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In the Education 4.0 era, schools face unprecedented challenges in managing teacher performance effectively. Traditional top-down performance management systems have proven inadequate for fostering continuous professional growth, intrinsic motivation, and adaptive teaching competencies required in increasingly technology-driven learning environments. This study aims to develop, validate, and assess the effectiveness of a School-Based Performance Management (SBPM) model designed to enhance teacher effectiveness across cognitive, affective, and pedagogical dimensions. Using a Research and Development (R&D) design following the ADDIE framework, the study was conducted in three phases: needs analysis, model development, and model validation. Participants included 12 school principals, 186 teachers, and 8 education experts from 24 public secondary schools in [Province, Country]. Validation by experts yielded a content validity index (CVI) of 0.91. Implementation resulted in statistically significant improvements in teacher effectiveness scores (t = 8.74, p < 0.001, Cohen's d = 1.23), digital pedagogy competency (mean increase = 22.4%), and student learning outcomes (mean improvement = 17.8%). The SBPM model provides a contextually responsive, evidence-based framework that empowers schools to manage teacher performance collaboratively, fostering professional accountability and sustainable instructional quality in Education 4.0.

This study was motivated by the lack of standardized and objective assessment instruments for the teaching of the Syofyani Minang Payung Dance at the junior high school level, resulting in an assessment process that remains largely subjective and fails to measure psychomotor, affective, and cultural aspects in a balanced manner. This study aims to design and test the validity and reliability of a performance assessment rubric for the Syofyani Minang Payung Dance in cultural arts education at SMP Negeri 1 Bukittinggi. The research method used is a mixed-methods approach with a sequential explanatory design. The research subjects consisted of three dance instructors serving as expert judges, one cultural arts teacher, and 33 junior high school students. The research instrument was a performance-based assessment rubric covering five competency indicators: basic movement techniques; alignment with musical rhythm and dynamics; expression and character interpretation; mastery of payung props and movement safety; and accuracy of floor patterns and group synchronization. Quantitative data analysis was conducted using IBM SPSS Statistics through the Corrected Item-Total Correlation validity test and Cronbach’s Alpha reliability test, while qualitative data was analyzed using descriptive-interpretive methods. The research results show that all indicators have validity scores above 0.30 and are therefore considered valid, and the Cronbach’s Alpha reliability score is above 0.70, indicating good internal consistency of the instrument. Furthermore, the interview results indicate that the rubric is considered relevant, clear, and aligned with the learning characteristics of Syofyani’s Minang Payung Dance at the junior high school level. Consequently, the developed assessment rubric is deemed suitable for use as an objective, standardized, and contextually appropriate assessment instrument for dance education rooted in local culture.

Quality education is one of the 17 global goals known as the Sustainable Development Goals (SDGs), particularly Goal 4. This goal aims to ensure equitable, inclusive, and quality education for all people. In Indonesia, elementary school teachers play the most important role because they interact directly with students every day. This article comprehensively examines the role of elementary school teachers in supporting SDG 4 from three main perspectives: teachers’ professional competence, innovative teaching methods, and teachers’ involvement within the school community. The method used is a systematic review of 45 selected scientific sources published between 2020 and 2024, including international journals, reports from global institutions, and Indonesian government policy documents.The findings show that competent, creative, and highly dedicated elementary school teachers are closely related to improving learning quality, increasing school participation, and developing positive character in students. However, several major challenges remain unresolved, such as unequal teacher distribution, low welfare, and limited access to technology—especially in remote areas. This article recommends three main actions: strengthening continuous teacher professional development policies, improving the teacher performance evaluation system to make it more comprehensive, and increasing collaboration among the government, universities, and local communities in order to achieve SDG 4 effectively in Indonesia.

Educational achievement at the senior high school level relies heavily upon student engagement, where the instructor serves as a pivotal variable in the pedagogical process. The phenomenon of diminished academic interest represents a significant hurdle, necessitating a profound understanding of how educators contribute to igniting active participation. This inquiry aims to examine and map the teacher's function in fostering a passion for learning among adolescents, while simultaneously uncovering the instructional tactics employed to spark such enthusiasm. The investigation adopts a literature review method with a qualitative descriptive-analytical lens, evaluating ten research articles published between 2020 and 2025 centered on teaching roles and student motivation. Findings demonstrate that the teacher’s influence in elevating student interest is holistic and multidimensional. This encompasses social competence through empathetic interaction, professional teaching performance in instructional design and evaluation, and personal integrity as an inspirational figure. Furthermore, the mastery of pedagogical and technological elements proves essential in cultivating a conducive, distinctive, and meaningful classroom environment for every learner. 

The Qiroati method is an instructional approach to reading the Qur’an that emphasizes direct practice of tartil recitation in accordance with the rules of tajwid. This method is practical, systematic, and implemented gradually, meaning that learners are not allowed to proceed to the next level before achieving fluency at the current stage. One of the main challenges in learning to read and memorize the Qur’an is the limited use of structured teaching methods, as some teachers still rely primarily on personal experience and conventional reading approaches. This condition contributes to students’ lack of fluency in reading and memorizing the Qur’an, as well as decreased learning motivation due to monotonous and less effective instructional practices. This study aims to examine the implementation of the Qiroati method in improving students’ Qur’anic reading ability within the Tahfidzul Qur’an program at SMP Daruttaqwa Full Day School. The findings are expected to provide useful insights for educators and contribute to academic knowledge. This research employs a field research design with a descriptive qualitative approach, focusing on describing the application of the Qiroati method in enhancing students’ reading ability in relation to Qur’an memorization. Data were collected through interviews, tests, and documentation, while data analysis involved data collection, data display, and conclusion drawing. The results indicate that the implementation of the Qiroati method effectively improves students’ ability to read the Qur’an in the Tahfidzul Qur’an program. This is evidenced by the improvement in students’ reading scores compared to their previous performance. In practice, the method involves teachers modeling correct recitation, followed by students reading collectively. Therefore, the Qiroati method not only enhances students’ accuracy in reading the Qur’an but also fosters a more engaging and effective learning environment.

This study aims to determine the leadership strategies of school principals in improving the performance and discipline of teachers at Madrasah Ibtidaiyah Salafiyah Syafiiyah Hadirul Ulum Tasikrejo Pemalang, Central Java, as well as to identify the supporting and inhibiting factors when these leadership strategies are implemented. This study uses field research with a descriptive approach. The data collected was verbal data or words rather than numbers. The location of this research was at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency. The informants in this study were the principal and classroom teachers. The data collection techniques used were observation, interviews, and documentation. The results of the study found by the researcher regarding the principal's strategy in improving teacher performance and discipline at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency, are as follows: (a) conducting supervision (b) setting an example (c) motivating teaching staff (d) providing adequate facilities and infrastructure (e) providing opportunities to attend training or education (f) conducting evaluations. Meanwhile, the supporting and inhibiting factors are divided into several parts. First, there are two supporting factors, namely (a) a sense of togetherness and kinship within the school environment, and (b) the principal's commitment to improving school quality. Meanwhile, there are two inhibiting factors, namely (a) the suboptimal time management of teachers and (b) the work environment. Based on the results of this study, it can be concluded that the principal's leadership strategy plays a very important role in improving the performance and discipline of teachers at MI Salafiyah Syafi'iyah Hadirul Ulum Tasikrejo, Pemalang Regency. The implementation of appropriate strategies, supported by a sense of togetherness and the principal's commitment, can have a positive impact on teacher professionalism. However, there are still several inhibiting factors that need attention so that the implementation of leadership strategies can run more optimally.

The ability to read the Qur’an is a fundamental competence in Islamic education. However, many children still face difficulties in reading the Qur’an accurately and fluently in accordance with tajwid rules. This community service program (Pengabdian kepada Masyarakat/PKM) aimed to improve Qur’anic reading skills of students at Asy-Syakirin Qur’anic Learning Center (TPQ) in Nibung Village, Kapuas Hulu Regency, West Kalimantan. The program employed a Participatory Action Research (PAR) approach, actively involving teachers and students in all stages of the activities. The implementation consisted of planning, action, observation, and reflection stages. During the planning phase, students’ initial reading abilities were identified and grouped into basic (iqra’) and advanced (tahsin) levels, appropriate learning methods were selected, and supporting learning media were prepared. The action phase involved individual and small-group mentoring, guided Qur’an reading with direct correction of pronunciation (makharij al-huruf) and tajwid, application of memorization and dictation (imla’) techniques, and varied teaching approaches through instructor rotation. Evaluation was conducted through pre-tests and post-tests, direct observation of students’ reading performance, and assessment of participation and attendance. The results indicate a significant improvement in students’ Qur’anic reading skills, particularly in fluency, accuracy of pronunciation, and basic understanding of tajwid. This program is expected to serve as a sustainable model for improving Qur’anic literacy in Qur’anic learning institutions.

The study titled “Designing a Web-Based E-Module for Empowering Tenth-Grade Students’ Writing Skills in Descriptive Text” aims to develop a digital learning medium to improve students’ descriptive writing abilities. The research applies a Design and Development (D&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, supported by a descriptive quantitative method. The study addresses limitations of traditional, teacher-centered instruction that relies heavily on printed materials by integrating technology into the learning process. The research begins with an analysis of existing teaching practices and learning resources for descriptive text writing. Based on this analysis, a web-based e-module is designed to provide a more interactive and engaging learning experience. The module includes structured materials such as definitions, purposes, text structures, language features, examples, and practice exercises. The e-module is then implemented in a tenth-grade classroom setting, followed by an evaluation of its effectiveness using quantitative data. The results indicate that the web-based e-module effectively improves students’ descriptive writing skills. Interactive features, including multimedia content, self-paced activities, and immediate feedback, enhance students’ motivation and active participation. Teachers and students report positive perceptions regarding the practicality, accessibility, and usefulness of the e-module. Pre-test and post-test results also show a clear improvement in students’ writing performance. Overall, the study concludes that web-based e-modules are a promising instructional medium for enhancing writing skills and supporting student-centered, technology-integrated English language learning.

This research aims to analyze the adaptive role of a dance teacher in teaching the subject of music art at SMK Asta Mitra Purwodadi, as well as identifying the patterns of collaborative approaches and the implementation of the Deep Learning strategy in the learning process. This phenomenon attracts researchers due to the case of a teacher teaching cross-disciplinary subjects, although still within the domain of the arts. This study employs a qualitative method using observation, semi-structured interviews, and documentation techniques. The main subject of this research is Bu Evi, a dance teacher who also serves as the music art instructor. The research results indicate that the non-specialist teacher (with a dance background) successfully overcomes limitations in teaching music by performing a role transformation into a facilitator focusing on expression, rhythm, and performance. The implementation of Deep Learning is realized effectively through a kinesthetic approach, where abstract music concepts (such as tempo and dynamics) are translated through body movement exploration, which is proven to increase student enthusiasm and understanding. Furthermore, the teacher implements a strategic collaborative pattern with the music extracurricular teacher, where responsibilities are divided between aspects of expression/movement and the deepening of theory/vocal technique, ensuring talented students still receive adequate technical development. Assessment focuses on performative aspects (expression, tempo, teamwork, and self-confidence). This research concludes that the teacher's professionalism and pedagogical creativity are the main keys to bridging competency gaps, while simultaneously ensuring the achievement of the goals of the Merdeka Curriculum in shaping student character and 21st-century skills.

This research presents the development of the Rembulan E Learning platform using Moodle as the primary Learning Management System for SMK Negeri 1 Pandeglang.The main objective is to provide a structured, accessible, and interactive digital learning environment that effectively supports teaching and learning activities, enhances student engagement, and facilitates teacher management of course materials. The study applies the Waterfall development model, which includes five stages requirement analysis, system design, implementation, testing, and deployment. Data collection methods involve observation of classroom practices, in depth interviews with teachers to identify pedagogical and technological needs, and comprehensive documentation review to ensure alignment with curriculum standards and user expectations. The resulting system integrates features such as digital classrooms, learning modules, assignments, discussion forums, quizzes, and student performance monitoring, offering a comprehensive digital learning experience. System testing was conducted using Black‑box Testing, complemented by limited user trials with teachers and students, which confirmed that the platform is functional, user friendly, and capable of supporting a variety of learning activities. This research contributes to the implementation of Moodle based LMS development in vocational schools, providing practical guidance for improving digital learning quality, promoting blended learning approaches, and facilitating sustainable adoption of educational technology in secondary education.

Digital information literacy and digital informal learning are especially fundamental in improving the efficiency of teachers instruction within a context of limited resources such as Islamic secondary schools of Southern Pakistan. This paper examines how digital competencies (ex: information literacy, technology use, and communication) and digital informal learning (e.g.: self-directed learning thru online platforms) make teachers able to deliver engaging lessons, manage classrooms, and encourage student-centered learning. Although interest in digital education is increasing, little research has considered such aspects in rural to Islamic schools. In a quantitative research, 450 teachers of Islam secondary schools and Southern Punjab comprised the purposive sample in which the structured questionnaires were administered and assessed using SPSS v 22, descriptive statistics, correlation and multiple linear regression. Results have shown that increased digital capabilities lead to a strong increase in instructional effectiveness, whereas digital informal learning brings cultural awareness and invention of new practices in teaching. A combination of these factors enhances the delivery of the lesson, student participation, and classroom management. The research suggests considering digital competency training and informal learning materials as part of teacher development companies in order to improve educational performance in the under-resourced Islamic schools.

This community service activity aims to strengthen teachers' capacity to manage deep learning through the utilization of artificial intelligence (AI) in elementary school classrooms. The rapid development of AI technology provides opportunities for teachers to design more personalized learning, conduct assessments efficiently, and make data-driven learning decisions. The program is implemented in three stages: preparation, execution, and evaluation. The preparation stage includes the development of training modules and mapping relevant AI applications to support deep learning. The execution stage consists of workshops, hands-on practice using AI applications, and collaborative development of teaching materials by teachers. Evaluation is conducted through reflective assessments, task performance evaluations, and follow-up interviews. The results of the activity show significant improvements in teachers' understanding of AI-based deep learning management, including the ability to use AI for lesson planning, formative assessment, and analyzing students' learning progress. Teachers also reported increased confidence in integrating AI into teaching activities and recognized the benefits of AI in promoting students' higher-order thinking skills. This program demonstrates that strengthening teachers' competencies in utilizing AI can enhance the quality of deep learning management in elementary schools.

Human resource management (HRM) in Islamic schools plays a crucial role in shaping the character of teachers, which in turn influences the character development of students. This study aims to analyze the contribution of HRM in enhancing the quality of teachers' character through recruitment, training, and evaluation processes in Islamic schools. A qualitative approach using literature review is employed to analyze theories of HRM and character education. The findings reveal that teacher selection in Islamic schools focuses not only on academic competence but also on moral values and ethics in accordance with Islamic teachings. Ongoing character training helps teachers internalize Islamic values in their daily lives, making them role models for students. Teacher performance evaluations also include character aspects, which are strengthened through a reward system that recognizes the moral and ethical contributions of teachers. In conclusion, effective HRM in Islamic schools produces teachers who are not only academically competent but also of noble character and capable of shaping students' character in line with Islamic values

Students’ learning outcomes are influenced by various internal and external factors, one of which is learning motivation. This study aims to analyze the relationship between learning motivation and learning outcomes in the Creative Product and Entrepreneurship (PKK) subject among 11th-grade students at SMK Semen Padang. The research employed a quantitative approach with a correlational design. The population consisted of 47 students, all of whom were included as samples using the total sampling technique. Data on learning motivation were collected through a questionnaire, while learning outcomes were obtained from official school records. Data analysis was carried out using descriptive statistics and the Pearson Product Moment correlation test. The results revealed a positive and significant relationship between learning motivation and learning outcomes (r = 0.547 > 0.288; p = 0.000 < 0.05), with a contribution of 29.9%. These findings indicate that the higher the students’ learning motivation, the better their academic performance. This study highlights the crucial role of motivation as a determinant of academic achievement and suggests that teachers should foster students’ learning enthusiasm through engaging and interactive teaching strategies.

The Decision Support Sistem (DSS) for selecting exemplary teachers at SMP Negeri 2 Loli aims to assist the school in determining teachers who deserve to be recognized as exemplary teachers. The evaluation of exemplary teachers involves various criteria such as teaching performance, discipline, creativity, and communication skills with students. However, the selection process conducted manually tends to be subjective and time-consuming. Therefore, a sistem is needed to simplify and accelerate the selection process while producing objective and transparent results. This sistem is developed using the Simple Additive Weighting (SAW) method, which is one of the techniques in multi-criteria decision-making. The SAW method works by assigning weights to each predetermined criterion and calculating the weighted scores for each alternative (teacher). These weighted scores are then summed to determine the ranking order of teachers who meet the criteria as exemplary teacher candidates. The results of this study indicate that the implementation of the SAW method can produce a more structured, objective, and efficient exemplary teacher selection process. The sistem facilitates the school in conducting evaluations and decision-making, while also reducing the potential for errors that may occur during manual selection. Thus, this decision support sistem is expected to make a significant contribution to improving the quality and accuracy of exemplary teacher assessments at SMP Negeri 2 Loli.

Learning outcomes refer to the abilities that students possess after undergoing learning experiences, including their understanding and knowledge. This study examines the improvement of learning outcomes in Islamic Religious Education (PAI) by implementing differentiated instruction on the topic of Faith in the Messengers of Allah in Grade IV of SD Negeri 8 Limboto Barat, Gorontalo Regency. This research is a Classroom Action Research (CAR). Data collection techniques included observation, interviews, and documentation using research instruments such as teacher activity observation sheets, student activity observation sheets, tests, and student learning outcome sheets. The data analysis technique followed the procedures of classroom action research, employing both descriptive and quantitative analysis. The results of this study show that the implementation of differentiated instruction improved students' learning outcomes in the PAI subject on the topic of Faith in the Messengers of Allah. This improvement can be seen in the increase in teacher activity, which rose from 69% in Cycle I to 100% in Cycle II. Similarly, student learning activity increased from 56% in Cycle I to 83% in Cycle II. Student learning outcomes in PAI also improved significantly. In the pre-cycle phase, only 8 out of 20 students (40%) achieved mastery. This increased to 14 students (70%) in Cycle I with an average mastery score of 78.00, and further improved in Cycle II, with 19 students (95%) achieving mastery and an average score of 85.00.

The internship program is designed to introduce students to the practical application of the theories and knowledge they have acquired during their studies in a real work environment. This activity was conducted at SMP Swasta Galih Agung, an educational institution under the Darularafah Raya Islamic Boarding School Foundation, which aims to develop pious, skilled, and technologically literate students with strong physical and intellectual abilities. At the beginning of the odd semester of the 2023–2024 academic year, the number of female students enrolled was 470, but by the end of the semester, it had decreased to 455, representing a 0.96% decline. The purpose of this study is to perform a ranking analysis for selecting the best teacher based on expertise and teaching performance. The research employs the SMARTER (Simple Multi-Attribute Rating Technique Exploiting Ranks) method, combined with ROC (Rank Order Centroid) weighting and sensitivity analysis to measure the accuracy of ranking results. The findings show that the teacher with code T10 achieved the highest score of 0.521, followed by T7, T1, T2, T5, T11, T12, T8, T4, T9, T6, and T3, with the lowest score being 0.310. The lowest sensitivity value of 0 indicates the most optimal weighting result. The decision support system designed using questionnaires and Excel simplifies data input and assists the principal in making objective and efficient decisions.

This study examines the influence of principal leadership style on teacher performance in improving the quality of learning in private schools. The research is motivated by the crucial role of school leaders in fostering teacher motivation, effectiveness, and innovation in teaching practices. The study aims to identify the dominant leadership style of principals and its impact on teacher performance outcomes. Using a quantitative descriptive method, data were collected through questionnaires distributed to teachers from several private schools. Statistical analysis was conducted to determine the correlation between leadership style dimensions—transformational, transactional, and laissez-faire—and teacher performance indicators, including planning, implementation, and evaluation of learning. The findings reveal that transformational leadership has the most significant positive effect on teacher performance, followed by transactional leadership, while laissez-faire leadership shows a weak relationship. These results indicate that a principal’s ability to inspire, communicate a clear vision, and provide professional support contributes to enhancing the quality of teaching and learning. The implications suggest that private school principals should strengthen transformational leadership practices to optimize teacher performance and achieve sustainable educational improvement.

This research is motivated by the phenomenon of declining teacher performance at SMK Sariwangi Tasikmalaya, which is suspected to be caused by low work motivation and a lack of work discipline. This issue is crucial because teacher performance is one of the key factors in achieving educational goals. Therefore, the purpose of this study is to empirically examine the influence of work motivation and work discipline on teacher performance. This study employed a quantitative approach with a survey method. The population consisted of all 38 teachers at SMK Sariwangi Tasikmalaya, and the sampling technique used was saturated sampling. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was carried out using multiple linear regression to determine both the partial and simultaneous effects of the independent variables on the dependent variable. The results showed that work motivation has a positive and significant effect on teacher performance, and work discipline also has a positive and significant effect on teacher performance. These findings emphasize that improving motivation through rewards, support, and a conducive work environment, as well as strengthening discipline through compliance with school rules and teaching responsibilities, are important factors in optimizing teacher performance. The implication of this research highlights the need for managerial strategies in human resource management, particularly in education, to enhance learning quality and achieve educational objectives.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.