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This study aims to analyze the effectiveness of the application of direct and indirect methods in teaching English, specifically the topic of "Telling Time," at MTs Al-Amiriyyah through microteaching practice. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects consist of an English teacher and the students of class VIII A. The data were thematically analyzed to identify significant patterns in the teaching process. The findings indicate that the direct method is effective in building students' foundational understanding of time concepts, as it emphasizes explicit and concrete use of the target language and allows teachers to easily assess students' comprehension through drilling. On the other hand, the indirect method proved to enhance students’ ability to use English more naturally through contextual activities such as role play and daily schedule games. Moreover, students with kinesthetic learning styles responded more positively to the indirect method, as it enables them to learn through physical activity and direct participation. These findings suggest that a combination of both methods yields optimal results: the direct method is effective for the initial stage of concept acquisition, while the indirect method supports the development of communicative skills in a functional and enjoyable manner, aligning with students' characteristics.

This study aims to explain the application of various differentiated learning techniques based on Problem-Based Learning (PBL) to improve analytical and writing skills related to procedural texts among junior high school students. This research is based on students' lack of ability to understand and compose procedural texts methodically and in accordance with language conventions, which is caused by the prevalence of conventional teacher-centered learning. This study used a descriptive qualitative methodology involving seventh-grade students from a junior high school that has adopted the PBL model in Indonesian language subjects. Data were collected through observation, interviews, and documentation, then analyzed qualitatively. The results showed that the application of PBL along with differentiated learning and TPACK increased student engagement, accommodated diverse learning styles, and fostered critical thinking, analytical abilities, and collaborative skills. Learning became more meaningful and relevant, enabling students to compose procedural texts more effectively. This study recommends the application of the PBL model with differentiation as an innovative strategy to improve the quality of Indonesian language education in junior high schools.

This study aims to examine self-confidence issues in elementary school students, particularly second-grade students at SDN 1 Gulang. Various problems identified included shyness, low self-confidence, fear of performing in front of the class, and a tendency to withdraw from social settings. This study used a qualitative approach with data collection techniques including interviews and observations to identify factors contributing to low self-confidence and the roles of teachers and parents in developing it. The results indicate that low student self-confidence is influenced by internal factors, such as fear, anxiety, and lack of courage, as well as external factors, including family parenting styles, the social environment, and learning experiences at school. Teachers play a strategic role by providing emotional support, positive motivation, and implementing active learning strategies that encourage student engagement. Furthermore, parents play a crucial role in providing guidance, supportive parenting styles, and appropriate social stimulation. This study concludes that efforts to improve student self-confidence require consistent and ongoing collaboration between teachers and parents.

This qualitative study, using a phenomenological approach, aims to uncover, study, and deeply understand students' perspectives regarding the curriculum transformation for 21st-century learning they experience in elementary schools. The phenomenological approach was used to explore students' direct experiences as the primary subjects in the learning process, thus gaining a comprehensive understanding of the meaning of curriculum change from their perspectives. Data collection was conducted through in-depth interviews with upper-grade students in elementary schools in Jambi City. The results indicate that the curriculum transformation has a significant impact on students' learning styles, particularly through the implementation of project-based learning that integrates the use of digital technology. This learning model encourages students to be more active, creative, and collaborative in completing learning tasks. Furthermore, student-centered learning makes them the primary actors in the learning process, while teachers act as facilitators. This curriculum transformation also helps develop 21st-century skills, such as critical thinking, communication, collaboration, and digital literacy in elementary school students.

Children's socio-emotional development is an important aspect that plays a role in their ability to recognize, understand, express, and regulate emotions, as well as interact adaptively in social environments. The family serves as the first environment that provides the foundation for this development through parenting patterns, emotional relationships, daily interactions, and parental behavior models. This study uses the Systematic Literature Review (SLR) method by analyzing scientific articles published between 2020–2025 from the Scopus, ERIC, ScienceDirect, and Google Scholar databases. The results of the review indicate that parental responsiveness, observational learning, secure attachment, and emotional communication significantly influence children's emotion regulation and social skills. In addition, parenting styles, particularly the authoritative style, have been shown to have a positive impact on psychological well-being, self-control, and social competence, while authoritarian, permissive, and neglectful styles are associated with behavioral problems and low self-esteem. Overall, the quality of the family environment and patterns of emotional communication play a significant role in shaping children's socio-emotional development. These findings underscore the need for support and reinforcement of parenting practices in efforts to enhance children's emotional and social well-being.

This community service program aims to strengthen the developmental aspects of students at Madrasah Tsanawiyah Ihamul Hasan Rcek Tiris, covering physical, cognitive, social, and emotional development holistically. The program was implemented through a collaborative participatory model involving teachers, students, and a university mentoring team. The activities consisted of an initial assessment, training sessions, consultations, counseling, character building, and a qualitative evaluation conducted over three months. The results show significant improvements in students’ learning motivation, active learning styles, self-confidence, social interaction skills, emotional stability, and healthy lifestyle habits. This strengthening program contributed to shaping students who are more independent, well-charactered, and adaptive to contemporary educational challenges. These findings align with holistic development theories emphasizing the integration of physical, cognitive, social, and emotional aspects to support optimal student growth. Overall, the program produced positive impacts and offers a sustainable model for student development within the madrasah setting.

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 aims to describe the implementation of the Problem Based Learning (PBL) model in teaching personal and official letter writing, and to examine its impact on improving the writing skills of Grade VII B students at SMP Negeri 2 Banjarmasin. The study is motivated by students’ difficulties in distinguishing the structure and language style of personal and official letters, as well as their low engagement in the learning process. This research employed a descriptive quantitative approach using a One Group Pretest-Posttest design. The instruments included writing tests (pre-test and post-test) and observation sheets to assess students’ activities and attitudes. The results indicate that PBL positively influences students' writing abilities. This is evidenced by a significant increase in the average post-test scores compared to the pre-test, along with improvements in critical thinking, collaboration, and independence. Students also demonstrated better understanding of the structural and linguistic features of both types of letters. Thus, the PBL model is recommended as an effective instructional strategy to enhance the quality of writing instruction, particularly within the framework of the Kurikulum Merdeka.

River pollution has become one of the serious environmental issues in Indonesia, including in the Gelis River in Kudus City. The lack of public awareness—especially among the younger generation—in maintaining river cleanliness highlights the need for effective and engaging educational media. This study aims to design an Android-based educational game as an interactive learning tool for children aged 7 to 12 years to raise their awareness about the importance of keeping rivers clean. The research method used is Research and Development (R&D), employing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The game developed, titled RiverCourse: Petualangan Menjaga Sungai (RiverCourse: The Adventure of Protecting the River), features a sidescrolling mechanic with a visual style combining pixel art and cartoons, suited to the cognitive development stage of children. Testing was conducted on the target age group through observation and simple questionnaires.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This study aims to synthesize the relationship between learning styles and instructional media in optimizing 21st-century skills among Diploma Three (D3) vocational students. The research employed a simple literature review method by analyzing 20 national and international journal articles published between 2018 and 2024. The results reveal that the alignment between learning styles (visual, auditory, kinesthetic) and the types of instructional media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media, such as interactive videos, learning management systems (LMS), and virtual simulations, effectively accommodate diverse learning preferences while enhancing students’ motivation and engagement. Furthermore, integrating such media not only supports individual learning needs but also fosters a more dynamic and inclusive educational environment. The study concludes that integrating learning styles with digital-based media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.

Generation Z is the first generation to grow up entirely in a digital ecosystem. Their adaptive, visual, and hands-on experience-oriented characteristics demand innovation in learning models. This article aims to examine the urgency of implementing a personalized learning approach in modern education as a response to the learning needs of Generation Z. The research method used is a library research review of a number of scientific literature and recent research reports relevant to the characteristics and learning strategies of Gen Z. The results of the study indicate that a personalized approach can increase motivation, engagement, and learning independence by adjusting the pace and learning style, and utilizing adaptive technology based on artificial intelligence (AI). Teachers act as mentors, providing personalized guidance and building empathetic relationships with students. The conclusion of this study confirms that personalized learning is not merely a pedagogical innovation but a strategic imperative to ensure the relevance of education in the digital age.  

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

Learning evaluation is an important element in the educational process because it allows us to determine the extent to which students have achieved their competencies and helps improve the quality of learning. Objective tests are considered relevant because they can measure students' thinking abilities efficiently and systematically. However, in PAI learning, there are challenges because what is assessed is not only knowledge, but also understanding, attitudes, and actions in religion. This study aims to analyze the application of objective test instruments in evaluating PAI learning at SMA Negeri 1 Jetis Bantul, including how teachers create questions, the difficulties they encounter, and the impact on students. This study uses a qualitative approach with interview, observation, and documentation techniques, then content analysis is used to analyze the results. The findings indicate that teachers have applied HOTS-based questions in accordance with the principles of the Merdeka Curriculum. However, students still have difficulty understanding long narrative questions, and objective instruments are not appropriate for assessing affective aspects. In general, students respond positively, but their learning style tends to be instant, relying solely on question outlines. To achieve holistic educational goals in line with the Pancasila Student Profile, continuous innovation is needed in the development of objective testing instruments that are capable of comprehensively measuring cognitive, affective, and psychomotor aspects.

This study aims to analyze the influence of parenting styles on the cognitive development of early childhood children at KB AN-Nisa, South City District, Gorontalo City. The background of the study highlights that some children face difficulties in recognizing shapes, colors, and numbers, which are critical components of early cognitive development. A quantitative research approach was employed, utilizing observation and documentation techniques, involving a sample of 5 children out of a total of 35 students. The study explores how different parenting styles, including authoritarian, permissive, and democratic, impact the cognitive development of young children. The results demonstrate significant variations in cognitive abilities among children, influenced by the type of parenting they receive. Specifically, children raised in a responsive and supportive environment tend to show better cognitive development, particularly in areas such as shape and color recognition. These findings emphasize the crucial role of parenting style in providing cognitive stimulation for early childhood. They also highlight the importance of collaboration between parents and schools to optimize the cognitive development of young children, suggesting that a balanced, supportive approach to parenting can positively influence children’s learning outcomes. Therefore, this research contributes to understanding the connection between parenting and cognitive development in early childhood.

The development of digital technology has made social media an integral part of children's lives, including students of Madrasah Ibtidaiyah (MI). This study aims to explore the impact of social media on the language patterns of class 5C students at MI Hasyim Asy'ari. Using a qualitative method with a case study approach, data were obtained through semi-structured interviews and participant observations of 14 students who regularly access social media. The findings show that platforms such as TikTok, Instagram, and YouTube are the main sources of new vocabulary acquisition, such as the terms "kepo", "narsis", and "anjir". These words reflect changes in students' language styles that are increasingly informal and often deviate from standard Indonesian language rules. Although social media can contribute to enriching vocabulary and increasing children's interest in communicating, negative impacts such as the dominance of slang, misuse of meaning, and reduced concern for the correct use of Indonesian are also very real. Therefore, the role of educators and parents in supervising and directing the use of social media is very important. The language learning curriculum in schools needs to be adjusted to the development of the digital era without abandoning appropriate linguistic values. With the right strategy, social media can be used as a useful language learning tool without reducing the essence of Indonesian as a national identity.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

The role of technology in revitalizing expository learning strategies in the 21st century. Expository learning strategies are direct teaching methods by teachers with verbal explanations of material, which are effective in conveying factual information but have been criticized for not stimulating critical thinking and not catering to the variety of student learning styles. This study examines how the integration of digital technology and active learning approaches can improve the effectiveness and engagement of students in expository learning. The use of multimedia, digital platforms, and learning management systems (LMS) opens up opportunities for more interactive and collaborative teaching. However, challenges such as unequal access to technology and the management of digital learning must be addressed so that technology can optimally improve the quality of teaching. Curriculum revitalization is also important to align education with industry needs and technological developments, emphasizing the development of practical skills and digital literacy so that graduates are ready to compete in the global job market. This study provides analysis and suggestions for education practitioners to implement more adaptive and effective expository learning strategies in today's digital era.

Parenting style in adolescents with hedonism behavior: Nowadays developments continue to occur so that many changes in technology and learning appear, one of the behaviors that is happening nowadays is hedonism behavior. One that can influence hedonistic behavior is parenting style. Parenting is one of the things that influence how a child's behavior. Hedonism is one of the behaviors of a child that can be caused by how parents raise a child. The purpose of this literature review is to find out what parenting styles lead a child to have hedonistic behavior. The method used is a literature review. The articles used in conducting this literature range from 2017-2022 which were searched for by the online research database. There are several types of parenting styles applied by parents. This study also explains what is the relationship between parenting style and the hedonistic behavior of a child. The results of research that hedonism behavior in a child can be caused by permittive and authoritative parenting styles. If the permittive and authoritative parenting style is high, the possibility of a person's hedonistic behavior will also increase.