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This study aims to describe the planning, implementation, and assessment of differentiated instruction in teaching descriptive text writing to ninth-grade students at SMP Negeri 2 Bendo, Magetan Regency. The study was conducted in response to students difficulties in generating ideas, selecting appropriate vocabulary, organizing ideas coherently, and producing vivid descriptive texts. This research employed a qualitative approach with a case study design. Data were collected through lesson plan observation, classroom observation, teacher interviews, and documentation of student learning products. The findings indicate that differentiated instruction was planned through a Merdeka Curriculum-based teaching module, diagnostic assessment, contextual material selection, and the use of PowerPoint, observation sheets, and tiered student worksheets. The implementation emphasized process and learning-environment differentiation through triggering questions, direct observation of real objects around the school, group work, individual scaffolding, immediate feedback, and reflection. Assessment was carried out continuously through diagnostic, formative, and summative assessment. Differentiated instruction helped students generate concrete ideas, organize their writing more systematically, increase motivation, and strengthen descriptive text writing skills. These findings affirm that differentiated instruction can serve as an adaptive strategy in Indonesian language learning at junior high school level.

This research is motivated by the low speaking ability of elementary school students which is characterized by a lack of confidence, difficulty in expressing opinions in a coherent manner, and the lack of students' ability to express information clearly in learning Indonesian. These problems show that the learning that takes place has not fully provided opportunities for students to actively practice speaking skills. This research aims to Develop a booklet  based on Student Worksheets (LKPD) on interview text materials to support the speaking skills of grade IV elementary school students. The method used is research and Development with a 4D model which includes the define, design, and Develop stages. At the Development stage, the product is validated by media experts and subject matter experts to assess the feasibility level of the LKPD booklet  Developed. The results of the study showed that the LKPD booklet  obtained a feasibility percentage of 91.17% in the media aspect and 90.32% in the material aspect with a very feasible category. These results show that the LKPD booklet  Developed has met the eligibility criteria both in terms of appearance and content as teaching materials for learning Indonesian language in elementary schools. However, this research is still limited to the product validation stage, so further research is needed through field trials to determine the effectiveness of LKPD booklet s in improving students' speaking skills in more depth.

This study aims to describe students’ mathematical creative thinking skills through the use of Project-Based Learning (PBL)-based Student Worksheets (LKPD) on the topic of translation via a tessellation project. The study employed a quantitative descriptive approach supported by qualitative data in the form of documentation of students’ project outcomes. The research subjects consisted of 20 students divided into 10 groups. Data were collected through the assessment of tessellation projects and documentation of students’ work, which were analyzed based on indicators of mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. The results of the study indicate that students were able to generate various ideas in designing tessellation patterns, employ diverse pattern-arrangement strategies, and develop works demonstrating a visual understanding of the concept of translation. Elaboration skills were evident in the development of details, neatness, and refinement of the works, while originality was evident in the variety of motifs and designs produced by each group. Project-based learning provided students with the opportunity to explore ideas, collaborate in groups, and connect mathematical concepts with tangible products. The implementation of Project-Based Learning (PBL) in local curriculum materials through a tessellation project also helps students understand the concept of translation more concretely through activities involving the design and creation of repeating patterns. Overall, this approach facilitates the development of students’ creative mathematical thinking skills regarding the topic of translation and provides a more active, meaningful, and student-centered learning experience.

This study was conducted to evaluate the numeracy skills of second-grade students in mathematics lessons involving addition and subtraction of currency. This research is classified as descriptive qualitative. Data collection methods included observation, document collection, and the use of student worksheets. The data analysis employed the Miles and Huberman technique. The data were collected in the form of student worksheets in mathematics lessons in second-grade students at Urek-Urek 2 Elementary School, Malang Regency, with 12 students participating. The analysis revealed three categories of student numeracy ability. These three categories represent numeracy ability groups, divided into low (0-55), medium (55-75), and high (75-100). Based on the results of the second-grade students' numeracy ability evaluation, it can be concluded that the majority of students at Urek-Urek 2 Elementary School have high numeracy ability. The results from the student worksheets indicate that three students are in the low numeracy ability category, two students are in the medium category, and seven students are in the high numeracy ability category. Referring to the questions given, students generally understood the context of the questions, which relate to everyday activities. This demonstrates their ability to think critically to solve problems.

This study aims to develop Student Worksheets (LKPD) incorporating the traditional serok kuali game on multiplication material for third-grade students at SDN Deket Wetan Lamongan and to determine their validity, effectiveness, and practicality. The research method employed was Research and Development (R&D) using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects included two expert validators, namely a media expert and a subject-matter expert, as well as 15 third-grade students at SDN Deket Wetan Lamongan. Data were collected using expert validation questionnaires, conceptual understanding tests (pretest and posttest), and student response questionnaires. The results showed that the developed LKPD demonstrated a very high level of validity, with a score of 97.5% from the media expert and 95.55% from the subject-matter expert. The effectiveness test indicated an improvement in students’ learning outcomes, with an N-Gain score of 0.803 (80.3%), which falls into the effective category. In addition, students’ responses to the use of the LKPD reached a percentage of 95.6%, categorized as very good. Based on these findings, it can be concluded that the LKPD incorporating the traditional serok kuali game is feasible, effective, and practical for use as instructional material to enhance third-grade elementary school students’ understanding of multiplication concepts.

Learning geometric transformations requires a strong conceptual understanding due to their abstract nature. One effort to enhance students’ conceptual understanding of mathematics is through the development of contextual and meaningful instructional materials that incorporate local culture. This study is a research and development (R&D) study employing the 4D model (Define, Design, Develop, and Disseminate) aimed at examining the validity of the developed Student Worksheets. The validation of the Student Worksheets was conducted by two experts in mathematics education who evaluated the aspects of content feasibility, media, and language and readability. The data were analyzed using descriptive quantitative methods with percentage scores to determine the level of validity of the Student Worksheets. The results showed that the developed Student Worksheets obtained a validity percentage of 93.75% for the content feasibility aspect (very valid), 80.77% for the media aspect (valid), and 87.50% for the language and readability aspect (very valid), with an overall average of 87.34%, which falls into the very valid category. Based on these results, the ethnomathematics-based Student Worksheets using the Kepahiang Traditional House context are considered feasible for use as supporting instructional materials in learning geometric transformations.

This study aims to develop a Student Worksheet (LKPD) on Chemical Bonding assisted by Augmented Reality (AR) based on deep learning and to examine its feasibility, practicality, and effectiveness in improving learning activities and higher-order thinking skills (HOTS) of high school students. The research employed a 4D development model (define, design, develop, and disseminate) using a pretest posttest control group design involving 11th grade students. Research instruments included expert validation sheets, learning activity questionnaires, and HOTS test instruments. Data were analyzed using descriptive and inferential statistical methods. The results indicated that the AR-based LKPD met very feasible and practical criteria based on expert judgment and student responses. Furthermore, there was a statistically significant difference between the experimental and control groups in learning activities and HOTS achievement (p = 0.005). The increase in HOTS scores in the experimental group was categorized as moderate, indicating meaningful learning gains. These findings demonstrate that the AR-assisted Chemical Bonding LKPD is effective as an innovative learning medium for supporting students’ understanding of abstract chemistry concepts and fostering higher-order thinking skills.

Science lessons in primary school significantly contribute to the early development of logical, scientific and systematic reasoning skills.   However, learning science can be challenging, especially when it comes to understanding abstract concepts and cause-and-effect interactions.   This is due to the fact that, as per Piaget's theory, primary school students are still in the concrete operational stage and have limited cognitive growth. Data regarding abstraction ability and causal reasoning in the context of science education were collected from various scientific sources using the literature review research methodology.  According to the research findings, STEAM integration, project-based learning strategies such as Project Based Learning (PBL), and the use of real and visual aids can help lower learning barriers. Successful learning is also influenced by the teacher's role as facilitator, which involves presenting the material in a relevant and contextualized way and fostering a positive learning environment. Real-world examples and exceptional examples, such as the use of worksheets based on cause-and-effect relationships and basic experiments, demonstrate how useful these strategies are for improving abstract thinking and understanding of cause-and-effect relationships. Developing innovative teaching methods based on practical, exploratory and integrative experiments is essential for maximizing the scientific understanding of primary school students.

This study analyzes efforts to develop and foster the Indonesian language through the use of standard and nonstandard words at MTS Bahlul Ulum. The increasing use of nonstandard words among students, influenced by social media and cross-regional interactions, has led to a decline in the awareness of using standard language in academic contexts. A descriptive qualitative approach was used with teachers and students of Class VII H at MTS Bahlul Ulum during the first semester of the 2025/2026 academic year. Data were collected through observation, interviews, and documentation of Student Worksheet (LKPD) results containing 50 questions on standard and nonstandard words. The findings showed that before the language development program, students had an average score of 62.4 in understanding standard and nonstandard words, with errors in commonly used informal words like vidio (standard: video) and antri (standard: antre). After the program, which included class discussions, conversation simulations, and interactive worksheets, the average score increased to 78.6, with 82% of students scoring above 78. The error rate decreased from 45% to 18%, indicating that interactive and contextual language development is effective. Continuous training and curriculum integration are essential to strengthening the use of standard language in the digital era.

Contextual Teaching and Learning (CTL) is a pedagogical approach that links the learning material to students' everyday life, making the learning process more meaningful and easier to understand. The aim of this literature review is to identify the effectiveness of context-based teaching materials in enhancing students' conceptual understanding, motivation, and learning outcomes in elementary schools. Studies focusing on the development of teaching materials, interactive modules, contextual worksheets, and e-modules were analyzed in depth. The findings show that the contextual approach consistently enhances student engagement, conceptual understanding, and critical thinking skills. However, several challenges need to be addressed, such as limited resources, lack of teacher competence, and the scarcity of relevant local learning resources. This article provides strategic recommendations related to the development and implementation of more effective and sustainable context-based teaching materials, taking into account resource availability and the improvement of teacher competencies to ensure the success of contextual learning in elementary schools.

This research aims to improve the mathematics learning outcomes of Grade VII B students at SMP Darul Ulum 5 Rebalas through the implementation of Madurese language-based ethnomathematics. The study is motivated by the students' difficulties in understanding mathematical concepts delivered in formal Indonesian, as their daily communication relies on the specific Madurese dialect of Rebalas Village. This study employs the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consists of planning, action, observation, and reflection stages. The subjects of this research were 28 students from class VII B. The research instruments included test instruments in the form of group Student Worksheets (LKPD) and observation sheets for both teacher and student activities. The material focused on the topic of Lines and Angles. The results indicated an improvement in student learning outcomes from Cycle I to Cycle II. In Cycle I, the average group score was 80.2, which increased to 88 in Cycle II. Observations of student activities also showed a shift from passive participation in Cycle I to active and enthusiastic engagement in Cycle II. Furthermore, teacher observations showed significant improvement; initial issues regarding time management and excessive workloads were resolved, resulting in more enthusiastic and punctual teaching delivery. These findings demonstrate that the use of Madurese-based ethnomathematics helps students grasp mathematical terms more easily, increases discussion participation, and creates a more comfortable and interactive classroom atmosphere, thereby leading to improved learning outcomes.

This study aims to analyze the implementation of the Independent Curriculum in third-grade students at Al-Munawarah Elementary School, Sentani, Jayapura Regency. Using a qualitative approach with data collection techniques through observation, interviews, and documentation, this study evaluated three main aspects: planning, implementation, and evaluation of learning. The results showed that during the planning stage, teachers developed teaching modules that referred to Learning Outcomes (CP) and prepared assessment instruments in the form of projects and prompt questions. During the implementation stage, teachers implemented an inquiry-based learning model to encourage student engagement and utilized various media, from printed books to digital devices, which positively impacted student engagement in class. During the evaluation stage, teachers used cultural project assessments and Student Worksheets (LKPD), accompanied by positive feedback to motivate students. Although implementation generally proceeded according to the curriculum framework, obstacles were still encountered in the application of differentiated learning because teachers tended to use lecture methods and generalize the abilities of all students. Therefore, continuous improvement is needed so that learning planning can be more aligned with the characteristics and individual needs of each student.

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.

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 internationalization of the Indonesian language and culture has become a crucial strategy in strengthening cultural diplomacy in the Southeast Asian region, particularly through the Indonesian Language for Foreign Speakers (BIPA) program. As a strategic partner country, Thailand hosts several universities that offer BIPA programs, including Chiang Mai University. However, a key challenge in implementing BIPA instruction abroad is the limited availability of contextual teaching materials that specifically reflect the richness of Indonesian culture. This study aims to examine the process and outcomes of a training program on the development of BIPA teaching materials based on Solo Batik for students at Chiang Mai University as a concrete form of Indonesia’s language and cultural internationalization. The research employs a descriptive qualitative approach, with data collected through participatory observation during the training sessions, semi-structured interviews with facilitators and participants, and document analysis of the teaching materials developed. The findings reveal that the training not only enhanced students’ understanding of the structure and functions of the Indonesian language but also fostered their appreciation of the cultural values embedded in the motifs, philosophy, and production process of Solo Batik. The students successfully produced creative, contextual, and learner-oriented teaching material prototypes, such as visual modules, interactive dialogues, and culture-based worksheets. These findings highlight the importance of integrating local culture into the development of BIPA teaching materials as an effective strategy for expanding the global reach of the Indonesian language. Consequently, this training serves as a collaborative model that can be replicated in other countries to support the sustainable internationalization of Indonesia’s language and cultural policies.

This study investigates the effect of added sugar on the stability of soap bubbles through a hands-on science activity titled “Magic Bubbles” conducted with third-grade students at SDN 1 Karangrejo. The activity was implemented collaboratively, where students observed, experimented, and drew conclusions together under teacher guidance, without the use of individual worksheets. Using a participatory observation method, the research described students’ engagement, reactions, and learning behavior during the process. Findings revealed that soap bubbles containing added sugar demonstrated greater stability and a longer lifespan compared to those without sugar. Students showed high levels of enthusiasm, curiosity, and active participation throughout the experiment. The activity not only fostered engagement but also enhanced students’ gross motor coordination, observation skills, and early scientific reasoning. Furthermore, it encouraged cooperative learning and communication among peers. The results highlight the effectiveness of simple laboratory-based learning as a medium to introduce scientific inquiry at the elementary level. The “Magic Bubbles” activity aligns with the inquiry-based learning approach in science education, emphasizing direct experience, experimentation, and concept discovery through observation and guided reflection. This study demonstrates that contextual, play-based science activities can meaningfully improve motivation and conceptual understanding among young learners.

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

This classroom action research evaluates the effectiveness of Problem Based Learning in learning Biology on the topic of environmental change at Rosa de Lima Catholic High School Tondano, with the aim of improving the activities and learning outcomes of grade X students. The method used is two action cycles with stages of planning, implementation, observation, and reflection. The subjects are 10 students. Tools include Teaching Modules and Student Worksheets; Data was collected through observation sheets of teacher and student activities (scales 1–4) and 10-item learning outcome tests each cycle. The descriptive analysis calculates the grade average and classical completeness against the Minimum Completeness Criterion of 75. The results showed consistent improvement from cycle I to cycle II. Classical completeness increased from 66% (6 out of 9 students attended; average 76.67) to 90% (9 out of 10 students; average 81.00). The teacher's activity observation score increased from 3.75 to 3.91, while the student's activity from 3.50 to 3.60. The increase is fueled by the formulation of contextual problems, facilitation of guiding questions, individualized feedback, and more disciplined time management, which strengthens engagement, collaboration, and scientific reasoning. The findings indicate that Problem Based Learning is effective in improving Biology learning activities and outcomes on the topic of environmental change. This study adds to the empirical evidence in the context of high schools with low initial completeness and suggests further exploration of other Biology topics along with measurements of critical thinking skills and scientific attitudes for a more comprehensive picture of impact.

Critical thinking ability is one of the important competencies that students must possess in biology learning. This research aims to develop Problem-Based Learning (PBL) Student Worksheets to train students' critical thinking skills in Plant Anatomy courses. This research uses the Research and Development method with a simplified 4-D model consisting of three stages: Define, Design, and Develop. The research subjects were second-semester Biology Education Study Program students at Universitas Muhammadiyah Bengkulu. Research instruments included media and material expert validation sheets, as well as student response questionnaires. Validation was conducted by one media expert and one material expert, then tested on 5 students (limited trial) and 22 students (extensive trial). Validation results showed that the student worksheets received a "very valid" category with 86% from media experts and 88% from material experts. Practicality tests showed "very practical" results with 89% in limited trials and 91% in extensive trials. The developed student worksheets contained contextual problem scenarios, systematic PBL stages, and critical discussion questions that encourage students to analyze, evaluate, and conclude based on empirical data. This research concludes that PBL-based student worksheets are feasible to use as learning media to train students' critical thinking skills in Plant Anatomy courses.