a quantitative approach with data collected through questionnaires consisting of several indicators of learning interest, such as perseverance in completing assignments, enthusiasm during lessons, attention to teacher explanations, and participation in class activities. The collected data were then analyzed using the K-Means algorithm to form several clusters of learning interest. The data processing stages included determining the number of clusters, selecting the initial centroid, calculating the distance of data to the centroid, grouping data, and iterating until a stable clustering result was achieved. The results of the study show that the K-Means algorithm successfully grouped students into three main categories, namely high, medium, and low learning interest. Students in the high-interest group consistently demonstrated active learning behavior and strong intrinsic motivation, while those in the medium group showed fluctuating interest influenced by external factors such as the learning environment and teaching methods. Meanwhile, students in the low-interest group displayed a lack of attention and motivation, thus requiring special interventions. These findings provide valuable insights for the school, especially teachers, in designing adaptive and personalized teaching strategies. In conclusion, the application of the K-Means algorithm is proven effective as an analytical tool to identify students’ learning interest.

This research aims to develop an electronic student worksheet (E-LKPD) based on Liveworksheet, integrated with Quizwhizzer, for teaching economic activities in elementary school. The background of this study stems from the limited variation in learning activities and the underutilization of digital technology in the learning process at schools. To address these problems, the study seeks to produce innovative, interactive, and easily accessible learning media that can support student engagement and improve learning outcomes. The development process follows the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. In the analysis stage, the needs of students and teachers were identified. The design and development stages involved creating E-LKPD content integrated with Liveworksheet and interactive quizzes using Quizwhizzer. The implementation was carried out through classroom trials, followed by evaluation to assess the effectiveness and feasibility of the product. Data collection was conducted through expert validation (media, material, and language experts) and questionnaire responses from both teachers and students. The validation results indicated that the E-LKPD developed is of excellent quality, with a score of 90% from media experts, 98% from material experts, and 96% from linguists. The student trial also produced highly positive results, with a feasibility score of 83%, reflecting strong student enthusiasm and acceptance of the media. Teachers also responded positively to the practicality and clarity of the content. Based on these results, it can be concluded that the Liveworksheet-based E-LKPD integrated with Quizwhizzer is highly feasible and effective for use in teaching economic activities at SD Negeri 7 Kampungdalem. This learning media is expected to increase students' interest, motivation, and active participation, while also optimizing the role of technology in supporting a more engaging and meaningful learning experience in the classroom.

This study aims to determine the influence of teachers‘ teaching variation skills and learning interest on student’ learning activities, both partially and simultaneously, in the subject of Social Science for class VIII at SMP Negeri 1 Atinggola. The study adopted a quantitative approach utilizing a correlational method. The Primary data were obtained through questionnaire. The sample of the study consisted of 64 respondents. Furthermore, the data was performed using multiple linear regression. The findings indicate that both teaching variation skliss and learning interest significantly influence students’ both patially and simultaneously. The partial influence of the teaching variation variable on learning activities is 29.6%, whereas the partial influence of learning interest on learning activities is 27,9%. The simultaneous influence of teaching variation and learning interest on learning activities is 57,5%, with the remaining 42.5% influenced by other unexamined variables.

This study analyzes variation skills as a strategy to improve the effectiveness of learning in early childhood. Early childhood has unique characteristics, such as short attention span and high curiosity, so variation in learning is essential to maintain their interest and engagement. Variation includes the use of various methods, media, teaching styles, and activities, which are adjusted to the developmental needs of children. Through a qualitative approach based on literature studies, this study found that variation in learning can improve children's learning motivation, concentration, and social and emotional skills. Variation also supports multisensory-based learning that strengthens conceptual understanding. The conclusion of this study emphasizes the importance of training for teachers to master variation skills in learning, in order to create meaningful and enjoyable learning experiences for early childhood.

The ability of a nation to progress depends on its level of education. The quality of human resources produced is influenced by how good the quality of education is. Therefore, teachers play an important role in ensuring the success of education. Teachers' skills in teaching are key in creating meaningful learning for students. This research is intended to understand the teacher's skills in organizing learning variations, especially in Islamic Religious Education (PAI) subjects at SDIT 1 Daarussalaam Sangatta. The research method used is a qualitative approach of field research type through data collection from observation, interviews, and documentation. The results of the study highlighted the importance of variations in teaching styles, the use of media and learning tools, as well as communication patterns of interaction with students in order to create a comfortable and conducive learning atmosphere. The findings show that variation in learning plays a key role in motivating learners and teachers have an important role in ensuring such variation through three main components, especially in PAI learning at SDIT 1 Daarussalaam, namely variation in teaching styles that can be used by developing existing learning methods to be more varied and involve more activities for learners, the use of IT-based learning media and tools, and communication patterns of interaction with learners that can be done with many-way communication. Learning variations not only make teaching and learning activities more interesting but also facilitate better understanding for learners in order to achieve the desired learning objectives

The results of observations, efforts to improve the quality of education, SDIP Haji Muhammad Subandi need tools or media to convey lessons as a substitute for teaching aids, describe an incident, and provide examples. Computers and projectors are only used to display text using Microsoft Word and Power Point application software. Animation, sound and video are never used. Multimedia has many variations in appearance so that learning activities become more interesting, effective and efficient. The development of multimedia technology, one of which is the website, provides many tools for making various media such as images, converters, sound, animation, and video, which can be used to facilitate the creation of multimedia-based learning media. Canva on its website mentions its mission so that people can design and publish anywhere and anytime. This training was held for teachers at SDIP Haji Muhammad Subandi so that teachers have additional knowledge and alternative options for teaching students using Canva's easy-to-use and complete tools..