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This study investigates the development of Indonesian language literacy among third-grade elementary school students. The primary problems identified were acute classroom passivity and low reading comprehension, evidenced by an initial learning mastery of only 45.16%, which were largely driven by conventional teacher-centered pedagogy. The objective of this research is to enhance early-grade reading literacy and active participation through an innovative instructional intervention. The proposed method employed a two-cycle Classroom Action Research (CAR) design at SDN Jrebeng Kulon 1, integrating the Problem-Based Learning (PBL) model assisted by serial picture media. This approach utilizes chronological visual scaffolding to facilitate narrative comprehension for students in the concrete operational stage. The results demonstrated a highly significant academic progression: classical learning mastery increased to 70.97% (mean score: 80.80) in Cycle I and culminated in an absolute 100% mastery rate (mean score: 94.51) by the end of Cycle II. The synthesis of these findings reveals that transitioning from static visual aids to serial visual stimuli within a problem-oriented framework effectively mitigates cognitive dissonance and eradicates classroom passivity. In conclusion, the integration of the PBL model with serial picture media serves as a comprehensive pedagogical solution that not only maximizes cognitive reading comprehension but also reconstructs students' verbal articulation and social-collaborative skills, offering a highly scalable strategy for early primary education.

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 aims to analyze strategies for increasing reading interest in developing a literate generation among elementary school students and to identify factors influencing literacy culture within school and family environments. The phenomenon of low reading interest among elementary school students has become a significant concern because the rapid development of digital technology tends to shift students’ attention from reading activities to audiovisual entertainment. This research employed a descriptive qualitative approach using a case study method at SDN 1 Notoharjo. Data were collected through semi-structured interviews, observations, and documentation studies. The participants consisted of one classroom teacher and four third-grade students of SDN 1 Notoharjo. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was tested using source triangulation and method triangulation. The findings revealed that literacy strengthening was implemented through morning reading activities, book discussions, the use of visual and digital media such as e-books, and the utilization of reading corners and school libraries. The study also found that students’ reading interest was influenced by the availability of reading materials, the comfort of literacy environments, family support, and the dominant use of gadgets for entertainment purposes. This study contributes scientifically by strengthening the concept of collaborative literacy involving schools, families, and digital technology in developing reading culture among elementary school students. The findings imply the need for more integrated, adaptive, and sustainable literacy programs to improve students’ reading interest in the digital era.  

Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular educational settings. However, mathematics learning in inclusive classrooms remains challenging because mathematical concepts are often abstract and require logical reasoning that may not be easily accessible to learners with diverse cognitive characteristics. Ethnomathematics has emerged as an alternative approach by integrating cultural practices, local wisdom, and students’ daily experiences into mathematics instruction, creating more meaningful and accessible learning environments. This study aims to analyze the development, implementation patterns, opportunities, and research gaps related to ethnomathematics in inclusive mathematics learning. A literature review method was employed by examining scientific publications from 2020–2025 obtained from Google Scholar, Scopus, ERIC, Springer, and ProQuest databases. Data were analyzed through content analysis involving reduction, classification, interpretation, and synthesis. The findings indicate that ethnomathematics has been implemented through cultural artifacts, digital teaching materials, and project-based contextual learning. The approach supports inclusive learning through multi-representational access, instructional adaptations, scaffolding strategies, and collaborative teaching practices aligned with Universal Design for Learning principles. Furthermore, ethnomathematics enhances students’ motivation, conceptual understanding, mathematical literacy, and cultural identity. Nevertheless, studies focusing on disability-specific adaptations and long-term learning outcomes remain limited and require further investigation.

This community service program aimed to strengthen community development in Negeri Soya by reinforcing group kinship ties within a multicultural society. As a traditional village in Ambon City, Negeri Soya is inhabited by people from diverse ethnic and social backgrounds who live together in one area. This diversity requires harmonious social relations supported by solidarity, brotherhood, and social awareness. The program focused on the men’s service group of the Elim Sector, Soya Congregation, as a forum for social and spiritual development. The activities were conducted through lectures, question-and-answer sessions, and collaborative practices in church services. The materials emphasized group kinship, social solidarity, togetherness, and the understanding that kinship is not limited to blood relations, but can also be built through shared territory, life experiences, and continuous social interaction. The results show that the Negeri Soya community has strong solidarity and active participation in religious and social activities. Values such as mutual cooperation, masohi, and the concept of orang basudara serve as important foundations for social integration. Men’s church service activities strengthened care, cooperation, and shared responsibility among members. These findings indicate that local cultural values remain relevant for managing diversity and building collective resilience in post-conflict communities. Overall, this program contributed positively to strengthening social relations and supporting harmonious, inclusive, and sustainable community life in Negeri Soya in daily life.

The development of digital technology has brought significant changes in the field of education, especially in the learning process, school management systems, and teachers' work patterns. This situation requires school principals' leadership who can adapt, be innovative, and act as agents of change in improving teachers' work ethic. This study aims to analyze the role of school principals' transformational leadership in enhancing teachers' work ethic in the digital era and to examine its relevance to educational transformation. The research method used is a qualitative approach with a literature study type through the analysis of various journals and scientific sources from 2020–2025. The results of the study indicate that school principals' transformational leadership plays an important role in increasing teachers' motivation, commitment, and professionalism through ideal influence, inspirational motivation, intellectual stimulation, and individualized consideration. In addition, this leadership is also capable of creating a work culture that is collaborative, innovative, and adaptive to technological developments. Digital transformation in education not only involves the use of technology but also changes in work culture and the improvement of human resource competencies in schools. The implications of this research confirm that school principals as transformational leaders have a strategic role in the success of educational transformation in the digital era through the continuous enhancement of teachers' work ethic.

The development of fine motor skills and collaborative character is an essential foundation during the golden age period to support children’s academic readiness and social development. However, learning stimulation at Tamalate State Kindergarten is still largely dominated by conventional methods that lack variety and interactive activities. This community service program aims to implement constructive Straw Connectorsmedia as an innovative learning solution to stimulate children’s fine motor skills and cooperative character. The implementation methods included teacher workshops, classroom application with students through collaborative constructive play activities, and evaluation of learning achievements. The findings revealed a significant improvement in children’s fine motor skills, with the average score increasing from 1.67 in the Pre-Test to 3.27 in the Post-Test. Furthermore, 60% of the children achieved the Very Well Developed (BSB) category in collaborative character development. Through the use of Straw Connectorsmedia, students were able to create complex architectural products such as construction bridges and windmills. The study concludes that Straw Connectorsmedia is effective in improving visual-motor coordination, creativity, and collaborative skills while fostering social empathy through interdependent interaction among children during the learning process.

This study aims to describe the dynamics of students’ social relationships using sociometric techniques within the context of guidance and counseling services. Social relationships are an essential aspect of individual development, particularly for guidance and counseling students who are expected to possess strong interpersonal skills as future counselors. This research employed a descriptive quantitative approach using a sociometric questionnaire covering aspects of collaborative learning, group work, understanding difficult materials, and emotional support. The participants consisted of 21 students from the Guidance and Counseling study program, selected using a total sampling technique. The data were analyzed using frequency distribution of peer selection and presented in the form of a sociometric matrix and sociogram to facilitate the interpretation of social interaction patterns within the group. The findings revealed that social relationships were not evenly distributed but tended to be concentrated on certain individuals. Some students demonstrated high levels of selection, indicating their role as central figures in both academic and emotional interactions, while others showed low levels of selection, suggesting potential social isolation. These findings indicate that group dynamics are influenced by social skills, academic competence, and individual empathy. Therefore, guidance and counseling services play a crucial role in improving the quality of students’ social interactions through appropriate interventions, such as group guidance and social skills training. This study is expected to serve as a foundation for developing more effective and inclusive guidance and counseling services.

Amid the accelerating rhythm of digital culture, academic competition, and the changing patterns of student life in higher education, the formation of Muslim student character has become an increasingly urgent concern. A campus mosque can no longer be viewed merely as a place of worship; it must also be understood as a strategic nonformal Islamic educational space that nurtures spirituality, morality, social awareness, and student identity in a more contextual way. This study aims to analyze the role of the campus mosque as a space for shaping Muslim student character through the Islamic mentoring program at Masjid Syamsul Ulum, Telkom University. This research employs a descriptive qualitative approach based on document study and thematic analysis of scholarly articles, mentoring program documents, and relevant works on campus mosques, religious moderation, and student character education. The findings show that the mentoring program at Masjid Syamsul Ulum is systematically designed through a clear structure, curriculum, methods, evaluation tools, and mentor regeneration, all of which are integrated with the institutional values of Harmony, Excellence, and Integrity. Socioculturally, the program functions not only as a medium for religious instruction but also as a process of value internalization, habituation of religious practice, strengthening of moderation, and construction of Muslim student identity within a technology-oriented university environment. This study proposes a conceptual understanding that the campus mosque can serve as a strategic space for shaping Muslim students who are religious, moderate, collaborative, and adaptive in the digital era.

This study aims to explore issues faced by students and the contribution of guidance and counseling (BK) services in addressing various challenges at MTSN Cirebon. The issues studied include low levels of discipline, school withdrawal behavior, lack of learning motivation, and smoking habits among students. This study employed a qualitative, descriptive approach. Participants in the study consisted of BK teachers, students, and student organizations (OSIM and MPK) selected using a purposive sampling technique. Data were collected through in-depth interviews, observation, and documentation. Data analysis was conducted using an interactive model involving data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The findings of this study indicate that the issues faced by students are influenced by internal and external factors, such as lack of self-awareness, low learning motivation, environmental impacts, and excessive use of social media. BK services play a vital role in addressing these issues through preventive and curative approaches, as well as collaboration between teachers, students, parents, and school organizations. In addition, consistent discipline, engaging learning methods, and monitoring of student behavior are also crucial elements in problem-solving efforts. This research confirms that resolving student issues requires a comprehensive and collaborative approach across all parties within the school environment. Guidance and counseling services play a strategic role in supporting students in overcoming challenges and developing their full potential.

Teacher professionalism is a key factor in improving the quality of education, especially in the context of rapid changes that demand continuous competency development. Therefore, sustainable professional development for teachers has become an essential need. This article aims to examine strategies for developing teacher professionalism through reflection and the implementation of best practices in learning. The method used is a literature study with a descriptive qualitative approach, by analyzing various sources such as scientific journals, books, and relevant articles. The results show that reflection plays an important role as a means of self-evaluation that helps teachers continuously improve the quality of learning, while best practices provide concrete examples of effective and innovative teaching practices. Reflection enables teachers to identify strengths and weaknesses in their instructional processes, thereby encouraging continuous improvement and adaptive teaching strategies. Meanwhile, best practices serve as a reference for implementing evidence-based and student-centered learning approaches that can enhance classroom engagement and learning outcomes. The integration of reflection and best practices is proven to strengthen teachers' competencies holistically by combining critical self-assessment with proven pedagogical strategies. This synergy also supports collaborative learning among educators and encourages the sharing of effective teaching experiences. Thus, sustainable teacher professional development can be achieved through the consistent application of these strategies, ultimately contributing to improved educational quality and more effective learning environments in schools.

This study examines the role of Artificial Intelligence (AI) in enhancing student collaborative learning, with a particular emphasis on AI-driven feedback mechanisms and patterns of student interaction in developing effective collaborative skills. Unlike prior studies, this research highlights the mediating effect of AI-driven feedback on teamwork efficiency and overall learning outcomes in collaborative environments. An explanatory quantitative approach was applied using Partial Least Squares Structural Equation Modeling (PLS-SEM) to ensure robust data analysis. Data were collected from 112 university students who were actively engaged in AI-assisted collaborative learning activities, using a structured online survey instrument. The data were subsequently analyzed using SmartPLS software. The results reveal that AI significantly enhances student interaction (β = 0.534, p < 0.000) and improves problem-solving feedback (β = 0.620, p < 0.000), both of which contribute to significantly strengthening collaborative skills (β = 0.716, p < 0.000). However, the findings also indicate that AI alone does not directly improve collaboration without the support of structured pedagogical design and guidance. Therefore, universities should strategically integrate AI-driven feedback into Learning Management Systems (LMS) and strengthen digital literacy initiatives to optimize the effectiveness and sustainability of AI in collaborative learning contexts.

Social media has become a primary means of communication for adolescents in the digital era, yet excessive use can create complex impacts on their academic, social, and psychological well-being. The positive effects include expanding cross-regional friendships, improving communication skills, strengthening social relationships, and increasing learning motivation through peer interaction and support. Conversely, the negative effects include declining academic performance due to reduced focus, neglect of responsibilities, weakened language skills caused by the dominance of informal language, a higher risk of digital crimes such as fraud and identity theft, as well as mental-health issues including anxiety, depression, social-comparison pressure, and cyberbullying. To minimize these risks, preventive efforts are needed, such as enhancing digital literacy for both adolescents and parents, promoting ethical and safe online behavior, regulating screen time, strengthening parental guidance, implementing digital-wellness policies in schools, providing counseling services, developing more youth-friendly platforms, and enforcing government regulations on online safety. This study emphasizes that the wise, safe, and productive use of social media can only be achieved through collaborative efforts involving adolescents, families, schools, communities, platform providers, and the government.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

Social Studies (IPS) learning in elementary schools plays an essential role in developing students’ critical thinking skills and civic attitudes as part of 21st-century competencies. However, in practice, IPS learning is still commonly teacher-centered and lacks contextual learning experiences, resulting in low student engagement and limited development of higher-order thinking skills. This study aims to analyze the implementation of Project-Based Learning (PjBL) in IPS learning to enhance critical thinking skills and civic attitudes of grade VI students at SDN Prekbun. The research employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with teachers, students, school principals, and parents, as well as documentation of learning activities. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing and verification. The findings indicate that the implementation of PjBL effectively enhances students’ active participation, critical thinking skills in analyzing social issues, and civic attitudes such as responsibility, cooperation, and social awareness. Learning becomes more meaningful as students are directly involved in contextual, collaborative, and problem-based project activities. Despite these positive outcomes, several challenges were identified, including limited learning facilities, time management constraints, and variations in students’ confidence levels. This study implies that PjBL is an effective instructional model for strengthening character education and developing 21st-century skills in elementary social studies learning

The rise of the digital age has brought significant changes to leadership dynamics and leadership development patterns within the context of Christian ministry. This paper addresses the critical issue of leadership succession failure, which is driven by a generational gap between senior leaders and young leaders-in-training, as well as the underutilization of technology in the mentoring process. Using a descriptive qualitative approach through literature review, state-of-the-art analysis, and theological synthesis, this study assesses the relevance and effectiveness of the multiplicative leadership model as a solution to the leadership succession problem. The analysis reveals that multiplicative leadership—which emphasizes discipleship, intensive mentoring, delegation of responsibility, and intergenerational collaboration—can bridge the generational gap while accelerating the multiplication of leaders in the digital age. The integration of digital technologies, such as virtual mentoring, digital training modules, and collaborative media, has proven capable of expanding the impact of the leadership development process and enhancing relational closeness between generations. This paper concludes that the multiplicative leadership model is a strategic and theological approach aligned with the biblical mandate to produce leaders capable of developing other leaders, and is relevant for addressing the challenges of contemporary Christian leadership.

This article discusses strengthening civic identity through multicultural education based on local wisdom in Gorontalo Regency. The main problem raised is how local culture, although recognized as a symbol of regional identity, has not been fully translated into an inclusive and reflective pedagogical design to shape students' civic awareness. This study uses a qualitative case study design based on document analysis, with data sources in the form of indexed journal articles, regional official publications, and educational documents published in 2021–2026. The focus of the study is directed at educational practices in Limboto and Dungaliyo. The data was selected purposively based on relevance, credibility, and thematic proximity, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show three main findings: first, huyula local wisdom as the value of mutual cooperation, solidarity, and collective responsibility functions as a cultural bridge that connects social diversity with civic disposition. Second, multicultural education is more effective when local values are explicitly integrated into classroom interactions, school habituation, collaborative work, and reflective discussions. Third, challenges arise because many local values are still implicitly practiced so that they have not yet formed a reflective citizenship consciousness. This article concludes the need for a shift from symbolic recognition to structured pedagogical design through curriculum contextualization, teacher mediation, and school-to-community partnerships.

Group-based learning in the classroom plays a vital role in enhancing social interaction, individual responsibility, as well as students' critical thinking and collaborative skills. However, its implementation often faces challenges such as the dominance of certain members, social loafing, low participation, and interpersonal conflicts that hinder group effectiveness. This study aims to comprehensively examine the dynamics of learning groups by integrating four key aspects: the concept of group dynamics based on the Tuckman model, the characteristics of effective groups in cooperative learning, group formation techniques, and conflict management strategies. The research utilizes a qualitative approach with a literature study method, analyzing 25 sources including nationally accredited journals, academic books, and theses published between 2020 and 2024. Data analysis was conducted through reduction, thematic classification, content analysis, and conceptual synthesis. The results indicate that effective group dynamics can be achieved through the Tuckman stages, the application of the five elements of cooperative learning, the selection of appropriate group formation techniques with risk mitigation, and the implementation of the Thomas-Kilmann conflict management styles.The scientific contribution of this research is the development of an integrative model based on these four aspects, which serves as a conceptual framework to strengthen collaborative learning practices in the classroom. Practical implications include the formation of ideal groups consisting of 4–5 students, the establishment of initial group contracts, the use of dual assessment rubrics (individual and group), and peer evaluation mechanisms to enhance accountability and reflection.

This study examines the lived faith of Catholic migrants from East Nusa Tenggara (NTT) who have migrated to the Muslim-majority landscape of South Kalimantan, Indonesia. These migrants face a profound crisis of identity as they transition from a dominant religious environment to a marginalized minority status, necessitating a research objective that explores how their faith is reinterpreted amidst such socio-religious pressures. Employing a qualitative phenomenological-hermeneutical method, the research utilizes Paul Ricoeur’s threefold mimesis - prefiguration, configuration, and refiguration - as its primary interpretive framework. The findings reveal a significant narrative shift from an inherited “communal Catholic habitus” to a “refigured faith” characterized by personal agency and reflective commitment. This transformation is sustained through adaptive relational ethics, such as the sanctification of work and collaborative hospitality, which allow migrants to navigate their vulnerability. The study synthesizes these experiences to conclude that internal migration constitutes a vital locus theologicus, wherein the rupture of traditional religious structures does not erode faith but rather matures it into a more resilient, intentional, and relational existential orientation. Consequently, migration emerges as a transformative theological process that redefines the intersection of faith, culture, and minority existence in pluralistic societies.

Strengthening the capacity of micro, small, and medium enterprises (MSMEs) is a strategic effort to enhance business competitiveness and sustainability, particularly within the Pamulang MSME Friends (SUP) community. This community service activity aims to improve MSMEs’ financial management capabilities and increase production efficiency through the development of a joint production house. The main challenges faced by partners include limited financial literacy, the absence of systematic financial transaction records, and inadequate production facilities. The implementation of the program was carried out through training activities, mentoring in the use of the APIK financial recording application, and facilitation in designing a collaborative production house model. The results indicate an improvement in MSMEs’ understanding of financial management, including the ability to record transactions systematically, separate business and personal finances, and calculate production costs more accurately. Furthermore, the establishment of a joint production house contributes to greater cost efficiency, increased production capacity, improved product quality, and stronger collaboration among MSME actors. Therefore, this activity contributes to creating a more structured, efficient, and sustainable MSME ecosystem that supports long-term business development.