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This study aims to determine the application of picture media and bingo games in English learning at elementary schools and to improve students’ confidence in learning English. The research was conducted in the sixth grade of Aengbaja Kenek Elementary School in the 2025/2026 academic year with 7 students as the research subjects. The research method used was classroom action research with data collection techniques through observation, interviews, and literature study.The results showed that the use of picture media and bingo games was able to increase students’ motivation, enthusiasm, and ability in learning English. Students became more active in learning new vocabulary, understanding grammar, practicing pronunciation, and improving their speaking and reading skills. In addition, the learning process became more enjoyable, interactive, and less monotonous, so students were more confident in using English. Picture media helped students understand the material visually, while bingo games created an interesting learning atmosphere through learning-by-playing activities. Therefore, the application of picture media and bingo games are effective as a medium for teaching English in elementary schools to improve students’ language skills and learning motivation.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.

This study addresses low student engagement and high levels of boredom in entrepreneurship courses that rely heavily on one-way PowerPoint-based lectures. Preliminary observations in-dicated that 80% of students experienced low motivation and difficulty generating innovative business ideas. The purpose of this research was to examine the effect of gamification on student learning motivation and business creativity.A quantitative approach was employed using a pre-experimental (One-Group Pretest–Posttest design). The sample consisted of 25 students selected through total sampling. Gamification elements, including: points, badges, and leaderboards, were integrated into the learning process to replace conventional lecture methods.The findings indicate that the implementation of gamification significantly trans-formed student learning behavior and classroom dynamics. Students shifted from passive disengagement, characterized by limited interaction and high distraction levels, to proactive participation. Verbal interactions increased substantially, moving beyond administrative ques-tions toward meaningful business discussions. Students demonstrated heightened engagement and responsiveness during learning activities. The gamified learning environment also fostered a safe space for creative experimentation, enabling students to take entrepreneurial risks without fear of academic or financial failure. Improvements were observed across key di-mensions of business creativity, including fluency, flexibility, originality, and elaboration. The study concludes that gamification is an effective pedagogical strategy for enhancing student motivation and business creativity in entrepreneurship education. By transforming learning from a passive knowledge-transfer model into an experiential and interactive process, gami-fication supports the development of an entrepreneurial mindset among digital native students.

This study aims to analyze teachers' teaching strategies in improving the quality of science learning for upper grade students (IV, V, and VI) at the SD Inpres Perumnas II Makassar. The results show that teachers implement various strategies including selecting approaches that suit students' needs, using a variety of learning methods, actively involving students in learning activities, utilizing media that support conceptual understanding, and implementing continuous evaluation to assess learning success. All of these strategies complement each other and help create more engaging, understandable, and relevant science learning for students. Research findings also revealed that the choice of teaching strategy is influenced by several important factors: student characteristics, the characteristics of the science material being taught, the availability of learning media and facilities, the learning environment, and the desired learning objectives. These five factors serve as the basis for teachers to determine the most appropriate strategy, ensuring a more effective, focused learning process that enhances students' understanding of the material. Furthermore, this study identified several challenges teachers face in implementing science teaching strategies, such as diverse student abilities, time constraints, a lack of supporting media and facilities, sub-conducive classroom conditions, and uneven student motivation. These challenges require teachers to be creative and adapt strategies to ensure learning objectives are achieved and the quality of science instruction continues to improve.

In the learning process, educators often face challenges in helping students achieve optimal learning outcomes. One of the contributing factors is the dominance of teacher-centered learning models, which frequently leads to low student engagement and reduced motivation. This condition affects students’ curiosity, particularly in Science learning, which requires active participation and exploration. Therefore, innovative teaching materials are needed to encourage student involvement while simultaneously stimulating their curiosity. One alternative that can be utilized is the Student Worksheet (Lembar Kerja Peserta Didik/LKPD), which can be designed systematically and contextually to support active learning. This study aims to determine the effectiveness of using LKPD in enhancing students’ curiosity in Grade VII Science learning at SMPN 1 Sanrobone. The research employed a Classroom Action Research (CAR) approach carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The findings indicate a significant increase in students’ curiosity after the implementation of LKPD, as shown by improvements in questioning behavior, interest in the material, and the ability to observe and explore scientific phenomena. Based on these results, it can be concluded that the use of LKPD is effective in fostering students’ curiosity and contributes to a more interactive and meaningful Science learning experience.

The development of social media as part of digital technology has significantly transformed patterns of social interaction among adolescents in Indonesia. Social media no longer functions solely as a medium for communication and self-expression, but also as a social space that influences behavioral formation, including deviant and criminal behavior. This study aims to analyze the influence of social media on juvenile criminal behavior from a criminological perspective, with particular attention to social learning processes and the weakening of social control in digital environments. This research employs a qualitative method using a literature study approach by examining scientific journals, official reports, and statistical data related to social media use and adolescent behavior. The findings indicate that high intensity of social media use, exposure to negative content, and the normalization of aggressive behavior in digital spaces contribute to increased vulnerability of adolescents to criminal behaviors such as cyberbullying, online aggression, and other forms of deviance. Within the framework of Social Learning Theory, social media serves as a medium for behavioral learning through mechanisms of observation, imitation, and social reinforcement, while Social Control Theory highlights how weak supervision by families and educational institutions amplifies the risk of deviant behavior. The implications of this study emphasize the importance of preventive, non-penal approaches through strengthening social control, improving digital literacy, and enhancing the active role of families and schools to minimize the risk of juvenile criminal behavior in the digital era.

This study aims to examine learning typologies in Arabic language instruction and analyze how differences in learning styles influence the effectiveness of the learning process. The study focuses on identifying the characteristics of visual, auditory, and kinesthetic learning types and how these variations can serve as the basis for designing more adaptive and meaningful Arabic teaching strategies. The method employed is a literature review, involving the examination of books, journal articles, previous research findings, and other relevant scientific documents. The analysis was conducted through the collection of references, in-depth review, critical evaluation, categorization of findings, and theoretical synthesis, resulting in a comprehensive description of learning typologies within the context of Arabic language learning. The findings indicate that Arabic language learning is influenced not only by variations in learning typologies but also by fundamental conceptual foundations of learning, which include philosophical, psychological, sociological, and communicative aspects. Learning typologies visual, auditory, and kinesthetic play a significant role in determining how learners understand and respond to Arabic material. Furthermore, learning success is strongly shaped by the application of active learning principles and the learners' cognitive processes. The cognitive domain, which refers to mental abilities to think, establish associations, understand, and analyze knowledge, becomes a crucial element in optimizing language comprehension. These findings affirm that Arabic language learning will be more effective when teachers are able to integrate fundamental learning concepts and adapt teaching strategies to learners' typologies and cognitive abilities.

This study is motivated by the importance of implementing School-Based Management (SBM) as a decentralization strategy in education to enhance management effectiveness and improve the quality of learning in public elementary schools. Many schools still face challenges such as low teacher performance, limited community participation, and weak transparency and accountability in educational management. The purpose of this study is to analyze the implementation of SBM principles in improving teacher performance and the quality of learning at the elementary school level. The research method employed is qualitative with a descriptive approach, based on a literature review drawn from various scholarly journals, books, and official documents relevant to SBM, teacher performance, and learning quality. The results show that SBM plays a crucial role in strengthening school autonomy, increasing stakeholder participation, and fostering transparent and accountable management systems. Through democratic school leadership and a collaborative work culture, SBM enhances teacher professionalism and encourages innovation in the learning process. Therefore, SBM proves to be an effective approach to achieving sustainable improvement in the quality of elementary education.

One of the factors that determine the success of a character-based language learning process is the interaction between teachers and students. Polite language from students can show that they have the expected character, in addition to showing that teachers have helped students behave with polite language. Classes often do not meet expectations. Many students are still unable to pronounce good words. In the last two decades, there has been a significant decline in the implementation of polite language originating from Brebes Regency. Children believe that using impolite language is acceptable to their friends and following trends in their environment because of the abundance of impolite language in society. This causes people to use Indonesian less. The purpose of this study is to determine the politeness of Indonesian language students in interacting with teachers in grade IV SDN 1 Karangdempel. 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 SDN 1 Karangdempel, Losari District, Brebes Regency, Central Java, Indonesia 52212. Based on research that has been done on the analysis of the form of politeness in Indonesian language in interacting with teachers in the learning process is polite. Because, in the implementation of the learning process can include several maxims including: Maxim of wisdom/wisdom, maxim of generosity, maxim of praise/appreciation, maxim of humility/simplicity, maxim of agreement/agreement, and maxim of sympathy. From several existing maxims it can be concluded that the maxim of humility/simplicity is the one most frequently found in the data of politeness in Indonesian language in class IV SDN 1 Karangdempel, Brebes Regency, because that maxim is the one that occurs most often in learning activities.

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.

Symbolic interactionism is an approach that examines how symbols and meanings are created through interactions between individuals within a learning context. This approach explores how individuals use symbols to communicate, interact, and understand the world around them. In the context of the learning process, symbolic interactionist analysis can provide a deep understanding of how learning occurs through interactions between teachers and students, as well as among students themselves. Through this analysis, we can observe how symbols such as language, gestures, and expressions are used to communicate ideas and concepts being taught in the classroom. Additionally, symbolic interactionist analysis can also help us understand how individuals construct their identities within the learning environment. In the modern era of education, the interaction between teachers and students has become one of the crucial aspects of the learning process. Through social interaction and the use of symbols, individuals can shape their perceptions of themselves and how they are viewed by others. This can affect their motivation and engagement in learning. Thus, symbolic interactionist analysis offers valuable insights into understanding the learning process and how interactions between individuals play a key role in the construction of meaning and understanding. Through this understanding, we can improve the quality of learning and provide more meaningful learning experiences for students. Communication does not only occur through words but also through nonverbal communication, including facial expressions, body movements, and other gestures. Therefore, this study aims to analyze how symbolic interactionism plays a role in learning and how nonverbal communication influences the dynamics of classroom interaction.

The era of globalization is an era of quality competition, where only thosebwith high competence will be able to compete in the free market. Therefore, developing high-quality human resources is something that cannot be compromised. Education that supports development in this era is education that can foster students’ potential’ enabling them toface and overcome life’s challenges. Thus, in the learning process, teachers should not only serve as models or sources of knowledge but also act as learning managers. As learning managers, teachers play an important role in creating a learning environment that allows students to learn confortably and effectively. Based on observations at SMA Negeri 2 Taniwel, it was found that students in class X-2 have low learning outcomes in sociology. The writer’s observation in class indicated that sociology learning was dominated by lecture methods, resulting in students being less active during the learning process. According to research conducted by Al Muchtar (1991), learning in social studies education does not sufficiently simulate students to be actively involved in the learning process. Furthermore, the teaching and learning process of social studies carried out bye teachers has not been able to faster a learning culture among students, wich in turn significantly affects their learning achievement and outcomes. To support active learning strategies, teachers can apply various relevant learning models. Therefore, the learning process will become more varied, innovative, and constructive, creating interaction between teachers and students, among students themselves, and between students and other learning resources.

This community service program aimed to enhance students’ pharmaceutical literacy through the introduction of drug classification logos at SMP Muhammadiyah 04 Pangkatrejo. The background of this activity was the low level of drug-use literacy among adolescents, often leading to irrational self-medication. The activity employed a quantitative descriptive design with a one-group pretest–posttest approach. Educational interventions included interactive counseling, PowerPoint presentations, visual media using logo sticks, and pretest–posttest evaluation. Data were analyzed using the Wilcoxon Signed Rank Test. The results showed a significant improvement in students’ knowledge (p = 0.000), with mean scores increasing from 58% to 81% after the intervention. The highest gain was observed in the recognition of logo colors and drug classifications. Satisfaction analysis revealed that 96% of participants expressed satisfaction with the learning process, especially regarding material clarity and the presenters’ readiness to answer questions. The study concludes that participatory educational methods and visual media effectively improve rational drug-use awareness among junior high school students. Future programs are recommended to expand similar activities to other schools and integrate digital media for sustained impact on public health literacy.

The spirituality of today’s church youth encounters multidimensional challenges, particularly the pervasive influence of digital culture, the gradual decline in interest toward spiritual disciplines, and the weakening of involvement in ecclesial ministry. Such dynamics often create a gap between theological knowledge and lived faith experiences. This Community Service (PkM) initiative was designed to respond to these issues by implementing an interactive model aimed at enhancing the spiritual understanding of the youth at GKSI Trimorejo Congregation. The model emphasizes participatory learning processes, in which youth are not merely passive recipients of teaching but active contributors to collective faith formation. The methodological framework consisted of three main stages: initial observation to identify needs and spiritual conditions; preparation of training modules contextualized with the congregation’s realities; and the implementation of interactive activities such as group discussions, thematic Bible studies, role-play, and collective reflection. Evaluation strategies integrated both quantitative and qualitative approaches, including pre-tests and post-tests to measure cognitive growth, alongside participatory interviews to capture experiential insights. The findings reveal a notable increase in youth comprehension of biblical principles, heightened enthusiasm and participation in church programs, and the establishment of a more cohesive spiritual learning community. Furthermore, the process encouraged a deeper sense of belonging and responsibility among the participants toward their ecclesial environment. In conclusion, the interactive model demonstrates significant effectiveness in fostering youth spirituality and may serve as a viable alternative strategy for churches encountering similar challenges within contemporary contexts of ministry.

The purpose of this education is to increase public awareness, especially among teenagers, of the impacts of early marriage through educational seminars and Service-Learning-based outreach in Naga Kesiangan Village. Early marriage remains a critical issue in Indonesia, often associated with health risks, psychological stress, and limited educational and social opportunities for young people. The Service-Learning approach was chosen because it not only provides knowledge transfer but also actively engages participants in reflection and discussion, ensuring that the learning process is more contextual and sustainable. The method used was Service-Learning, involving 30 teenagers aged 15–19 years, 15 parents, and 5 community leaders who were purposively selected for their direct relevance to the issue. Activities included seminars, small group discussions, interactive question-and-answer sessions, and collective reflection. The results of the activity showed a significant increase in participants’ understanding, from 42% (pre-test) to 81% (post-test). Participants gained a deeper understanding of the health, psychological, social, and educational risks of early marriage and were encouraged to delay marriage by choosing positive alternatives through education and skill development. This program also strengthened the role of families and community leaders as preventive agents by fostering collective awareness and support. Thus, educational seminars integrated with Service-Learning prove to be effective and replicable strategies to prevent early marriage practices, while also empowering communities to build healthier, more resilient generations.

Chat Generative Pretrained Transformer (ChatGPT) has rapidly gained popularity and is increasingly utilized across various fields, including education, where it plays a significant role as a supporting tool for academic tasks. In the educational context, ChatGPT can assist students in preparing and completing a wide range of assignments, providing quick access to structured information and alternative perspectives. This study was designed to explore the views of both students and lecturers on the integration of ChatGPT in academic activities, specifically as a support system for handling student assignments. Employing a descriptive qualitative approach, data were collected through interviews with 5 students and 6 lecturers from the Business Education Study Program at the State University of Surabaya. The findings reveal contrasting yet complementary perspectives. From the students’ point of view, ChatGPT offers considerable benefits, particularly in enhancing independence, efficiency, and time management when working on lecture assignments. However, these advantages are accompanied by drawbacks, such as decreased creativity, reduced critical thinking, and diminished interest in consulting traditional learning resources like books. On the other hand, lecturers acknowledge the usefulness of ChatGPT in simplifying student work and accelerating the completion of assignments but express concerns regarding the overreliance on artificial intelligence, which could potentially hinder the development of essential academic skills. Overall, the research suggests that while ChatGPT presents valuable opportunities to enhance learning processes, it must be applied thoughtfully, with careful guidance from educators to balance efficiency with the cultivation of creativity, critical thinking, and academic integrity.

This study aims to describe the application of the Game Based Learning (GBL) model in improving the learning outcomes of slow learner students in Mathematics in elementary schools. The background of this study is the low learning outcomes of Mathematics in students with special learning needs, especially slow learners, who often have difficulty understanding abstract concepts and are less motivated to learn. The GBL model was chosen because it can provide a fun, interactive learning atmosphere and motivate students to be more actively involved in the learning process. The research method used is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action implementation, observation, and reflection. The subjects of this study were fifth grade students of SDN 002 Kombeng who were identified as slow learners. The results of the study indicate that the application of the Game Based Learning model can improve the learning outcomes of slow learner students. This is indicated by an increase in the average value of learning outcomes in each cycle and an increase in student activity and motivation to learn. Thus, the Game Based Learning model can be an alternative effective learning strategy to help slow learner students understand Mathematics concepts in a fun and meaningful way.

Indonesia’s position along the Pacific Ring of Fire makes it highly vulnerable to natural disasters, highlighting the urgent need to integrate disaster mitigation into school learning. Geography, as a discipline that examines Earth’s physical and human phenomena, holds strategic potential for strengthening students’ disaster awareness and preparedness, especially in high-risk regions such as Ambon. The Merdeka Curriculum provides instructional flexibility that enables the incorporation of disaster-related themes into learning processes. This study aims to design and develop a disaster-mitigation-based geography teaching module for senior high schools in Ambon City. A qualitative case study approach was employed, involving classroom observations, in-depth interviews, and document analysis to explore existing teaching practices and needs. The study producede a comprehensive design for a disaster-mitigation-integrated geography module. The findings demonstrate that integrating disaster mitigation into geography learning through a structured module enhances the relevance, applicability, and effectiveness of instruction. This research contributes to strengthening disaster-responsive geography education within the Merdeka Curriculum and supports efforts to improve student preparedness in disaster-prone areas.

This study aims to identify and describe the role of Islamic Education (PAI) teachers in addressing cases of cyberbullying at SMA Al-Islam Krian, as well as to evaluate the effectiveness of the strategies implemented in its prevention and handling. The research employed a descriptive qualitative method, with data collected through observation, in-depth interviews, and documentation. The findings reveal that PAI teachers serve not only as educators but also as moral guides and motivators who instill Islamic values through personal approaches, digital ethics education, and the reinforcement of students' religious character. The strategies implemented include integrating religious values into the learning process, using religious activities to shape character, and participating in conflict mediation among students. Challenges faced include limited digital literacy among teachers, insufficient school policy support, and a lack of awareness among students and parents regarding the impact of cyberbullying. The study concludes that the role of PAI teachers is highly strategic and should be strengthened through training, supportive policies, and collaboration with various stakeholders to create a safe and morally grounded school environment .