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This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

The rapid advancement of digital technology has significantly influenced students’ learning behavior while gradually reducing their interest in local cultural education, including the study of the Javanese script. This phenomenon is evident at SDIP Haji Muhammad Subandi, where most students still struggle to recognize, read, and understand Javanese characters due to the limited use of engaging and interactive learning media. To address this issue, a 2D educational game was developed as an innovative, contextual, and enjoyable learning medium that integrates cultural elements into an interactive digital learning experience. The design and development process employed the Multimedia Development Life Cycle (MDLC) method, which consists of six stages: concept, design, material collecting, assembly, testing, and distribution. The game was built using Unity software to produce dynamic visuals, responsive controls, and supporting audio elements that enhance the immersive quality of gameplay. The educational game enables students to learn Javanese script through interactive play activities, including letter recognition, pronunciation practice, and quiz-based challenges. Each component was designed to strengthen cognitive understanding while increasing students’ intrinsic motivation to learn. Expert validation results indicated that the game met the “highly feasible” criteria as a learning medium, while user testing showed notable improvements in motivation, engagement, and learning enjoyment. Overall, this educational game not only enhances learning effectiveness but also contributes to the preservation and revitalization of the Javanese script as part of Indonesia’s cultural heritage in the digital era. Therefore, this game-based learning approach serves as an adaptive and culturally grounded educational innovation for primary-level students

Early childhood education plays a crucial role in building the foundation for children’s cognitive, social, emotional, and creative development. Creativity is an essential aspect that must be stimulated through meaningful and contextual play activities. This study aims to describe the process and outcomes of developing children’s creativity through the implementation of loose part play with the theme “School Environment” at TK Tunas Karya III Sukanagara. The research employed a descriptive qualitative approach involving 64 children from group A and group B, along with their accompanying teachers. Data were collected through participatory observation, semi-structured interviews, and documentation of the children’s creative works during the activities. The results reveal that loose part play effectively enhances children’s creativity. The children demonstrated improvements in divergent thinking, imagination, and self-confidence. Moreover, they became more environmentally aware, utilized recycled materials to create new objects, and exhibited collaboration and responsibility in group activities. Teachers played an essential role as facilitators who provided support and guidance throughout the exploration process. The loose part approach aligns with the principles of the Merdeka Curriculum, which emphasizes active, participatory, and experience-based learning for young children. This study provides practical implications for early childhood educators to design creative learning experiences that are low-cost, environmentally friendly, and relevant to the children’s real-life context.

This study aims to improve the learning outcomes of underhand passing skills through the application of play-based methods to fifth and sixth grade students at SDN 1 Bumijawa. This study used a quantitative approach with a One Group Pretest and Posttest experimental design. The sample in this study was 15 students. Data were collected through underhand passing skills tests conducted before and after treatment. The results showed a significant increase in underhand passing skills after students participated in learning using the play-based method. This method has been proven to be able to increase students' interest, active participation, and understanding of basic volleyball techniques. In addition, the application of the play-based method also creates a more enjoyable learning atmosphere and reduces student boredom. This method directly involves students in practical activities, so that students not only understand the theory but also can apply it in real games. Play activities carried out in small groups allow students to learn from each other and increase self-confidence. Improvement in underhand passing skills also shows that the play-based method is effective in developing fine motor skills needed in volleyball. Therefore, the play-based method can be used as an alternative strategy in learning Physical Education, especially volleyball material in elementary schools. This study suggests that Physical Education teachers implement play-based methods more widely to maximize student learning and learning outcomes, as well as increase their motivation and enthusiasm for sports. Furthermore, implementing play-based methods can also improve teamwork among students, a crucial aspect of volleyball. With a more fun and interactive approach, students are more motivated to practice and master the skills taught.

This study aimed to analyze strategies for stimulating linguistic intelligence in early childhood through play-based activities at TK IT Insan Madani, Deli Serdang. The research employed a descriptive qualitative approach, with data collected through observation and interviews with kindergarten teachers. The results showed that play activities such as storytelling, role-playing, and the use of educational visual media consistently improved children's language abilities, including vocabulary enrichment, sentence structuring, and confidence in communication. Observations also revealed increased verbal interaction among children during classroom activities. These findings indicate that play-based learning is an effective strategy for developing linguistic intelligence in early childhood, especially when supported by a conducive learning environment and active involvement of teachers and parents.

This study aims to analyze the strategies implemented by teachers at the Al Kamal Education Foundation Kindergarten in fostering the moral development of early childhood, in accordance with the standards of early childhood educators regulated in national regulations. This study uses a qualitative descriptive approach, with data collection through in-depth interviews with the principal and observations of children's play activities outside the classroom. The results of the study indicate that the main strategies used are habituation, direct practice, and integration of religious activities such as routine ablution and prayer practices. Play-based learning is also the main focus, where children are taught to share, take turns, and control emotions through various games such as playing blocks and swings. This study also highlights the importance of the role of parents in moral education.

Early Childhood Education (PAUD) is a crucial stage in shaping children's character and personality. This study aims to identify the characteristics of early childhood and analyze the role of teachers in supporting children's character development through an observational approach. The research method used is descriptive qualitative with direct observation techniques in one of the Kindergartens in Gorontalo City. The results of the observation show that early childhood has unique characteristics, such as spontaneity, high curiosity, and egocentric tendencies. However, challenges were also found in character development, such as lack of independence and unstable emotions. Teachers have a strategic role in overcoming these challenges through an individual approach, effective communication, and the creation of a conducive learning environment. The strategies implemented include providing examples of positive behavior, routine habits, and play activities that support children's character development. This study emphasizes the importance of a deep understanding of the characteristics of early childhood by educators to create an effective and enjoyable learning process, as well as to shape children's characters who are independent and emotionally stable.

Behavioral architecture is an essential approach in designing early childhood play spaces. Play is one of their favorite activities and supports social education. However, in Medan City, many playgroups do not support children's play activities regarding space, function, and a sense of safety and comfort for children and parents. Therefore, a building is needed that can accommodate various socially educational play activities for children in Medan City. The proposed children Activity Center with the concept of Behavioral Architecture is designed to provide complete, comfortable, safe, and functional play facilities, as well as spaces that are meticulously adapted to the activities in it, ensuring that children do not feel bored and that the center meets their needs

This study aims to determine the correlation between the teacher's role and children's social behavior at TK Dewi Sartika Kindergarten, Sipatana District, Gorontalo City. The researcher employed a qualitative research method to explore this relationship. The subjects consisted of one teacher and 13 students from the same class. Data were collected through observation, interviews, and documentation. The data analysis techniques include data reduction, data presentation, and conclusion. The results describe that the correlation between the teacher's role and the social behavior of young children encompasses six aspects: 1) The teacher as an educator, for example, teaches children how to make friends, share, and collaborate through group games or class activities. 2) The teacher as a manager, for example, establishing clear classroom rules, such as taking turns speaking during discussions or respecting others' feelings. 3) The teacher, as a supervisor, guides children to resolve conflicts peacefully and teaches them how to negotiate or empathize with their peers' emotions. 4) The teacher is an innovator, for example, introducing role-play activities where children pretend to be in different professions or social situations, allowing them to practice social interactions fun and innovatively. 5) The teacher is a communicator, for example, helping children express their emotions healthily when they feel angry or sad and teaching them how to communicate with their peers. 6) The teacher is a motivator, for example, by praising and rewarding children who display positive social behavior, such as collaborating in teams, helping friends in need, or constructively resolving conflicts. This helps children feel more motivated to continue improving their social skills.

The purpose of the study is to produce a learning model with valid, practical, and effective criteria. This type of research is development research using the Borg And Gall model. The population is all grade V students of State Elementary School 18 West Freshwater, Padang Utara District, Padang City. The sample was 30 class V students. The sampling technique is total sampling.  The model validation design is validated by 2 experts: motor and language and model practicality by 2 sports teachers, The data collection instrument consists of tests of validity, practicality and effectiveness. As well as data analysis techniques using descriptive qualitative and quantitative techniques. The validation results of the learning model were obtained on average by 81.2.% with valid categories. In practicality, the results were obtained that this learning model was practical or good for use with learning implementation results of 91.7% The results of the effectiveness test using the Manipulative Basic Motion learning model based on play activities showed that there was a difference between obtaining manipulative motion ability results before using the model and after using the learning model. It was concluded that the model is effective and can improve the results of manipulative motion abilities (control objects) in the learning of sports and health physical education in grade V of primary school.