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This study explores the integration of Science, Technology, and the Arts (IPTEKS) within an educational psychology framework to support the development of creativity, innovation, and collaboration among prospective Christian religious education teachers in West Java. Using a mixed-methods approach with a sequential explanatory design, the research combines quantitative and qualitative perspectives to obtain a comprehensive understanding of the phenomenon. Quantitative data were gathered through questionnaires distributed to prospective teachers, while qualitative data were obtained through in-depth interviews and participatory observations involving selected informants. The findings indicate that meaningful integration of IPTEKS contributes positively to the development of creative thinking, innovative teaching practices, and collaborative learning skills. Qualitative insights further reveal that institutional support, continuous professional development, and contextualized learning environments play a crucial role in optimizing the impact of IPTEKS integration. The study highlights the importance of aligning technological integration with psychological and pedagogical principles. It concludes that teacher education programs need to redesign curricula and training models that holistically integrate IPTEKS and educational psychology to foster relevant, transformative, and value-based learning in Christian education contexts.

The development of artificial intelligence has revolutionized higher education by increasing the efficiency and personalization of learning, but it has also posed a major challenge in the form of a decline in students' critical thinking skills due to their dependence on technology. Therefore, an in-depth philosophical study through the post-positivism, critical theory, and constructivism paradigms is needed to understand its impact on cognitive and epistemological processes. This study aims to analyze how these three paradigms guide the development of critical thinking in the context of AI. It uses a descriptive-analytical method based on secondary data from academic literature such as journals and books that have been critically synthesized. The findings show that post-positivism views AI as a tentative critical realism tool for empirical verification. Critical theory critiques power relations, ideology, and the ethics of technological domination. Constructivism emphasizes the construction of social knowledge through human-centered design that supports creativity and collaboration. The positive impacts of AI include instant feedback and content adaptation, while the negative impacts include social isolation, weak digital literacy, and data privacy. Therefore, the implication is the wise use of AI with the assistance of teaching staff to strengthen reflective analysis, ethical literacy, and paradigm adjustments in accordance with the exact or social sciences to create multidimensional learning in the digital era.

This study aims to analyze the implementation of video animation-based flipped classroom learning model in increasing students' learning interest in science subjects with material on the structure and function of living organisms in class 8D at SMPN 1 Sanrobone. The low interest in learning science among students is a major problem that needs to be addressed through more attractive and interactive learning innovations. The video animation-based flipped classroom model was chosen because it can optimize classroom learning time for more meaningful activities, while basic concept understanding is done independently through engaging animated videos. This study uses a survey method with a descriptive quantitative approach. The research subjects were  students of class 8D SMPN 1 Sanrobone in the even semester of the 2024/2025 academic year. Research instruments used learning interest questionnaires, observations, and documentation. The results showed that the implementation of video animation-based flipped classroom model was able to increase students' learning interest with high categories in aspects of attention, interest, involvement, and learning satisfaction. Animated videos presented before face-to-face learning provide clear visualizations of the structure and function of living organisms, making students more prepared and enthusiastic to participate in discussions and practical activities in class. This learning model also encourages student learning independence and increases active interaction in learning. This study recommends the implementation of video animation-based flipped classroom as an alternative effective and innovative science learning strategy to increase students' learning interest.

The development of Artificial Intelligence (AI) technology has provided new opportunities to enhance the quality of learning, particularly in elementary science education. One form of AI utilization is chatbots, which function as interactive learning media capable of encouraging students’ active participation. In science learning, questioning behavior is an important indicator of students’ cognitive engagement; however, many elementary school students tend to be passive in asking questions. This study aimed to examine the effect of using AI chatbots in science learning on students’ questioning behavior in Grade V of SDN Plalangan 03 Gunungpati, Semarang City. This study employed a quantitative approach with a quasi-experimental design. Data were collected through observation, questionnaires, and documentation. The data were analyzed to identify changes in students’ questioning behavior before and after the implementation of AI chatbots in science learning. The results indicated that the use of AI chatbots improved students’ questioning behavior in terms of frequency, confidence, and activeness in asking questions. AI chatbots provided a comfortable and flexible interaction space for students, which helped reduce psychological barriers in questioning. It can be concluded that the use of AI chatbots has a positive effect on students’ questioning behavior in elementary school science learning.

Histology practicum, as one of the compulsory practicum courses, offers a great opportunity to practice various aspects of science process skills through microscopic tissue observation activities, identification of cell and tissue structures, and analysis of tissue functions in organisms. This study aims to analyze the science process skills biology education students through histology practicum activities. This study uses a quantitative descriptive approach with a survey method to analyze the science process skills of biology education students through histology practicum activities. Data collection in this study used three main techniques, namely science process skills tests, direct observation, and analysis of practicum report documents. Furthermore, the data were analyzed descriptively quantitatively using descriptive statistics to describe the profile of students' science process skills. Analysis per aspect revealed that students had good skills in the aspects of observing (78.50%), classifying (76.33%), interpreting data (71.67%), applying concepts (73.25%), and communicating results (73.40%), which indicates that histology practicum is effective in developing basic science process skills. However, the aspects of formulating hypotheses (58.17%) and planning experiments (54.83%) were still in the sufficient category, indicating that students experienced difficulties in integrated science process skills that require higher-order thinking skills. The findings this study provide important implications for the development of more comprehensive histology practicum learning strategies, including the integration of inquiry approaches, the use of continuous formative assessment, the application of differentiated learning, and strengthening the connection between theory and practice to optimize the development of all aspects of science process skills of prospective biology teachers.  

This study investigates the influence of financial literacy, entrepreneurship training, and financial inclusion on the performance of micro, small, and medium enterprises (MSMEs) through business sustainability. Using a systematic literature review (SLR) examines the impact of financial literacy, entrepreneurship training, and financial inclusion on MSME performance through business sustainability mediation by synthesizing empirical data from 12 research (2020–2025) across Scopus and Web of Science. Positive direct effects on sustainability (financial literacy via budgeting/risk management; training via adaptive resilience; inclusiveness via digital access) and performance metrics like profitability/growth are confirmed by results using the PRISMA 2020 flow.  Amid obstacles like financial access restrictions and COVID-19 disruptions, business sustainability appears as a crucial mediator, linking these factors to improved MSME results in developing contexts (Africa, Indonesia). Practical implications compel policymakers to give integrated literacy programs, contextual training, and inclusive finance top priority. Theoretical contributions combine financial literacy, entrepreneurial learning, and sustainability ideas into a holistic mediation model. The results highlight the importance of integrating financial education, entrepreneurial skill development, and inclusive financial systems to strengthen MSME resilience and competitiveness. This study provides practical implications for policymakers, financial institutions, and support organisations in designing effective interventions that foster sustainable business growth. The research also contributes theoretically by confirming the mediating role of business sustainability in the relationship between financial literacy, entrepreneurship training, financial inclusion, and MSME performance. Future studies may expand these insights by examining additional contextual factors such as digital technology adoption and business networking that further support sustainable MSME development.

Innovation in biology learning is increasingly necessary, as conventional instructional practices are often dominated by memorization-based methods that limit students’ active engagement and critical thinking development. Along with rapid advances in science and technology, digital applications offer new opportunities to enhance teaching and learning processes. One such application is Canva, a digital design platform that can be utilized as an effective learning media to support teachers and students in biology education. This study aims to describe the implementation of Canva-based learning media through a training program conducted at SMA Islam Terpadu Daarul Rahman and to examine its perceived usefulness for both teachers and students. The training involved teachers in developing biology learning materials using Canva by integrating visual elements, images, and videos to present complex biological concepts more clearly. The results of the training indicate that Canva is considered practical, user-friendly, and efficient by teachers in designing learning materials. Teachers reported that the application helped them present content in a more attractive and structured manner. Furthermore, students benefited from the use of Canva-based materials, as they demonstrated better understanding of the subject matter and increased interest in learning biology. The integration of visual and multimedia elements also supported the development of students’ critical thinking skills by encouraging analysis and interpretation of biological phenomena. Overall, the use of Canva as a learning medium shows potential to enhance the quality of biology learning and foster more meaningful learning experiences.

This experimental study investigated the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) based Student Worksheets in enhancing metacognitive skills among eleventh grade students learning Chemical Equilibrium. Utilizing a one group pretest posttest design with 36 participants, the intervention implemented specially designed worksheets integrating POGIL's inquiry cycle with explicit metacognitive scaffolding. Metacognitive skills comprising planning, monitoring, and evaluating components were measured through validated essay instruments before and after four instructional sessions. Statistical analysis using the Wilcoxon Signed Rank Test revealed a significant improvement in overall metacognitive skills (Z = -5.197, p < 0.001, large effect size d = 2.47). Notably, 94.44% of students demonstrated measurable progress, with normalized gain scores indicating high improvement in planning (g = 0.82), moderate improvement in evaluating (g = 0.51), and moderate improvement in monitoring (g = 0.48). These findings substantiate that POGIL based worksheets, when designed with intentional metacognitive prompts, effectively foster the development of higher order regulatory skills essential for mastering complex chemical concepts. The study contributes to science education literature by demonstrating how inquiry based pedagogies can be optimized for metacognitive skill development.

Contemporary developments in science, technology, and socio-cultural dynamics have given rise to various new fiqh issues (masailul al-fiqhiyyah al-mu‘ashirah) that were not explicitly discussed in classical Islamic jurisprudence. These contemporary fiqh issues demand contextual ijtihad that is responsive to current realities while remaining grounded in Islamic legal principles. This study aims to analyze contemporary fiqh issues and examine their implications for the moral formation of students in Islamic education. This research employs a qualitative library research approach by analyzing classical fiqh literature, contemporary fiqh studies, and relevant educational theories. The findings indicate that contemporary fiqh issues such as digital ethics, biomedical technology, and socio-economic practices carry significant moral dimensions that directly influence students’ attitudes and behavior. Integrating contemporary fiqh discourse into Islamic education encourages critical thinking, moral reasoning, and ethical awareness among learners. Therefore, contemporary fiqh learning not only functions as a legal reference but also as a strategic instrument for strengthening students’ moral character in accordance with Islamic values. The study implies that Islamic education institutions should contextualize fiqh instruction to address contemporary moral challenges faced by students.

This experimental study investigated the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) based Student Worksheets in enhancing metacognitive skills among eleventh grade students learning Chemical Equilibrium. Utilizing a one group pretest posttest design with 36 participants, the intervention implemented specially designed worksheets integrating POGIL's inquiry cycle with explicit metacognitive scaffolding. Metacognitive skills comprising planning, monitoring, and evaluating components were measured through validated essay instruments before and after four instructional sessions. Statistical analysis using the Wilcoxon Signed Rank Test revealed a significant improvement in overall metacognitive skills (Z = -5.197, p < 0.001, large effect size d = 2.47). Notably, 94.44% of students demonstrated measurable progress, with normalized gain scores indicating high improvement in planning (g = 0.82), moderate improvement in evaluating (g = 0.51), and moderate improvement in monitoring (g = 0.48). These findings substantiate that POGIL based worksheets, when designed with intentional metacognitive prompts, effectively foster the development of higher order regulatory skills essential for mastering complex chemical concepts. The study contributes to science education literature by demonstrating how inquiry based pedagogies can be optimized for metacognitive skill development.

 The development of modern education requires a strong philosophical foundation to ensure that learning processes are not merely technical but oriented toward holistic human formation. This article aims to comprehensively analyze the role of the philosophy of science within contemporary education through a conceptual exploration grounded in an extensive literature review. The philosophy of science with its three major pillars: ontology, epistemology, and axiology serves as an analytical framework for understanding the nature of human beings, the structure of knowledge, and the values embedded within educational objectives. The research methodology employs the Miles and Huberman data analysis model, consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that the philosophy of science plays a strategic role in providing direction and orientation for the development of humanistic, adaptive, and globally responsive education. Moreover, this study reveals that the advancement of scientific knowledge encounters significant challenges, including ontological complexity, epistemological crises driven by digital disruption, moral degradation, and shifting scientific paradigms. In the age of artificial intelligence and globalization, the philosophy of science emerges as an ethical and methodological compass to ensure that scientific progress remains aligned with human welfare. This study underscores the urgency of reconstructing educational paradigms by integrating humanistic values, local wisdom, and modern scientific thought to realize a future of science that is ethical, sustainable, and dignified.

Science learning at the Islamic junior high school level still faces challenges in improving student learning outcomes because the learning process tends to be teacher-centered and lacks active student involvement. This condition requires the implementation of a learning model that can encourage cooperation, responsibility, and student involvement in the learning process. This study aims to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of students at MTs Raudhatul Faizin. This study uses a quantitative approach with a correlational design. The research subjects consisted of 30 students who were used as the research sample. Data were collected through a four-point Likert scale closed questionnaire to measure the implementation of the Jigsaw cooperative learning model and students' science learning outcomes. Data were analyzed using simple linear regression analysis techniques. The results showed that the Jigsaw cooperative learning model had a significant effect on students' science learning outcomes. This finding indicates that the better the implementation of the Jigsaw cooperative learning model, the better the students' science learning outcomes. The implications of this study emphasize the importance of implementing the Jigsaw cooperative learning model as an alternative effective learning strategy to improve the quality of science learning in Islamic junior high schools.

This study develops an architectural design framework integrating fun and playful spatial characteristics with futuristic, science-based approaches to enhance children’s engagement with science and technology learning. Traditional learning environments are often rigid and fail to stimulate curiosity, especially among children aged 7–11. Utilizing a qualitative conceptual analysis, this research synthesizes architectural theory, neuroscience learning principles, children’s spatial psychology, and science-based design methodologies. The results show that playful spatial elements—dynamic forms, color contrasts, sensory interactions, and imaginative environments—significantly improve motivation, exploration, and conceptual understanding. Futuristic design components further support scientific literacy by projecting technological possibilities and integrating interactive digital tools. The study produces a conceptual architectural model linking playfulness, scientific experience, and future-oriented visualization. It concludes that learning environments must be intentionally designed to merge emotional engagement, cognitive stimulation, and technological representation. The implications extend to the design of children’s museums, science centers, and early STEM learning facilities.

This systematic literature review examines research trends in problem-based learning (PBL) within blended learning contexts by analyzing 64 peer-reviewed articles from Scopus database published between2020-2024. Using PRISMA methodology, this study identifies key patterns including the dominance of medical education contexts (71.9%), the significant impact of COVID-19 pandemic on pedagogical innovations, and the prevalence of experimental research designs (34.4%). Findings reveal that blended learning emerged as the most researched approach (61%), followed by online/distance learning (23%) and flipped classroom models (11%). The analysis indicates increasing publication trends in 2022 and 2024, with Education Sciences and BMC Medical Education as leading publication venues. This review highlights research gaps in engineering and technology education contexts, limited exploration of long-term learning outcomes, and insufficient mixed-methods studies. These findings provide valuable insights for educators, researchers, and policymakers in designing effective learning strategies that integrate problem-based and blended learning approaches in diverse educational settings.

This classroom action research investigates efforts to enhance sixth-grade students’ ability to work together in Natural and Social Sciences (IPAS) learning at UPT SDN Unjuruiya No. 45 Selayar Islands by implementing the Team Pair Solo cooperative learning model. The study was conducted to address students’ low collaboration skills and limited positive learning attitudes, which impeded the achievement of optimal learning outcomes. Through two learning cycles consisting of sequential group (team), pair, and individual (solo) activities, the research aimed to improve students’ cooperative abilities and attitudes toward IPAS learning. Data were collected through observation, field notes, and learning attitude assessments, then analyzed descriptively to determine changes in performance. The findings indicated a significant improvement in students’ cooperative skills, as reflected in the increase in the average percentage of collaboration indicators from 69% in Cycle I to 92% in Cycle II, covering aspects of participation, communication, responsibility, tolerance, and emerging leadership. Furthermore, students’ learning attitudes also improved, with mastery increasing from 45% in the initial condition to 100% in Cycle II, and an average score of 87 surpassing the minimum completeness criterion (KKTP) of 70. These results demonstrate that the Team Pair Solo model effectively fosters collaboration while strengthening students’ discipline, responsibility, and enthusiasm in learning. Thus, the model is proven to be a relevant strategy for enhancing cooperative skills and positive learning attitudes in IPAS instruction at the elementary level.

This community service program aimed to enhance students’ knowledge and awareness regarding the use of natural ingredients in producing lavender-scented air freshener gel as a safe and environmentally friendly alternative. The activity employed an educational outreach approach, combining material presentations, video demonstrations, and direct observation of product samples. The program engaged 32 eighth-grade students at MTsN 1 Palangka Raya. Through these activities, students learned about the various natural ingredients used in the gel, the functional properties of each ingredient, and the environmental and health benefits of lavender aromatherapy. The results of the program indicated significant improvements in students’ understanding of gel production concepts and their ability to identify the characteristics of the products during observation. Students showed high enthusiasm for using natural ingredients in household products, which also contributed to enhancing their environmental literacy. Furthermore, the program provided MBKM students with valuable experience in delivering applied science education. The success of this program not only fostered students' awareness of sustainable practices but also provided an engaging learning experience. Based on the positive outcomes observed, the program is recommended for replication in other schools, with the addition of hands-on practice sessions to further reinforce the concepts learned.

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 study aims to conduct a systematic literature review and bibliometric analysis on Transformational Leadership (TL), based on empirical research. Despite extensive studies on TL in recent decades, comprehensive research remains limited. The methodology used is a Systematic Literature Review (SLR) of articles containing “Transformational Leadership” in the title, abstract, or keywords, sourced from the Scopus database, which yielded 1,297 publications from 1977 to 2025. The data were analyzed using VOSviewer software. The findings suggest that TL is an innovative model in vocational education, bridging industrial systems with academic environments for authentic, practice-based learning. However, challenges include limited resources, insufficient instructor training, and inadequate institutional support. Recent innovations, such as advanced ICT, holographic technology for real-time interaction, and digital twins for process optimization, have enhanced the model's effectiveness. The study also discusses the conceptual framework of TL. This research uses the Scopus database, and future studies could broaden its scope by incorporating other databases like Web of Science. Practically, the study’s findings suggest integrating modern pedagogical strategies, including gamification, simulation, and project-based learning, to enhance student engagement and understanding of manufacturing processes. Socially, it encourages educational institutions to invest in infrastructure, strengthen industry partnerships, and provide continuous instructor training. This study highlights the growing global research on TL and calls for deeper exploration of the topic in existing literature.

This study aims to analyze the effect of the Quantum Learning model using miniature terrarium media to improve science learning outcomes in grade V of SD Negeri 104202 Bandar Setia. The type of research used is a pre-experimental method with a One Group Pretest-Posttest design . The subjects in this study were 21 students in class VC who were determined through non-probability sampling techniques. The test instrument was in the form of 20 multiple-choice questions that had been analyzed through validity and reliability tests. The data results were analyzed using normality, homogeneity, linearity, simple linear regression, and paired sample t-test tests . The results showed that the average pre-test score was 68.57, increasing to 87.14 in the post-test. The paired sample t-test produced a Sig. value. 0.000 < 0.05 so that H0 is rejected and H1 is accepted, while the regression test obtained an R (R Square) of 0.691, which means that the Quantum Learning model with miniature terrarium media has an effect of 69.1% on improving student learning outcomes. This finding confirms that the Quantum Learning model using terrarium media has an effect on improving student learning outcomes.

With the rampant and rapid development of technology in the digital era, there is a change in character and the development of professional skills in society. Where this affects the ethics and behavior of today's younger generation, this research was conducted out of an urgent need to analyze the impact of Christian Religious Education in balancing technological mastery with a strong moral foundation. The purpose of this study is to understand how Christian religious education can shape students' character, such as honesty, responsibility, and ethics, as well as develop professional skills needed in the digital workplace. This research uses a qualitative methodology with a case study approach, where data is collected through in-depth interviews, observations, and document analysis from several Christian education institutions. How Christian values are integrated into the learning process to shape a better personality, and how students can develop digital skills and soft skills such as leadership and communication, are the main topics of discussion in this research. Christian religious education plays an important role in producing learners who are not only technically competent but also have strong moral integrity. This research is proven to have a positive impact on the transformation of students' personalities and support the development of professional skills relevant to the digital era.