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Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

Mathematics is often considered one of the most challenging subjects because it requires strong spatial and cognitive abilities, especially in geometry, which involves three-dimensional concepts. Traditional teaching methods, such as textbook illustrations and verbal explanations, are often insufficient to help students understand abstract geometric concepts. The advancement of technology, particularly Augmented Reality (AR), offers innovative learning opportunities that combine real-world environments with digital content to enhance students’ understanding through interactive visualization. This community service activity aimed to explore teachers’ perceptions of using the GLARE (Geometry Learning using Augmented Reality Experience) application as a teaching aid in geometry learning. The program included training sessions, mentoring, and discussions with mathematics teachers at the secondary school level. The results showed that teachers had positive perceptions of using AR-based learning media, considering it effective in improving students’ conceptual understanding, engagement, and learning motivation. However, challenges remain regarding limited technical skills and school facilities for AR implementation. Overall, this program contributed to increasing teachers’ competence in integrating digital technology into mathematics education and promoting innovative, interactive, and technology-based learning approaches

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

This study investigates the effectiveness of an integrative learning model in improving Indonesian literature appreciation skills among high school students. A quasi-experimental design was employed, involving 120 eleventh-grade students from two public high schools in Jakarta, Indonesia. The participants were divided into two groups: the experimental group, which received instruction through the integrative learning model, and the control group, which followed traditional teaching methods. The integrative model was designed to combine language skills development—such as reading comprehension, vocabulary enrichment, and critical writing—with structured literary analysis focusing on themes, characterization, style, and cultural context. Data were collected using pre-test and post-test assessments to measure learning outcomes, observation sheets to monitor classroom activities, and student questionnaires to capture perceptions and engagement levels. The results indicated that students in the experimental group experienced a significantly higher improvement in literature appreciation skills compared to those in the control group (p < 0.05). They demonstrated enhanced abilities to interpret literary works, analyze narrative elements, and articulate critical responses to Indonesian contemporary literature. Observation data revealed that the integrative approach fostered more active participation, collaborative learning, and deeper reflection during classroom discussions. Moreover, student feedback highlighted increased motivation, enjoyment, and perceived relevance of literature learning to real-life experiences. These findings underscore the pedagogical potential of integrative learning models in secondary school literature education. By linking language proficiency with analytical and interpretative competencies, this approach not only strengthens students’ linguistic abilities but also cultivates their critical thinking, cultural awareness, and aesthetic appreciation. The study recommends the wider adoption of integrative methods in Indonesian high schools as an effective strategy for promoting meaningful and enduring engagement with literature.

The purpose of this article is to describe the perceptions of physical education teachers and class teachers towards the role of physical education in improving the emotional well-being of elementary school students. The main focus of the discussion is how PJOK lessons not only have an impact on physical development, but also support students' emotional growth, self-confidence, discipline, and social interaction. The methods used in this paper are observation and descriptive qualitative interviews with three resource persons, namely two physical education teachers, one class teacher at SDN 5 Imbanagara Raya. Data was collected through direct question and answer sessions that explore their experiences and views in observing changes in student behavior through PJOK activities. Based on the results of the interview, it was found that PJOK has an important role as a medium for student expression, especially for those who tend to be quiet or lack confidence. Physical activities and team games help students in forming self-confidence, discipline, and cooperation skills. In addition, collaboration between class teachers and physical education teachers is also an important key in adjusting teaching approaches that are responsive to students' emotional conditions. Thus, physical education contributes significantly to creating a learning environment that supports students' mental and emotional health.

This community service activity aims to increase the motivation, confidence, and love of male students for traditional Acehnese art, particularly the Likok Pulo dance. This dance is characterized by its energetic and rhythmic nature, making it suitable as a dance teaching material for male students who have previously shown little interest in participating in dance activities. The methods used include demonstrations and peer tutoring, covering training in various dance movements, mastering the lyrics, and accompanying music with the rapa’i instrument. The training was conducted over three days from 2:00 PM to 5:00 PM. The dancers involved were specifically male students who had previously shown little interest in dance practice. The results of the activity showed that male students were highly enthusiastic, as evidenced by their ability to master movement variations, sing lyrics, and play musical accompaniment in a short period of time, despite having never participated in dance extracurricular activities before. This activity demonstrated that selecting appropriate dance material can change students' negative perceptions of dance and serve as a medium for preserving local culture through formal education.

This community service activity aims to increase the motivation, confidence, and love of male students for traditional Acehnese art, particularly the Likok Pulo dance. This dance is characterized by its energetic and rhythmic nature, making it suitable as a dance teaching material for male students who have previously shown little interest in participating in dance activities. The methods used include demonstrations and peer tutoring, covering training in various dance movements, mastering the lyrics, and accompanying music with the rapa’i instrument. The training was conducted over three days from 2:00 PM to 5:00 PM. The dancers involved were specifically male students who had previously shown little interest in dance practice. The results of the activity showed that male students were highly enthusiastic, as evidenced by their ability to master movement variations, sing lyrics, and play musical accompaniment in a short period of time, despite having never participated in dance extracurricular activities before. This activity demonstrated that selecting appropriate dance material can change students' negative perceptions of dance and serve as a medium for preserving local culture through formal education.

The purpose of this study is to investigate the improvement of students' Arabic language skills through an internship program. The methodology used in this study is a quantitative approach to investigate the various teaching methods used during the internship program and their impact on students' Arabic language skills. We collected numerical data to assess the improvement of Arabic language skills. Pre and post-tests are used to measure progress before and after the internship program. The instruments used include Arabic language tests, questionnaires, and language skills assessment scales. The study used the Likert scale to assess participants' perceptions of the internship program In addition, the mastery of vocabulary and the teaching methods used also play an important role in improving students' Arabic language skills. This research is expected to contribute to the development of more effective Arabic teaching methods.

This study aims to explain the linguistic approach, one of the methods used in Islamic teaching. One of the options in Islamic education is linguistics, which aims to investigate the principles of Islamic education before trying to offer meanings that are in line with the difficulties and developments of today's era. To build the main core covering the linguistic approach in Islamic education, this study uses a literature study technique, which involves collecting reference sources that are considered relevant to the research problem and then distributing them. The results of the study, language is a sound sign that is considered to reflect how human reason and emotion are perceived. Humans use this sound sign to validate their internal identity and their perception of the surrounding environment. To keep Islamic teachings in line with the current cycle of development and change, this study effectively shows the important function that language plays in articulating it. The noble and moderate teachings of Islam can be misinterpreted by linguists.

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the impact of artificial intelligence (AI) on student creativity in language learning. Amidst the rapid integration of AI in educational contexts, this research focuses on a relatively unexplored area: the intersection of AI technology and creative language pedagogy in the Vietnamese educational setting. Nine EFL teachers from two institutions in Vietnam, representing novice, mid-career, and near-end career stages, participated in semi-structured interviews. The study employed the Technology Acceptance Model (TAM) and the Creativity in Language Learning Framework (CLLF) as its theoretical basis. Thematic analysis of the interview data revealed four key themes: the perceived impact of AI on creative language practice, challenges in integrating AI with creative pedagogy, varied perceptions of AI’s role in developing student autonomy, and the impact of AI on traditional teaching methods and teacher roles. The findings indicated a spectrum of perspectives, from viewing AI as a beneficial tool for creative engagement to concerns over its potential to limit creative thinking and traditional pedagogical approaches. The study highlights the complexity of integrating AI into language learning and its influence on both teaching practices and student creativity.

The family serves as the initial gateway for young children to gain various valuable experiences, particularly in understanding character. Cultivating characters that reflect the values of the Indonesian nation is crucial for supporting the government's efforts to produce a golden generation by 2045. This research aims to determine parents' understanding of the family's role in children's character education. The research design is a case study, which explores various information related to parents' understanding in one of the schools in the Bandung area. The research sample consisted of three parents with children aged 3-6 years. The results indicate differences in parents' understanding of their role in early childhood character education. These differences encompass teaching roles, as some parents are not yet aware of effective teaching methods for young children, as well as roles in modeling, motivation, habituation, and rule enforcement. Parents need to learn more about the appropriate role of the family in early childhood character education. By enhancing parents' understanding of character education, there will be a positive impact on the creation of an advanced civilization with a strong national character.

This research aims to explore the service marketing strategies implemented by Kun Anta Preschool, Kasturi Branch, Palu City in increasing parents' interest in this school. Kun Anta Preschool is an Islamic-based Early Childhood Education (PAUD) institution with the Montessori learning method. The research method used is descriptive with a qualitative approach. Data was collected through in-depth interviews with parents and teaching staff at Kun Anta Preschool Kasturi Branch. Direct observations were also carried out to understand practices in schools. The population of this study involved parents and teaching staff at Kun Anta Preschool, Kasturi Branch, Palu City. The research results showed that Kun Anta Preschool used several effective marketing strategies. They utilize social media such as Instagram and Facebook to create interesting content that increases the school's visibility in the community. One of the unique things about Kun Anta is the application of the Montessori learning method which is only applied by this school, which is a special attraction for parents. The obstacles faced by Kun Anta Preschool include the large school fees, but they are proportional to the facilities provided. However, the school's good reputation and the quality of early childhood education are strong factors that make parents interested in enrolling their children. This marketing strategy succeeded in increasing parents' interest in Kun Anta Preschool. In conclusion, the marketing strategy implemented by Kun Anta Preschool, Kasturi Branch, Palu City, especially through social media and unique learning methods, played an important role in increasing parents' interest. Positive factors such as the school's reputation and the quality of early childhood education also determine parents' decisions to enroll their children at Kun Anta Preschool. This research provides an in-depth understanding of how marketing strategies can influence parents' perceptions of a PAUD institution.  

Teaching methods are the way teachers deliver learning material in every face-to-face meeting with students. Creative, professional teachers are required to develop approaches and choose effective teaching methods to create a conducive and enjoyable learning climate. To avoid boredom in learning, teachers can choose a method that suits the subject or sub-subject at the same time and place at once, because there are strengths and weaknesses in each teaching method. Teaching methods that are suitable for certain subjects are characterized by high student learning achievement in each learning evaluation implementation. Another factor that influences learning outcomes is achievement motivation. In the learning process, achievement motivation is very important to give to students. This is intended to stimulate students' creativity and willingness to participate in learning activities. Achievement motivation is the desire to complete something to achieve a standard of success, and to make an effort to achieve success