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This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

This study aims to describe relevant digital marketing strategies to improve the competitiveness of the Rafika Dompo Banana MSME in Soguo Village, Bolaang Uki District, South Bolaang Mongondow Regency, and analyze the supporting and inhibiting factors in implementing these strategies. This study uses a qualitative approach with a case study method. Data collection was conducted through observation, in-depth interviews with the owner, employees, and consumers, and documentation. The data analysis technique used a narrative inquiry model. The results of the study indicate that the digital marketing implementation of the Rafika Dompo Pisang MSME is still at a basic stage, utilizing WhatsApp and Facebook organically with simple content managed directly by the owner. Limited digital knowledge, minimal paid promotion budget, and suboptimal utilization of marketplace platforms are the main obstacles. Nevertheless, promotion through social media has been proven to increase product visibility and reach consumers. Supporting factors include maintained product quality, government support for licensing, and consignment collaboration. Consumer perception of the product is very positive, and existing digital promotions are considered to assist in purchasing decisions. In conclusion, the implemented digital marketing strategy is still simple but has a positive impact. Increasing competitiveness requires strategy optimization through increased digital literacy, platform diversification, and more planned resource allocation.

The low reasoning ability of students in processing information has an impact on learning outcomes and creative thinking skills. So it is necessary to develop a valid, practical, and effective learning model to improve students' creative thinking skills. The research method used was the Borg and Gall model which was modified into 8 stages. This research was tested on fourth grade students of SD Negeri Kalisalam 2. Data collection used questionnaires for student expert validators, and teachers, non-test assessments to measure students' creative thinking skills, and interviews. This research evaluates the validity, practicality, and effectiveness of the developed learning model. The results of expert validation showed that the model and learning materials were very valid with an average score of 90.16%. In detail, the learning model validator gave a score of 93.66%, while the material expert gave a score of 86.66%. The practicality assessment before and after the trial was 84% and 80% respectively, both in the “practical” category. The effectiveness of the model was measured through student questionnaires with an average of 79% (“effective”) and non-test assessment of creative thinking skills, where 16 out of 23 students showed improvement after the application of the learning model. This guidebook/prototype of inquiry-based learning model development with scaffolding techniques is considered effective for improving students' creative thinking skills, besides that this model can also help teachers in encouraging innovation in classroom learning to be more interesting.

Penelitian ini bertujuan untuk menggambarkan dan menganalisis bagaimana implementasi nilai-nilai pendidikan multikultural dilakukan di SMK Negeri 1 Binjai. Metode penelitian yang digunakan adalah pendekatan naturalistik inquiry studi kasus.Data dikumpulkan melalui pengamatandan wawancara.Keabsahan data diperkuat dengan mengonfirmasi hasil observasi dan wawancara. Untuk menguji kredibilitas data, dilakukan pengamatan yang lebih lama, peningkatan ketelitian, triangulasi data, member check, dan referensi. Analisis data dilakukan menggunakan model interaktif. Hasil penelitian menunjukkan bahwa implementasi nilai-nilai multikultural di SMK Negeri 1 Binjai memiliki beberapa aspek sebagai berikut:1) pembelajaran dilaksanakan secara terpadu melalui kegiatan intrakurikuler dan ekstrakurikuler. 2) Peran kepala sekolah, guru, dan siswa memiliki peranan penting dan pemahaman yang sama dalam pengembangan nilai-nilai multikultural, yang berpengaruh positif dalam membangun karakter peserta didik.. 3) Program kurikulum internasional (Cambridge) dirancang untuk memberikan kesempatan kepada siswa untuk terlibat secara langsung dan interaktif dengan dunia, serta mendorong pendekatan pembelajaran aktif yang memandu siswa menjadi fasih dan memiliki pengetahuan luas dalam berbagai mata pelajaran. 4) Program ini juga berusaha merangkul keragaman yang ada dalam hati siswa, seperti latar belakang etnis, keyakinan agama, dan cita-cita, dengan tujuan menciptakan individu yang mampu bersosialisasi dengan budaya yang berbeda. 5)SMK Negeri 1 Binjai merupakan tempat pertemuan antara peserta didik dan guru yang berasal dari latar belakang yang berbeda, yang memiliki ide, keyakinan, dan nilai yang beragam. Festival dan acara budaya diadakan untuk mengekspresikan keragaman multikultural tersebut. 6)Seluruh orang di lingkungan sekolah sangat waspaddan berkomitmen dalam menerapkan kebijakan no bullying (bebas penindasan). Dengan demikian,penelitian ini menyajikan gambaran tentang penerapan nilai-nilai multikultural dalam membangun karakter peserta didik yang beragam budaya.

The maritime industry, traditionally reliant on intuition and experience-based decision-making, is undergoing a transformation with the increasing adoption of digital marketing strategies. However, the epistemological foundations of this transition remain underexplored, particularly in the context of leadership and strategic decision-making. This research examines how maritime leaders, lecturers, and postgraduate students perceive and integrate data-driven marketing strategies into maritime business management. The study provides original value by addressing the gap in maritime leadership research regarding digital marketing epistemology. Unlike previous studies that primarily focus on technical adoption, this research critically analyzes the philosophical and cognitive frameworks influencing digital marketing decision-making. The primary objective is to explore the extent to which digital marketing decisions in maritime leadership are guided by empirical data rather than intuition. Using qualitative research and descriptive analysis, semi-structured interviews were conducted with maritime experts, lecturers, and postgraduate students. Data were analyzed thematically, categorizing responses into competency development, sustainability, and digital transformation barriers. Findings reveal that while data-driven strategies are acknowledged as valuable, traditional leadership models still dominate. Digital marketing adoption is constrained by limited expertise, regulatory challenges, and skepticism toward analytics. The study concludes that bridging this gap requires integrating epistemological inquiry into maritime education and fostering collaboration between industry and academia. Strengthening digital literacy among maritime leaders is essential for ensuring the sustainable and strategic use of digital marketing in the sector.