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Reading literacy among 6th grade elementary students is often superficial, limiting their ability to analyze implicit meanings and connect texts to real-world contexts. This review examines the potential of deep learning as a pedagogical approach to enhance in-depth text comprehension. Deep learning emphasizes active engagement, reflection, and the construction of meaningful knowledge, aiming to foster critical thinking and improve comprehension. Recent studies highlight implementation strategies such as reflective journaling and interactive discussions, which have demonstrated significant improvements in students' critical thinking and comprehension scores (p < 0.05). These findings suggest that deep learning methods surpass traditional approaches by promoting higher-order cognitive skills, enabling students to analyze and interpret texts more effectively. However, challenges such as inadequate teacher training persist, which may hinder the full integration of deep learning techniques. To address these challenges, further research is needed to explore scalable digital tools that can support deep learning in diverse classroom settings. By examining the potential for digital integration, future studies could provide insights into how technology can facilitate the widespread adoption of deep learning strategies, making them more accessible and effective for a broader range of students. Ultimately, this review underscores the promise of deep learning in enhancing reading literacy and suggests that addressing the barriers to its implementation could have significant educational benefits.

The development of the Industrial Revolution 4.0 to the Society 5.0 era presents new challenges for education, including Islamic Religious Education (PAI). PAI is required not only to transfer religious knowledge but also to shape character, morality, and 21st-century competencies. This study aims to examine the philosophical foundations, characteristics, and application of PAI learning models to ensure their relevance in modern education. The research employed a qualitative approach with a library research design, involving the exploration of primary and secondary literature, critical reading, systematic note-taking, and content analysis validated through triangulation of classical and contemporary sources. The findings indicate that PAI learning models are conceptual, theoretical, systematic, and rooted in religious, philosophical, psychological, and sociological foundations. Four main models behavioristic, information processing, social, and humanistic each have strengths and limitations, yet their integration is relevant to forming insan kamil, a holistic human being balanced in cognitive, affective, psychomotor, spiritual, and social aspects. Therefore, developing PAI learning models based on Islamic philosophy and adaptive to technological advancements is a strategic necessity to face global challenges.

This study aims to describe the implementation of the Christian Religious Education teaching module on the topic "Gratitude for God's Creation" in grade VII of SMP Negeri 12 Palangka Raya. The implementation was carried out to help students understand the meaning of gratitude for God's creation and apply it in everyday life through active and creative learning activities. The learning activities used group discussion methods, faith projects, role-playing, presentations, and personal reflection so that students were directly involved in learning, not only as listeners but as active actors in the learning process. The research subjects were three students who participated in the learning according to the Christian Religious Education subject schedule. The results showed that students were able to recognize and name various creations of God through reading Genesis 1:1–31, express gratitude through poster works and simple songs, and show enthusiasm during the learning process. The assessment of learning outcomes showed that two students obtained the good category and one student the adequate category, which means that the implementation of this teaching module has a positive impact on the development of students' knowledge, attitudes, and skills.

This study aims to describe the perspectives of Akidah Akhlak teachers on the implementation of moral education through the teaching of the Ta’lim al-Muta’allim book as a strategy to prevent bullying at MTs Islamiyah Syafiiyah Sedan. The background of the study is the growing prevalence of bullying in schools, including verbal, physical, and social forms, which demands an approach to moral education that not only transfers knowledge but also internalizes values essential for shaping students’ character and self-control. This research employs a descriptive qualitative method using interviews, observations, and documentation. The research subjects are Akidah Akhlak teachers who directly teach Ta’lim al-Muta’allim. The data were analyzed through reduction, display, and conclusion drawing. The findings show that teachers view the book as strategically valuable for developing students’ moral character because it provides guidance on proper conduct toward teachers, peers, knowledge, and the learning environment. According to the teachers, applying the values presented in the text helps foster respect, empathy, and social responsibility, which contributes to preventing bullying behaviors. In classroom practice, teachers integrate these values through exemplary behavior, contextual advice, and reflective discussions following reading activities. Thus, the teaching of Ta’lim al-Muta’allim serves not only as academic material but also as a medium for instilling moral values that support the creation of a school culture grounded in good morals and free from bullying. These efforts strengthen students’ awareness and encourage positive daily interactions within the school.

This study examines the role of the Pustaka Prima Community Reading Park (TBM) as an alternative learning space that provides non-formal educational experiences for children and adolescents, especially in communities with limited access to educational facilities. Through a descriptive qualitative approach, this study explores the contribution of TBM in developing creativity, literacy skills, self-expression, and independent learning of participants. Data was collected through participant observations, semi-structured interviews with managers and participants, and documentation of program activities. The results of the study show that TBM Pustaka Prima plays a significant role in strengthening cognitive, social, and emotional development through various activities such as reading literacy, storytelling, basic entrepreneurship training, and other creative activities. These programs have been proven to increase reading motivation, the ability to understand texts, confidence in communication, technology awareness, and the ability to innovate. An inclusive and collaborative learning environment allows participants to explore knowledge, work together, and optimize their potential. These findings confirm that TBM not only functions as a provider of reading materials, but also as a community-based education center that provides meaningful learning experiences outside the formal education system. The implications of the research emphasize the importance of strengthening collaboration, developing sustainable programs, and improving resources and infrastructure to maximize the role of TBM in community empowerment.

The purpose of this classroom action research is to improve students' ability to apply Indonesian language learning knowledge on short stories by implementing the Cooperative Integrated Reading and Composition model in grade IV of SDN 2 Manembo. The number of students in grade IV is 14 people. This research uses a classroom action research (CAR) method based on the inquiry learning method according to Kemmis and McTaggart (Aqib Zainal, 2016:64) and is implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. Qualitative data collection techniques are carried out through observation of learning activities, while quantitative data are collected from the results of LKPD. The data analysis technique uses the formula (Trianto, 2019:41) KB = T/Tt × 100%. Student learning outcomes in cycle I reached an average value of 70% with incomplete criteria, but increased in cycle II to 92% with complete criteria. In addition to improving learning abilities, students also feel more enthusiastic and active in participating in learning by implementing the Cooperative Integrated Reading and Composition model. It can be concluded that the implementation of the Cooperative Integrated Reading and Composition (CIRC) model can improve the reading comprehension skills of fourth-grade elementary school students.

The goal of Islamic education focuses not only on improving cognitive abilities, but also on the formation of a complete human being (insan kamil) who integrates knowledge, attitudes, spirituality, and life skills based on Islamic values. This article aims to examine the relevance of Bloom's Taxonomy in the context of Islamic education, particularly its application to Islamic values ​​in educational institutions. This research uses a literature study method with a descriptive qualitative approach through analysis of classical and contemporary literature. The results show that the three main domains in Bloom's Taxonomy—cognitive, affective, and psychomotor—are aligned with the goals of Islamic education. The cognitive domain, as implied in Q.S. Al-'Alaq: 1–5, emphasizes the importance of reading, understanding, and critical thinking as forms of intellectual development. The affective domain is related to the formation of noble character, sincerity, and self-control (Q.S. Al-Syu'ara: 88–89), which serve as the moral foundation of students. Meanwhile, the psychomotor domain emphasizes the application of Islamic values ​​in real behavior through worship, discipline, and social responsibility. The integration of these three domains reflects a holistic approach to Islamic education that balances intellectual, spiritual, and moral aspects. Thus, Bloom's Taxonomy can be used as an integrative learning model that enriches the Islamic education process and strengthens its role in character and civilization formation. Consequently, Islamic educators need to develop learning strategies that not only measure cognitive abilities but also foster students' religious attitudes and skills, leading to individuals of faith, knowledge, and noble character.

The Children’s Reading and Learning Corner program is a community service activity implemented by Group 7 of the Community Service Program (KKN) from Universitas 17 Agustus 1945 Jakarta in Kalibaru Subdistrict, North Jakarta. This program was designed to address the challenge of low reading interest and the limited access to learning facilities among children in the local community. The main target of the activity was children aged 5–8 years, with the objective of increasing reading interest, strengthening basic cognitive skills, and fostering positive learning habits from an early age. The program was carried out through interactive learning methods with a thematic approach, combined with group discussions, question-and-answer sessions, shared reading, and simple practices that encouraged active participation. The learning materials covered Basic Mathematics, Indonesian Language, and General Knowledge, all adjusted to the children’s comprehension levels. In addition, a coloring competition was held to foster creativity, train fine motor skills, and create a fun and engaging learning atmosphere. Evaluation results indicated a significant improvement in children’s enthusiasm for learning, better understanding of the provided materials, and more active involvement during the sessions. The children also demonstrated increased self-confidence, particularly when asked to read aloud or answer questions in front of their peers. Furthermore, the provision of a bookshelf in the community hall became a strategic step to establish a sustainable reading space that could be used outside of program hours. Overall, the program successfully achieved its intended goals and is considered feasible to be expanded to other areas. Additional support in the form of a wider collection of books, more creative learning media, and consistent community involvement will be key factors in ensuring the sustainability and long-term impact of the program.

The lack of knowledge among students in reading cursive letters and copying simple sentences into cursive letters has led to low writing skills in second-grade students at SD Negeri 11 Bahagia. This indicates the importance of implementing an approach that can enhance their writing skills. One alternative that can be implemented is the use of card media. Card media is considered effective because it provides visual stimulation that helps students recognize and correctly write cursive letters. This study aims to improve students' ability to write cursive letters through the use of card media in Indonesian language lessons. The research method used is Classroom Action Research (CAR), which allows for direct evaluation in each learning cycle. The subjects of this study are second-grade students at SD Negeri 11 Bahagia Panti. Before the action was implemented, the average score of students in the pre-action activities was 60, indicating the need for improvement. In the first cycle, the average score increased to 75, with a completion percentage of 55%. Although there was an improvement, it did not yet reach the expected target. After continuing to the second cycle, the students' average score further increased to 81.2, with a completion percentage reaching 84%. This shows that the use of card media successfully improved students' writing skills and that the target set had been achieved. Therefore, this study concludes that the use of card media can significantly improve students' learning outcomes in writing cursive letters.

Background: Thesis or Final Assignment is a form of student work that has gone through learning various sciences, skills and knowledge in accordance with the established curriculum. Self-confidence is the ability to believe, understand, develop positive self-assessment in the desired behavior to achieve certain achievements. Meanwhile, intensity can be interpreted as a strength that shows a condition such as a strong or serious spirit that a person has in the form of attitudes or actions. Method: This research is a type of quantitative research with a cros sectional research design. Data collection was carried out using questionnaires. The number of respondents was 70 people using Probability Sampling Technique. The data obtained was processed statistically using the spearman test. Results: Based on the analysis results, it was found that of the 70 research respondents, most of the characteristics of the respondents were female (65.7%). Meanwhile, the research results showed that students with a high level of self-confidence (20.0%), had a very high level of self-confidence (80.0%). Respondents had a low intensity of reading the Koran, namely (1.4%), a moderate intensity of reading the Koran was (94.3%), while those in the high category were (4.3%). Conclution: From the results of this research, it can be concluded that students at the Faculty of Islamic Studies at the Sultan Agung Islamic University, Semarang, have proven that there is no strong relationship between the intensity of reading the Al-Quran and the level of self-confidence (p value > 0.05) using the Spearman test.

This study investigated the implementation and effectiveness of Task-Based Language Teaching (TBLT) in enhancing the English reading skills of tenth-grade students at an Indonesian senior high school. The research was motivated by the persistent gap left by traditional language teaching methods, which frequently emphasize grammatical accuracy and vocabulary memorization while often neglecting the development of practical reading abilities. To address this issue, the study systematically examined the application of TBLT through three structured phases: pre-reading, main reading, and post-reading tasks. Each phase was designed to promote active learning, critical thinking, and student engagement in the reading process. The methodology involved classroom observations, task-based instructional activities, and an analysis of student exam scores as the primary indicators of progress. During the pre-reading phase, students were encouraged to activate prior knowledge and predict content, which helped build contextual understanding. In the main reading phase, tasks focused on developing essential reading strategies such as skimming for general ideas and scanning for specific information. 

This community service activity was carried out with the primary objective of improving the Qur'an reading skills of the women of the Majelis Taklim (Islamic study group) through systematically designed intensive training. Reading the Qur'an properly and correctly is an obligation for every Muslim, but in reality, many people, especially the women of the Majelis Taklim (Islamic study group), still face obstacles in aspects of makhraj, tajwid, and fluency. This condition encourages the need for a targeted coaching program to improve the quality of Qur'an reading, so that the values ​​of Islamic teachings can be understood and practiced more accurately. The training was held in early July 2025 with a total of 35 participants from the Majelis Taklim (Islamic study group) with diverse reading ability backgrounds. The methods used included lectures, demonstrations, reading practice, individual guidance, and ongoing evaluation at each meeting. This approach was chosen so that participants not only gain theoretical knowledge but also practical skills that can be immediately applied. Evaluation was carried out through observing reading ability, courage to ask questions, and active participation in group exercises. The results of the activity showed a significant improvement in the participants' Qur'an reading skills, both in terms of letter pronunciation, application of Tajweed rules, and fluency in reading holy verses. The participants' enthusiasm was evident in their eagerness to participate in all sessions, their sincerity in practicing, and their active interaction during the learning process. Furthermore, this activity also fostered new motivation for participants to continue improving their reading quality independently and create a conducive learning environment in the Islamic study groups. Thus, this training proves that the right learning strategy, supported by high motivation from participants, can have a positive and sustainable impact on improving the quality of Quran reading. It is hoped that this type of program can be replicated in other Islamic study groups so that its benefits are even broader for the community.

This community service is driven by by the implementation of innovative programs in strengthening literacy and numeracy cultural methods. Therefore, innovation is needed in the application of (MacaLas) literacy to help improve and train students' abilities in reading, writing and conveying ideas. This research uses qualitative methods by collecting data through interviews, observation and document collection. The results of research at MI Al Makmur show that teachers implement various things through (MacaLas) activities at MI Al Makmur Mayangrejo which are carried out regularly with varied learning. method for running the (MacaLas) program. Apart from the variety of methods, the learning media and syntax used also vary. One of the unresolved concerns is the low interest in reading among Indonesian students. Moreover, when books are the only source of information, reading activities have not become a primary need for Indonesia's young generation. Now, even though knowledge can be accessed through various media and e-books are available anytime and anywhere, the level of interest in reading in Indonesia is still relatively low. Reading activities have not yet become a priority in people's lives in the country, School Literacy Movement initiatives have progressed through several levels, beginning with routine reading habits, moving into development, and culminating in integration within learning activities The positive impacts seen are student attitudes that reflect a high literacy ecosystem

This community service is driven by by the implementation of innovative programs in strengthening literacy and numeracy cultural methods. Therefore, innovation is needed in the application of (MacaLas) literacy to help improve and train students' abilities in reading, writing and conveying ideas. This research uses qualitative methods by collecting data through interviews, observation and document collection. The results of research at MI Al Makmur show that teachers implement various things through (MacaLas) activities at MI Al Makmur Mayangrejo which are carried out regularly with varied learning. method for running the (MacaLas) program. Apart from the variety of methods, the learning media and syntax used also vary. One of the unresolved concerns is the low interest in reading among Indonesian students. Moreover, when books are the only source of information, reading activities have not become a primary need for Indonesia's young generation. Now, even though knowledge can be accessed through various media and e-books are available anytime and anywhere, the level of interest in reading in Indonesia is still relatively low. Reading activities have not yet become a priority in people's lives in the country, School Literacy Movement initiatives have progressed through several levels, beginning with routine reading habits, moving into development, and culminating in integration within learning activities The positive impacts seen are student attitudes that reflect a high literacy ecosystem

The Community Service Program (KKN) is an intracurricular initiative that integrates the Tri Dharma of Higher Education with experiential learning and work-based activities aimed at empowering communities. During the KKN period, the primary programs implemented include teaching tahfidz and providing tutoring sessions for children in Silungkang Tigo. These initiatives are designed to help children spend their school holidays in more meaningful ways. The tahfidz program focuses on enhancing children's Qur'anic reading skills and encouraging them to memorize verses from the Qur'an. Meanwhile, tutoring aims to help students review previous lessons and gain new knowledge. Besides these main programs, UNP KKN students in Silungkang Tigo also engage in other activities such as community clean-ups, nature exploration, and more. The KKN program runs for one month, from January 15 to February 15, 2025..

The phenomenon of living Qur'an in the digital era, emphasizing the use of Al-Qur'an and prayer applications during the month of Ramadan during the COVID-19 pandemic. The pandemic situation has forced Muslims to switch to digital media as an alternative to carrying out worship due to limited access to physical places of worship. Using a qualitative approach and ethnographic methods, this study explores how digital applications of the Qur'an and prayers become a new medium in realizing Qur'anic values ​​in everyday life, as well as how users interpret the sacred text through digital platforms. The results of the study show that digital applications not only support personal worship practices but also form online communities that strengthen spiritual bonds amid social restrictions. However, digitalization also raises challenges, such as shifts in religious authority, interpretation of texts, and issues of religious ethics. Therefore, this study emphasizes the importance of an interdisciplinary approach to understanding the transformation of religious practices in the digital era, as well as the need for a critical attitude in using technology so that Qur'anic values ​​are maintained and authentic. The COVID-19 outbreak has caused significant changes in various aspects of life, including the way Muslims carry out worship during the month of Ramadan. The implementation of health protocols and social restrictions limit congregational worship activities in mosques, encouraging Muslims to find other ways to maintain their worship routines and spiritual closeness. In this condition, mobile-based Quran and prayer applications are an effective and appropriate solution. These applications provide easy access to digital Qurans, interpretations, translations, readings from famous reciters, daily dhikr, special prayers, and additional features such as prayer reminders and Qibla direction indicators. More than just a means of worship, these applications also function as a medium for religious learning through short lectures, studies, and Islamic articles. However, users need to be aware of interference such as notifications from other applications and dependence on internet connections. It is important to remember that the role of these applications is as a complement, not a substitute for direct interaction with the mushaf or attendance at the assembly of knowledge if conditions permit. If used wisely and consciously, Quran and prayer applications can be a very meaningful spiritual support for Muslims during Ramadan in the midst of a pandemic situation.

The implemetation of this service activity aims to facilitate and assist Marind Papuan children and Marind dropout children to learn the use of English in a fun, interactive and appropriate way for children, train Marind-Papuan children and dropouts to be able to write, read as well as develop their abilities to develop and advance so that they can speak English by using the Bivak Pintar (Pondok) facility which will be used for this activity. This service was carried out at theWasur Kampung, Merauke Distrik. The duration is 7a week through the application of theory and practice with a total number of participants of 35 people. This service is carried out in the form of workshops, training and mentoring., while the methods used in this activity are: (1) provide a handbook that is used during activities that contain material to be studied; (2) providing material, namely providing basic material according to their abilities so that it can help children grow their English learning skills until they understand; (3) provide exercises by explaining and explaining the material after that make questions about the vocabulary that has been explained. The expected results of this dedication are: (1) increased knowledge and understanding of indigenous Papuan children who have dropped out of school about the importance of learning English, and how it can be used in the world of work; (2) improved English writing and reading skills for indigenous Papuan children dropping out of school;

The implemetation of this service activity aims to facilitate and assist Marind Papuan children and Marind dropout children to learn the use of English in a fun, interactive and appropriate way for children, train Marind-Papuan children and dropouts to be able to write, read as well as develop their abilities to develop and advance so that they can speak English by using the Bivak Pintar (Pondok) facility which will be used for this activity. This service was carried out at theWasur Kampung, Merauke Distrik. The duration is 7a week through the application of theory and practice with a total number of participants of 35 people. This service is carried out in the form of workshops, training and mentoring., while the methods used in this activity are: (1) provide a handbook that is used during activities that contain material to be studied; (2) providing material, namely providing basic material according to their abilities so that it can help children grow their English learning skills until they understand; (3) provide exercises by explaining and explaining the material after that make questions about the vocabulary that has been explained. The expected results of this dedication are: (1) increased knowledge and understanding of indigenous Papuan children who have dropped out of school about the importance of learning English, and how it can be used in the world of work; (2) improved English writing and reading skills for indigenous Papuan children dropping out of school;

Islamic education is not only aimed at transferring knowledge, but also at forming a complete human being through the development of spiritual, intellectual, and moral aspects. Surah Al-Fatihah as the opening of the Qur'an contains educational values ​​that are very relevant to be used as a foundation in forming human awareness of Allah in the educational process. This article examines the concept of Islamic education through three main terms, namely at-tarbiyah, at-ta'lim, and at-ta'dib, and identifies educational values ​​in Surah Al-Fatihah such as the values ​​of faith, worship, sharia, and stories as instruments of character formation. In addition, the discussion focuses on the role of Surah Al-Fatihah in building the spiritual awareness of students and strengthening the vertical relationship with Allah SWT. The results of the study show that Surah Al-Fatihah is not only a ritual reading, but also an integrative and applicable framework of values ​​in Islamic education. By making this Surah the foundation of learning, the educational process can be directed to produce perfect human beings who are not only intellectually intelligent, but also spiritually strong and have noble morals.

Learning strategies are crucial because this is the first step given by the teacher. The step that needs to be considered is determining the learning strategy that will accommodate the development of students. The main teacher can choose the best teaching methods and strategies to create excellent learning, adjust the material to the students' abilities, and enable students to receive knowledge transfer. This research uses a descriptive qualitative approach to explore project-based religious learning strategies applied in the Islamic Religious Education subject at SMP Muhammadiyah 05 Medan Denai. This approach was chosen to deeply explore the practices, experiences, and impact of learning on the religious awareness of the students. Interviews with students show that involvement in the project has made them better understand religious values in real life. Some students admitted to starting to pray on time, being more diligent in reading the Quran, and being more concerned about the social environment. This shows that the religious project encourages the internalization of values through direct experience, not just memorization or theory. This learning not only strengthens the understanding of Islamic material but also instills religious values through real practices that can be directly experienced by the students. Some forms of projects, such as mini-dawah, infaq movements, and adab campaigns, have proven to enrich students' experiences and enhance their awareness of Islamic values in daily life. Islamic education teachers play an important role as facilitators, not only guiding students in project activities but also providing space for reflection and evaluation. Students feel more motivated and actively engaged in the learning process, which leads to changes in their religious behavior, such as increased discipline in worship and a greater sense of care for their surroundings.