Publication Search

This research aims to analyze bibliometric data using the supporting application Publish or Perish and mapping tools in VOSviewer with data in RIS format. The method used is descriptive quantitative to examine how Project-Based Learning can enhance creativity skills in entrepreneurship. From the search results, 200 journals were found from the years 2015-2024, which were then grouped into three categories based on their publication year. After categorizing the journal data, the most published articles were in 2022, indicating an opportunity for further research on the theme of entrepreneurial creativity. Entrepreneurial creativity can be possessed by students and can be developed through education. Entrepreneurship education is crucial to fostering creativity, innovation, and entrepreneurship, and provides information to those who wish to establish small-scale businesses. Entrepreneurship education can turn an individual into an entrepreneur and positively influence entrepreneurial attitudes and innovation. Entrepreneurship education not only imparts practical knowledge on how to start and manage a business but also plays a vital role in developing an entrepreneurial mindset, attitude, and skills such as perseverance, resilience to failure, and the desire to learn and grow. Project-based learning models can be used to enhance entrepreneurial motivation, as students not only understand the ideas but can also explain the importance of the knowledge and skills acquired.

The integration of Artificial Intelligence (AI) in higher education has led to the increasing use of AI-powered adaptive learning models that support personalized and data-driven learning. However, studies examining preservice teachers’ perceptions of these models remain limited, despite their important role in future classroom implementation. This study aims to explore preservice teachers’ perceptions of AI-powered adaptive learning in higher education, focusing on perceived usefulness, learning adaptivity, learning experience, and perceived concerns. A descriptive qualitative research design was employed involving 53 preservice teachers from various universities. Data were collected using a Likert-scale questionnaire and open-ended questions. Quantitative data were analyzed descriptively using percentage distributions, while qualitative data were examined through simple thematic analysis. The findings reveal that preservice teachers generally demonstrate positive perceptions of AIpowered adaptive learning, particularly in terms of learning effectiveness, adaptability, and engagement. Nevertheless, concerns related to over-reliance on AI, ethical issues, and data privacy were also identified. These results indicate that preservice teachers show readiness to engage with AI-supported learning, while highlighting the need for teacher education programs to promote responsible and pedagogically informed AI integration.

Science learning at the Islamic junior high school level still faces challenges in improving student learning outcomes because the learning process tends to be teacher-centered and lacks active student involvement. This condition requires the implementation of a learning model that can encourage cooperation, responsibility, and student involvement in the learning process. This study aims to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of students at MTs Raudhatul Faizin. This study uses a quantitative approach with a correlational design. The research subjects consisted of 30 students who were used as the research sample. Data were collected through a four-point Likert scale closed questionnaire to measure the implementation of the Jigsaw cooperative learning model and students' science learning outcomes. Data were analyzed using simple linear regression analysis techniques. The results showed that the Jigsaw cooperative learning model had a significant effect on students' science learning outcomes. This finding indicates that the better the implementation of the Jigsaw cooperative learning model, the better the students' science learning outcomes. The implications of this study emphasize the importance of implementing the Jigsaw cooperative learning model as an alternative effective learning strategy to improve the quality of science learning in Islamic junior high schools.

General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.

Diseases in primary health services exhibit complex spatial-temporal dynamics due to urbanization and population mobility. Conventional surveillance approaches are difficult to capture these patterns adaptively. Machine learning (ML) based on spatio-temporal modeling offers a solution with the ability to detect disease clusters automatically and with high precision. Research Objectives: This research aims to develop a machine learning model to detect disease hotspots from primary service data in Indonesia, with a focus on improving prediction accuracy, interpretability, and relevance of health policies. Methodology: The primary service dataset for 2024 (5,343 entries) was analyzed using three ML models Gradient Boosting Machine (GBM), Temporal Random Forest (TRF), and Multi-EigenSpot with spatial (village) and temporal (week, month) features. Performance evaluation includes predictive (AUC, F1-score) and spatial (Moran's I, Spatio-Temporal Correlation Index) metrics. Results: The results showed that Multi-EigenSpot achieved the best performance (AUC=0.91; F1=0.86), with the detection of dominant hotspots in Sungai Asam and Beringin Villages. Moran's I value of 0.63 indicates a strong spatial autocorrelation, while STCI=0.57 indicates moderate temporal stability. Conclusions: ML-based spatio-temporal models are effective in identifying hidden disease patterns and have the potential to be integrated into national digital surveillance systems. This approach supports precision public health by providing a scientific basis for real-time location- and time-based intervention policies.

The current practice of Islamic Religious Education (PAI) learning in schools still faces the challenge of the dominance of conventional methods that tend to be teacher-centered, so that the aspect of internalization of values by students is often not optimal . This article aims to describe the characteristics and conceptual relationships between the Social Interaction and Personal learning models in the context of PAI, while also examining the relationship between the two models with constructivist and humanistic learning theories . Through a literature study, the analysis shows that the Social Interaction model based on constructivist theory emphasizes the construction of knowledge through group dynamics, collaboration, and social interaction . Meanwhile, the Personal model based on humanistic theory is oriented towards the development of individual potential, self-awareness, and spiritual reflection . The results of the study conclude that the integration of these two models offers a holistic learning approach, where students not only understand PAI material cognitively, but are also able to actualize religious values through real social experiences and deep personal appreciation .

This study aims to analyze the improvement of students’ knowledge and the alignment of the Civic Education learning model with the characteristics of third-grade students at SDN Kadipiro. The research problem arises from the tendency of Civic Education in elementary schools to rely heavily on lecture-based instruction, which results in low student engagement and limited comprehension of abstract concepts such as rights and obligations. A descriptive qualitative approach was employed through observations, interviews, and documentation to obtain a comprehensive picture of the learning process, the instructional model applied, and classroom dynamics. The findings reveal that the teacher implemented a game-based Discovery Learning model that emphasizes exploration, categorization, verification, and independent conclusion-making by students. This model proved effective, as evidenced by 85% of students being able to understand and distinguish examples of rights and obligations in accordance with the Civic Education learning outcomes. The study also indicates that game-based learning is more compatible with the students’ predominant visual and kinesthetic learning tendencies, enabling them to maintain focus more effectively than when using traditional lecture methods. However, several challenges emerged, including variations in students’ writing literacy skills and the absence of a structured assessment rubric. These findings underscore the need for flexible instructional design, the integration of concrete learning media, and the implementation of more systematic formative assessment practices. Future research is recommended to develop differentiated instructional strategies and to utilize more diverse media to accommodate the needs of heterogeneous classrooms.

This study aims to analyze the effect of the Quantum Learning model using miniature terrarium media to improve science learning outcomes in grade V of SD Negeri 104202 Bandar Setia. The type of research used is a pre-experimental method with a One Group Pretest-Posttest design . The subjects in this study were 21 students in class VC who were determined through non-probability sampling techniques. The test instrument was in the form of 20 multiple-choice questions that had been analyzed through validity and reliability tests. The data results were analyzed using normality, homogeneity, linearity, simple linear regression, and paired sample t-test tests . The results showed that the average pre-test score was 68.57, increasing to 87.14 in the post-test. The paired sample t-test produced a Sig. value. 0.000 < 0.05 so that H0 is rejected and H1 is accepted, while the regression test obtained an R (R Square) of 0.691, which means that the Quantum Learning model with miniature terrarium media has an effect of 69.1% on improving student learning outcomes. This finding confirms that the Quantum Learning model using terrarium media has an effect on improving student learning outcomes.

Social Studies (IPS) learning in elementary schools has tended to be theoretical and memorization-oriented, resulting in students being less able to connect the material with social and environmental realities. This study aims to examine the implementation of field projects as a contextual learning strategy in understanding the dynamics of humans, places, and the environment at the elementary school level. The research method used is a qualitative approach with literature studies, with data sources in the form of SINTA-indexed national journal articles, reputable international journals, and scientific books published in the last five to ten years. Analysis was carried out through literature selection, content analysis, and synthesis of findings. The results of the study indicate that field projects contribute to improving students' critical thinking skills, spatial understanding, social empathy, and ecological awareness. In addition, direct involvement in observation, interviews, and thematic project creation encourages students to see the relationship between humans, space, and the environment more holistically. The novelty of this study lies in the emphasis on the integration of field projects as an approach to elementary school social studies learning that unites social, geographical, and ecological aspects within the framework of the Independent Curriculum. These findings contribute to the development of project-based social studies learning models as well as practical recommendations for PGSD teachers in integrating field experiences into daily learning.

Critical thinking skills are crucial in preparing students to face global challenges, particularly in economics, which utilizes the Merdeka curriculum based on a deep learning approach. The purpose of this study was to determine students’ critical thinking skills through the implementation of the ALBICI (Active Learning Based Interactive Conceptual) learning model within the Merdeka curriculum based on a deep learning approach. This study employed a qualitative approach with a case study design, conducted through reviews and observations at SMA Islam 1 Surakarta. The results indicate that the implementation of the ALBICI interactive learning model can improve critical thinking skills within the Merdeka curriculum based on deep learning. This study also provides valuable guidance for educators seeking to implement effective teaching practices to enhance student interest and motivation, thus optimizing classroom activities.

This research aims to determine the effect of learning using the Problem Based Learning model assisted by the Powtoon application on the learning outcomes of Class XI Madrasah Aliyah at the Islamic Education Park (TPI) Sawit Seberang. This research is a type of quantitative research with a Quasy Experimental Design. The research population was 36 students in class XI MIA A and 36 students in class XI MIA B, 36 students in class XI MIA C and 36 students in class, and X MIA C totaling 36 people as the control class. The instrument in this research is in the form of a test in the form of 30 multiple choice questions. Data analysis of student learning outcomes using the t-test formula, also with the help of SPSS version 25 data processing. Data analysis of student learning outcomes with the results of calculating the average learning outcomes shows that the experimental class which uses the Problem Based Learning models is higher than the control class. The prerequisite test is proven that the data is normally distributed and homogeneous. The results of the test calculation were obtained under count worth 9.709 and table worth 1.668 so that it shows tcount > table so Ha2 is accepted. The conclusions in this research explain that there are influences and differences before and after the implementation of the Problem Based Learning model on student learning outcomes in class XI Madrasah Aliyah at the Islamic Education Park (TPI) Sawit Seberang.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

The rapid development of digital technology demands that literature learning in junior secondary schools be delivered in a more interactive and student–relevant manner. However, classroom practices remain dominated by lecture-based instruction, resulting in low student engagement and limited appreciation of literary texts. This study aims to describe the use of digital media in teaching fiction and nonfiction texts in Grade VII, as well as to explore students’ experiences and challenges during project based learning activities. Employing a qualitative descriptive design, the study involved Grade VII students and a Bahasa Indonesia teacher. Data were collected through classroom observations, in-depth interviews, and documentation of students’ digital project outputs. Data were analyzed through reduction, display, and conclusion drawing. The findings indicate that integrating digital media with Project Based Learning enhances student engagement through text analysis, group discussions, and digital project creation. Learning also becomes more inclusive through ability-based grouping and more meaningful when materials are connected to students’ local cultural contexts. The study concludes that digital media combined with PBL strengthens students’ literary literacy and learning motivation. The implications suggest that teachers need to develop stronger digital pedagogical competencies and schools should provide adequate technological support.

This study aims to conduct a comparative analysis of curriculum development and teaching methods in Islamic education in Indonesia and Egypt. Both countries have a long tradition in the development of Islamic sciences, but they demonstrate different approaches in accordance with their respective social, cultural, and educational policy contexts. This study uses a literature review method with a descriptive qualitative approach through a review of journals, books, and Islamic education policy documents. The results of the analysis show that the Islamic education system in Indonesia emphasizes the integration of religious and general knowledge in its curriculum, in line with the spirit of religious moderation and the demands of modern society. Meanwhile, Islamic education in Egypt, especially through Al-Azhar University, emphasizes a traditional approach based on tafaqquh fi al-din with a focus on mastery of classical Islamic sciences. In terms of teaching methods, Indonesia is more adaptive to active and technology-based learning models, while Egypt maintains the talaqqi and memorization methods, but has begun to adopt modern pedagogical innovations. Overall, both education systems have their own strengths; Indonesia excels in contextualizing the curriculum, while Egypt sets an example in maintaining the authority and continuity of Islamic scholarship. These findings are expected to contribute to the development of a balanced Islamic education that integrates values and modernity.

This study aims to improve early childhood learning activities by utilizing vacant land as a nature center at Aisyiyah Bustanul Athfal 50 Kindergarten, Surabaya. The underlying problem is the lack of variety in early childhood learning, which tends to be limited to the classroom and the suboptimal use of the surrounding environment as a learning resource. This study used a qualitative approach with the Classroom Action Research (CAR) method, conducted in two cycles. The subjects were 15 children in Group B, characterized by active learning but limited focus on learning and environmental exploration. Data were collected through observation, interviews, and documentation, while data validity was tested through triangulation of sources and techniques. The results showed that children's learning activities increased significantly after the implementation of nature-center-based learning. Children became more active, enthusiastic, and were able to interact better with their environment and peers. Activities such as planting, watering, observing insects, and maintaining garden cleanliness provided meaningful and enjoyable learning experiences. In addition, the utilization of vacant land was an effective solution in creating a contextual and child-friendly learning atmosphere. The environment around the school was optimally utilized as a learning medium appropriate to the development of early childhood. This study concluded that the nature center significantly contributed to increasing children's learning activities. Therefore, this nature-based learning model can be recommended as an innovation in early childhood learning for other educational units.

Improving students' learning motivation in Natural Sciences (IPA) in fifth grade students of SDI Tabene through the application of the Quantum Teaching learning model. The Quantum Teaching learning model, with the TANDUR principle (Grow, Experience, Name, Demonstrate, Repeat, Celebrate), is designed to create a fun and relevant learning environment to students' experiences. This Classroom Action Research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of the study were 32 fifth grade students of SDI Tabene. Data were collected through observation, tests, and documentation. The results showed an increase in students' learning motivation. In cycle I, the average student learning motivation was 60.7%, which was classified as sufficient. After improvements were made in cycle II by optimizing each stage of TANDUR, the average student learning motivation increased to 82.1%, classified as very good. This increase was seen from students' higher enthusiasm, active participation in discussions, and increased curiosity about science materials. It can be concluded that the application of the Quantum Teaching learning model is effective in improving students' learning motivation in fifth grade students of SDI Tabene.

This study aims to determine the implementation and challenges  of the Promblem Based Learning (PBL) learning model and contextual approach to students. So, by knowing the results of the implementation, it is hoped that teachers can improve the way to teach students better. The method used in this study is descriptive qualitative with interviews via chat via whatsapp and provides google from to be filled in by Yuselvin Beo Wesso as a PPG student who teaches at SMP Negeri 6 Banjarmasin grade 8. She was chosen because she was a student of the Teacher Professional Program and also directly taught at school. The results obtained are the advantages and disadvantages of this model and approach. The advantage of this model is that it helps students to hone critical thinking skills through problem solving that can build students' connectivity with learning. The shortcoming faced in its application is that students find it difficult if they are directly asked for problem-solving discussions. In addition, the challenge faced is that teachers must be able to design learning that varies with the context of problem-solving and not all students can construct their experiences into written text. Therefore, efforts are made by applying the jigsaw method. The result of the application of this model and approach is that the students are quite good. Students can work together to complete assignments and be able to bring up topics relevant to daily life.

This study aims to describe the implementation of Indonesian language development through the learning of standard words and the Enhanced Spelling System (EYD) at MTs Sambongjaya. The method used is a descriptive qualitative method, with data collection techniques consisting of observation and documentation. The development activities were carried out by applying the Team Games Tournament (TGT) learning model. The results of the study indicate that the implementation of the TGT model was able to improve students’ motivation and understanding of standard word usage and EYD. Students appeared enthusiastic during the learning process, although some still experienced difficulties in reading and applying correct spelling. The TGT model created a competitive yet collaborative environment that enhanced students’ engagement in learning. Despite the challenges, the model proved effective in fostering students’ awareness of the importance of using proper and correct language. It also encouraged them to be more careful in applying EYD rules, which contributed to their language proficiency. The study concludes that Indonesian language development activities through learning standard words and EYD, supported by the TGT model, can significantly enhance students’ language skills and understanding, thus improving their overall language use in educational settings. This approach can serve as a model for similar educational institutions aiming to enhance language proficiency.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

This study aims to determine the application of the Problem-Based Learning (PBL) model in improving Civic Education (PKn) learning outcomes among fourth-grade students at SDI Harekakae, Malaka Regency. This research employed an experimental method using a post-test only control group design. The population consisted of all fourth-grade students, with class IV B serving as the experimental group and class IV C as the control group, totaling 42 students. The experimental group was taught using the Problem-Based Learning model, while the control group was taught without applying the model. Data were collected through learning outcome tests, observations, and documentation. The results showed that the experimental class achieved an average score of 85 out of an ideal score of 100 with a standard deviation of 8.25, while the control class obtained an average score of 62.6. These findings indicate that the implementation of the Problem-Based Learning model significantly improves students’ Civic Education learning outcomes. Therefore, the Problem-Based Learning model is recommended as an innovative alternative to enhance the effectiveness of Civic Education learning in elementary schools.