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This research aims to explore, analyze, and formulate ALCPT passing score standards for prospective officers graduating from the Naval Academy regarding improving the quality and abilities of AAL cadets as well as improving the quality of the Naval Academy Institute. This research uses a Development or Research and Development approach. The findings of this research indicate that the ALCPT passing score standards are focused on the skills to read and understand question texts that are linear and relevant to the future needs of cadets. So that cadets after completing their education at the Naval Academy are ready to become officers who master English both theoretically and practically, even in understanding grammar. So, the standard ALCPT passing score for AAL Cadets can be a reference or basis for cadets to improve their English language skills in later service so that English is positioned as the main medium in international communication. These findings have implications for the importance of academic policy from the leadership of the Naval Academy, in this case, the Governor of AAL, for developing curriculum, syllabus, teaching materials, learning strategies, and methodologies, as an effort to formulate standards for ALCPT cadet passing scores.

This study aims to explore the challenges in learning Arabic in schools and offer solutions through the Task-Based Learning (TBL) approach, cooperative learning, and the use of digital technology. A qualitative approach is used with data collection techniques in the form of observation, interviews, and documentation. Observations are conducted to observe the practice of learning Arabic in the classroom, interviews are conducted with teachers, students, and parents to explore their perspectives on the challenges faced, while documentation is used to collect supporting data such as syllabus and evaluation results. Data analysis is carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the task-based approach and student collaboration are effective in improving speaking and listening skills, as well as increasing student motivation and engagement. This approach creates a dynamic and relevant learning environment, encouraging students to be more active in using Arabic in everyday life.    

This research aims to describe the implementation of cultural arts learning (saman dance) in class IX 6 of SMP Negeri 34 Pekanbaru. In this study, researchers used E. Mulyasa's (2013) learning theory. This type of research is a descriptive qualitative method, namely observation, interviews and documentation. The author made observations and then interviewed several sources. The author examines the documentation regarding the information data that the author has obtained. The research was conducted at SMP Negeri 34 Pekanbaru. The results of this research indicate that the implementation of cultural arts learning (saman dance) in class IX 6 of SMP Negeri 34 Pekanbaru is guided by the curriculum, syllabus and lesson plans. The curriculum used by SMP Negeri 34 Pekanbaru in class IX 6 is the 2013 curriculum which is implemented face to face. In preparing learning plans, arts and culture teachers are also guided by the 2013 curriculum which has been determined by the school and the syllabus is determined by the government and then adjusted to school conditions. The learning methods used are lecture, question and answer, discussion and practice methods. The media used when learning Cultural Arts (Saman Dance) are worksheets (students), printed books, and the internet. The tools used by teachers in teaching and learning activities are whiteboards, markers, assessment sheets, in focus, and speakers. The evaluations assessed by arts and culture teachers are the completeness of assignments, knowledge and skills.

This article discusses the potential role of mosques as centers for educational innovation and training to improve community capacity. Through a literature review and case study, this article aims to explore how mosques can transform from simple places of worship into comprehensive learning centers. The method used in this study is a qualitative method, by making books, magazines, articles and journals related to the research theme, focusing on innovative education and training models that can be applied in mosques, the challenges that may be faced, and their potential benefits for the community. The results of the analysis show that with the right approach, mosques can become important buildings in human resource development and community empowerment in two innovations, namely Educational Innovation; (1) Establishing non-formal educational institutions such as TPA and MDA, (2) Routine syllabus studies, (3) Arabic language course institutions. Training Innovation; (1) funeral prayer training, (2) Youth mosque leadership training, (3) Preaching training.

The museum is a repository of historical relics that are stored and store stories that can be used as a learning resource to gain knowledge in the past. The purpose of this research is to describe the function of the Subkos Museum as a source of learning for history students in Lubuk Linggau and Musi Rawas. This research uses qualitative methods with descriptive research. The focus of this research, namely: 1. What collections are in the Subkos museum. 2. How does the Subkos Museum function as a source of student history learning in Lubuk Linggau and Musi Rawas 3. What are the obstacles in the history learning process in utilizing the function of the Subkoss Museum as a historical source as a learning resource. This research was conducted at SMA Negeri 5 Lubuklinggau, SMA Negeri Sarulangun Muratara. In this study that is used as a source consists of informants (Head of the Museum, Museum Manager, museum manager, Principal, History Teacher, XI IPS class students, Documents, syllabus, lesson plans, and other documents that can support this research, as well as the place of research. Data collection techniques using interview observation techniques, interactive analysis with the task of analysis stages, namely data reduction, data presentation, and conclusion drawing that interacts with data collection.      

This study examines how PKBM Kedondong's Package C Equality Education Program empowers the community. Through the Package C equality education program at PKBM Kedondong, this study seeks to characterize the stages of awareness, knowledge transformation, and enrichment of community empowerment. This study is qualitative in nature. Package C students, package C teachers, and managers served as the research subjects. Observation, interviewing, and documentation research techniques were used to gather data. Data verification (conclusion), data display, and data reduction are the methods employed in data analysis. According to the research findings, there are three stages in the community empowerment process at PKBM Kedondong through the Package C Equality Education Program. The first stage is awareness, which has been well- socialized, as evidenced by the usage of word-of-mouth to disseminate knowledge. Second, the learning activity process that is part of the knowledge transformation stage consists of: Package C managers and tutors handle the planning stage, which includes creating a syllabus and a Learning Implementation Plan (RPP). During the in-person learning implementation stage, modules, e-books, YouTube, and the internet are used as media, and lectures, Q&A sessions, and discussions are the methods employed. At this point, the evaluation stage seeks to gauge the students' performance in the learning process of package C equivalency education. Thirdly, the effectiveness of the enrichment stage's implementation is demonstrated by the students' learning outcomes and the post-program coaching that is offered.

Math Card is a card-based board game that contains questions for mathematics learning media. The purpose of the Math Card is to make it easier and more interesting for students in math lessons to make it more fun. This research uses the ADDIE method, namely analysis, design, development, implementation, and evaluation.  At the analysis stage, analysis is carried out related to material needs by following per under the syllabus/curriculum and design needs to get design results that attract the attention of students. At the design stage, the design is carried out according to the needs of the Math Card, namely by designing cards, packaging, guidebooks, and game boards. The development stage is to develop the results of the material and design, namely compiling questions according to the syllabus and printing products. The implementation stage is to conduct trials for grade 10 SMK students in the classroom. The last is the evaluation stage, namely by improving and perfecting the Math Card learning method to be more effective and efficient.    

This research aims to describe the implementation of cultural arts learning (two-dimensional fine arts) in class XII of SMAN 2 Pekanbaru. In this study, researchers used learning theory from E. Mulyasa (2013). This type of research is qualitative. The method used in this research is a qualitative descriptive method, namely observation, interviews and documentation. The author made observations and then interviewed several sources. The author reviews documentation regarding the information data that the author has obtained. This research was conducted at SMAN 2 Pekanbaru. The results of the research show that the implementation of cultural arts (two-dimensional fine arts) learning for class XII at SMAN 2 Pekanbaru is guided by the curriculum, syllabus and lesson plans. The curriculum used by SMAN 2 Pekanbaru in class XII is the 2013 curriculum which is implemented face to face. In preparing learning plans, arts and culture teachers are also guided by the 2013 curriculum which has been determined by the school and the syllabus is determined by the government and then adjusted to school conditions. The learning methods used are lecture, discussion, question and answer and practice methods. The media used when learning Fine Arts are worksheets (students), printed books, and the internet. The tools used by teachers in teaching and learning activities are whiteboards, markers and assessment sheets. The evaluation assessed by the Arts and Culture teacher is the completeness value of the assignment collection, knowledge value, and skills value.

 This research aims to find out the planning stage of using the sociodrama method in social studies subjects in class VIII at MTs Aswaja Tunggangri. The method used is descriptive qualitative. The data obtained is through interviews, observation, and documentation. Data analysis techniques with steps including data condensation, presenting data, and drawing conclusions. The results of this study show that before the learning process is carried out, it is necessary to prepare a learning plan including preparing lesson plans in accordance with the syllabus, determining learning objectives, determining teaching materials and learning resources, adjusting learning methods, and preparing assessments, the implementation stage is providing stimulus to students, identifying problems, collecting data, processing data, proving, drawing conclusions, evaluating the sociodrama method, namely attitude evaluation, knowledge evaluation, and skill evaluation. This finding indicates that the design before conducting learning is very influential on the achievement of learning objectives.

The research approach uses descriptive qualitative using the case study method. Data collection is done through observation, interviews and document analysis. The results of the study are based on data analysis and observations in the field, namely: The First, Curriculum planning and learning of inclusive education begins with making syllabus, lesson plans, and PPI.. Second, Organizing the curriculum and learning of inclusive education starts with grouping and dividing the tasks for the implementers of curriculum and learning plans, Third, the implementation of the curriculum and learning of inclusive education in children with special needs has a special service program for each student's suitability according to the RPP and PPI that has been prepared. Fourth, Curriculum evaluation and learning of inclusive education is carried out by providing a review of the ongoing implementation process and the results of assessments of the curriculum and student learning.

This research aims to determine efforts to improve teachers' abilities in compiling syllabuses and lesson plans through academic supervision. This research was conducted at SDN 101772 Tanjung Selamat, the subjects of this research were teachers at SDN 101772 Tanjung Selamat. The method used in this research is a descriptive qualitative method, data collection techniques are carried out through observation, interviews and documentation. The results of the research show that the quality of the syllabus and lesson plans made by the teachers at SDN 101772 can be said to be poor. This is because there are still many syllabi and lesson plans that still use the old format and don't seem original. In the assessment of the syllabus and lesson plans that have been implemented, many weaknesses were still found. They are late to the instant culture by copying the syllabus and RPP models developed by the Central Government.

This study aims to analyze (1) Professional Competency of PAI Teachers, (2) Teaching Modules of PAI and Ethics, (3) Learning Activities of PAI and Ethics According to the independent curriculum studied at SMAN 6 Kepahiang. This study uses a descriptive qualitative research approach. Data collection techniques are carried out by means of observation, interviews, and documentation. The data analysis technique uses the Miles and Huberman model with four stages namely; data collection, data condensation, data presentation, and conclusion drawing or data verification. The validity of the data using triangulation techniques. The results of the study show that (1) the Professional Competence of PAI Teachers at SMAN 6 Kepahiang has been implemented optimally. This can be seen from the indicators of professional competence that the teacher has, namely mastery of the material, use of relevant learning media, and being able to carry out evaluations of students. (2) The independent study-based PAI and Budi Pekerti teaching modules at SMAN 6 Kepahiang, the school forms a PAI and Budi Pekerti teacher team to carry out coordination, student involvement is carried out during research in each class at the first meeting. The PAI Teacher Team and Budi Pekerti also compiled an educational calendar, Prota, Promes, RPP based on the school curriculum and syllabus from the National Education Office and the Ministry of Religion-PAIS. (3) SMAN 6 Kepahiang in carrying out the Learning of Islamic Religious Education and Characteristics, the school did not intervene between the teacher and students, so that the learning environment at the end took place effectively. Teachers and students in implementing classroom learning emphasize the importance of material objectives, independence, and application to everyday life.