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This research aims to analyze students' learning climate through the application of the Project Based Learning (PjBL) in mathematics learning in class II of Public Elementary School 002 Palembang. This study used a qualitative descriptive method with the study subjects of grade II students. Data collection techniques are conducted through observation, interviews, and documentation. Data analysis is conducted through the stages of data reduction, data presentation, and conclusions drawn. Research results show that the application of the PjBL model is able to form a more conducive learning climate, characterized by increased focus, attention, and student involvement in the learning process. In addition, interactions between students are becoming more directed, group collaboration is getting better, and activities that interfere with learning can be minimized. Project-based activities involving kinesthetic activities such as shearing and sticking help students become more active, creative, and easier to understand the concept of right triangles more concretely. Student-centered learning also provides an opportunity for them to learn independently and in groups so that the learning experience becomes more meaningful. Thus, the application of the PjBL model can be an effective learning alternative in creating an active, conducive, and enjoyable learning atmosphere for elementary school mathematics and supporting the achievement of learning goals optimally.

Islamic religious education at the Madrasah Diniyah level often relies on passive, one-directional teaching methods that reduce madrasah student engagement and long-term retention. This community service study aimed to improve the quality of Fiqh instruction at Madrasah Diniyah Al-Ishlah Kalirejo, Pasuruan, by implementing kinesthetic games, Small Group Discussion (SGD), and visual teaching aids within the framework of Kitab Mabadi’ Fiqhiyyah. A qualitative descriptive approach was employed through four participatory observation sessions, with visual documentation serving as primary data. The program was implemented in four thematic meetings covering funeral prayer procedures, tayammum, hajj simulation (tawaf), and najis classification. Findings indicate that kinesthetic games effectively reduced affective barriers and increased student focus, while the SGD model with a 1:8 mentor-to-student ratio enabled precise procedural correction for motor-based worship practices. The use of concrete teaching aids successfully transformed abstract Fiqh concepts into tangible, memorable knowledge. This study concludes that the integration of active learning methods, small-group mentoring, and visual media within traditional Islamic education settings can significantly enhance student engagement and comprehension. These findings offer a replicable pedagogical model for Madrasah Diniyah educators seeking to modernize instruction while preserving classical curriculum integrity.

The Early Childhood Education (PAUD) curriculum plays an important role in shaping young children’s learning experiences. However, in practice, there are still several challenges, such as a lack of meaningful learning and the suboptimal integration of nationalism values. Therefore, curriculum innovation is needed to incorporate approaches that align with children’s characteristics.This study aims to analyze and develop the concept of transforming the PAUD curriculum based on a multisensory music approach as an effort to strengthen nationalism values in early childhood. The method used is a library research approach by reviewing various sources, including scientific journals, books, and relevant previous studies. The data analysis technique is conducted descriptively and qualitatively through processes of organizing, categorizing, and interpreting data.The results of the study indicate that a multisensory music-based approach can enhance children’s engagement, participation, and understanding in learning. The integration of audio, visual, and kinesthetic elements has proven effective in stimulating children’s motor, cognitive, and affective development. In addition, the use of audio-visual media helps children understand nationalism values in a more concrete and meaningful way.In conclusion, transforming the PAUD curriculum through a multisensory music-based approach is an effective strategy to create enjoyable and holistic learning experiences while strengthening the internalization of nationalism values from an early age.

Understanding mathematical concepts is a fundamental ability that elementary school students must possess, particularly in multiplication, which serves as a foundation for learning more advanced mathematical topics. Based on the conditions observed in the fourth-grade class at UPT SDN 185 Gresik, there are still students who do not fully understand the concept of multiplication, as the learning process tends to emphasize memorization rather than conceptual understanding. In addition, differences in learning styles and gender are suspected to influence students’ conceptual understanding abilities. Therefore, this study aims to describe the conceptual understanding of fourth-grade students in multiplication, viewed from their learning styles and gender.This study employs a descriptive qualitative research method, with six fourth-grade students of UPT SDN 185 Gresik as the research subjects. Data were collected through learning style questionnaires, concept understanding tests and questionnaires, and interviews. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, based on indicators of conceptual understanding. Data validity was ensured using triangulation of techniques, sources, and time. The results of the study indicate that auditory learners tend to have better conceptual understanding compared to visual and kinesthetic learners, and female students outperform male students. Based on these findings, teachers need to implement differentiated instruction tailored to students’ learning styles: using diagrams, images, and colored multiplication tables for visual learners; applying discussions, question-and-answer sessions, and repeated verbal explanations for auditory learners; and utilizing concrete teaching aids along with hands-on activities for kinesthetic learners to optimize conceptual understanding.

This study presents ReflectAI, a web-based system designed to automate the creation of teaching materials tailored to students' learning styles using behavior data from a Learning Management System (LMS). Student digital activity data—such as logins, material access, forum participation, assignment submission, and quiz results—are extracted and processed using a Hierarchical Clustering algorithm to categorize students into three learning styles: visual, auditory, and kinesthetic. Based on the clustering results, the system automatically generates personalized learning modules using generative AI (ChatGPT API), aligned with each student's learning preferences. Employing a data-driven system development approach, the system was tested with data from 230 students in a mathematics course. The results show diverse learning style distributions and relevant, tailored content generation. ReflectAI is designed to reduce teachers’ administrative workload and enhance personalized and adaptive learning. This system contributes to educational transformation through deep, data-driven technology integration.

This study aims to describe the implementation of multisensory strategies in improving the early reading skills and comprehension of dyslexic children in grade 2 of Bugel 2 Public Elementary School. The subject of the study was a student with dyslexia characteristics who had shown difficulties in phonological aspects, letter recognition, reading syllables, and reading comprehension. The method used was direct observation using an early reading test instrument, a comprehension test, and a learning behavior observation sheet. The results showed that the implementation of multisensory strategies (Visual-Auditory-Kinesthetic-Tactile) through letter tracing activities, reading with the help of sounds, arranging letter cards, and reading together exercises was able to improve reading accuracy, strengthen letter-sound relationships, and foster students' self-confidence. Thus, multisensory strategies were proven effective in helping dyslexic children master early reading skills and comprehend simple texts. This study provides an important contribution to the development of more inclusive and effective teaching methods, especially for students with dyslexia, who require a more holistic and comprehensive approach to improve their literacy skills. As a suggestion, the implementation of this strategy can be expanded by involving more students and considering variations in the types of texts and teaching materials used.

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 examines the practices of a B4 class teacher at RA Takhrimah Tungkop in identifying children’s Multiple Intelligences (MI) through authentic observation during an activity of printing moon shapes using banana stems. The study employed a descriptive qualitative approach with data collected through in-depth interviews and participatory observation. Data were analyzed thematically and supported by source and technique triangulation to ensure the validity of the findings. The results indicate that the teacher’s understanding of the MI concept was still focused on linguistic, logical-mathematical, and visual-spatial intelligences. Despite this limited conceptual scope, the implementation of authentic observation during the art-based activity successfully revealed a broader range of children’s intelligences. The moon-printing activity demonstrated indicators of visual-spatial intelligence through shape recognition and composition, bodily-kinesthetic intelligence through hand–eye coordination and motor control, and intrapersonal intelligence reflected in children’s ability to manage emotions, maintain focus, and show persistence during the task. Repeated observations accompanied by anecdotal records enabled the teacher to construct individual and continuous MI profiles for each child. These profiles can be utilized to design more varied, contextual, and child-centered learning strategies that align with the characteristics of early childhood learners in the Raudhatul Athfal setting. The practices observed also illustrate the connection between Gardner’s MI theory and Islamic early childhood education grounded in concrete learning activities. The findings support the development of child-friendly learning environments and encourage teacher creativity in conducting activity-based assessments. This study recommends strengthening teacher competencies through training in authentic MI assessment and further research using a research and development approach.

This study aims to analyze the effectiveness of the application of direct and indirect methods in teaching English, specifically the topic of "Telling Time," at MTs Al-Amiriyyah through microteaching practice. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects consist of an English teacher and the students of class VIII A. The data were thematically analyzed to identify significant patterns in the teaching process. The findings indicate that the direct method is effective in building students' foundational understanding of time concepts, as it emphasizes explicit and concrete use of the target language and allows teachers to easily assess students' comprehension through drilling. On the other hand, the indirect method proved to enhance students’ ability to use English more naturally through contextual activities such as role play and daily schedule games. Moreover, students with kinesthetic learning styles responded more positively to the indirect method, as it enables them to learn through physical activity and direct participation. These findings suggest that a combination of both methods yields optimal results: the direct method is effective for the initial stage of concept acquisition, while the indirect method supports the development of communicative skills in a functional and enjoyable manner, aligning with students' characteristics.

This study aims to improve the kinesthetic intelligence and physical fitness of students with hearing impairments through rhythmic gymnastics lessons in Physical Education, Sports, and Health (PJOK) at SLB Muhammadiyah Kelayu, East Lombok Regency. The research employed a collaborative classroom action research (CAR) approach involving both the researcher and the PJOK teacher. The action was conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. The research subjects consisted of eight students with hearing impairments, including four females and four males. Data were collected through documentation, observation, and performance assessments using developed kinesthetic intelligence and physical fitness instruments, and then analyzed descriptively using quantitative methods. The results indicate that after the rhythmic gymnastics intervention, kinesthetic intelligence improved, with 75% of students reaching the expected development level by the end of Cycle II. Physical fitness also showed significant improvement across five main components: endurance increased to 68.7%, muscle strength and endurance to 65.6%, agility to 68.7%, flexibility to 65.6%, and balance to 71.8%. Rhythmic gymnastics proved to be an effective approach to support inclusivity while enhancing the kinesthetic intelligence and physical fitness of students with hearing impairments.

This study aims to analyze the improvement of students’ knowledge and the alignment of the Civic Education learning model with the characteristics of third-grade students at SDN Kadipiro. The research problem arises from the tendency of Civic Education in elementary schools to rely heavily on lecture-based instruction, which results in low student engagement and limited comprehension of abstract concepts such as rights and obligations. A descriptive qualitative approach was employed through observations, interviews, and documentation to obtain a comprehensive picture of the learning process, the instructional model applied, and classroom dynamics. The findings reveal that the teacher implemented a game-based Discovery Learning model that emphasizes exploration, categorization, verification, and independent conclusion-making by students. This model proved effective, as evidenced by 85% of students being able to understand and distinguish examples of rights and obligations in accordance with the Civic Education learning outcomes. The study also indicates that game-based learning is more compatible with the students’ predominant visual and kinesthetic learning tendencies, enabling them to maintain focus more effectively than when using traditional lecture methods. However, several challenges emerged, including variations in students’ writing literacy skills and the absence of a structured assessment rubric. These findings underscore the need for flexible instructional design, the integration of concrete learning media, and the implementation of more systematic formative assessment practices. Future research is recommended to develop differentiated instructional strategies and to utilize more diverse media to accommodate the needs of heterogeneous classrooms.

This study aims to examine learning typologies in Arabic language instruction and analyze how differences in learning styles influence the effectiveness of the learning process. The study focuses on identifying the characteristics of visual, auditory, and kinesthetic learning types and how these variations can serve as the basis for designing more adaptive and meaningful Arabic teaching strategies. The method employed is a literature review, involving the examination of books, journal articles, previous research findings, and other relevant scientific documents. The analysis was conducted through the collection of references, in-depth review, critical evaluation, categorization of findings, and theoretical synthesis, resulting in a comprehensive description of learning typologies within the context of Arabic language learning. The findings indicate that Arabic language learning is influenced not only by variations in learning typologies but also by fundamental conceptual foundations of learning, which include philosophical, psychological, sociological, and communicative aspects. Learning typologies visual, auditory, and kinesthetic play a significant role in determining how learners understand and respond to Arabic material. Furthermore, learning success is strongly shaped by the application of active learning principles and the learners' cognitive processes. The cognitive domain, which refers to mental abilities to think, establish associations, understand, and analyze knowledge, becomes a crucial element in optimizing language comprehension. These findings affirm that Arabic language learning will be more effective when teachers are able to integrate fundamental learning concepts and adapt teaching strategies to learners' typologies and cognitive abilities.

This study aims to synthesize the relationship between learning styles and instructional media in optimizing 21st-century skills among Diploma Three (D3) vocational students. The research employed a simple literature review method by analyzing 20 national and international journal articles published between 2018 and 2024. The results reveal that the alignment between learning styles (visual, auditory, kinesthetic) and the types of instructional media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media, such as interactive videos, learning management systems (LMS), and virtual simulations, effectively accommodate diverse learning preferences while enhancing students’ motivation and engagement. Furthermore, integrating such media not only supports individual learning needs but also fosters a more dynamic and inclusive educational environment. The study concludes that integrating learning styles with digital-based media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

This study aims to describe students’ mathematical critical thinking skills in terms of their learning styles based on the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic). The research employed a descriptive qualitative approach involving four seventh-grade students of SMP Negeri 9 Gresik, each representing one type of learning style. Data were collected through a learning style questionnaire, a mathematical critical thinking test based on Facione’s indicators, and in-depth interviews to strengthen the analysis. The results revealed that each learning style demonstrates distinct characteristics of critical thinking. Visual learners excelled in interpretation and self-regulation, auditory learners performed well in evaluation and verbal explanation, reading/writing learners showed strength in analysis and written reasoning, while kinesthetic learners were better in concrete activities but weaker in evaluation and inference. Overall, interpretation and analysis indicators were more dominant than evaluation and inference. These findings highlight the importance of implementing differentiated instruction aligned with students’ learning styles to foster optimal and comprehensive development of mathematical critical thinking skills.

In teaching mathematics subjects, a teacher must be competent in designing innovative learning materials so that they can develop students' potential, which is expected to affect their learning outcomes and which is one of the influencing factors in student success in mathematics lessons is learning style. This study applies a descriptive method. The purpose is to describe the form of learning difficulties experienced by grade VIII students at MTs SA Al Murtadho Kedungwaru in learning mathematics on phytagoras theorem material referring to aspects of each student's learning style. In determining a subject in a study, it is carried out using the purpose sampling technique. There are three learning styles that will be studied further in this study, namely visual, auditorial, and kinesthetic learning styles. The research subjects of six students were taken representatives from a total of 34 students, in each class two representatives will be taken for those who have a visual learning style, two students also with an auditorial learning style, and two more students with a kinesthetic learning style. The techniques used to obtain the necessary data will be distributed questionnaires, test questions, interviews with students, and documentary evidence. This study applies two ways by comparing data from observation results with interview results and will also compare a person's assessment with various points of view with other people's perspectives. The results found in the study stated that there are difficulties in students including difficulties in understanding concepts, problems, and answering questions related to the Pythagorean theorem. So teachers need to find a learning style that is suitable for each student in order to help students understand the material so that students can solve the questions given appropriately.

Learning style theories have long been used to understand individual differences in learning processes. Models such as VAK (Visual, Auditory, Kinesthetic) and Multiple Intelligences offer frameworks for adapting instructional strategies to students’ preferences. However, these approaches have been criticized for their reductionism and limited empirical validity, often neglecting the holistic nature of human learning. In contrast, the Islamic concept of fitrah provides a more comprehensive perspective, encompassing intellectual, spiritual, moral, and emotional dimensions in an integrated manner. This conceptual article aims to analyze and integrate Western learning style theories with Islamic perspectives to develop a more holistic learning paradigm. Through an extensive literature review and theoretical analysis, the article proposes an integrative model that bridges empirical approaches with spiritual values. Theoretically, this integration enriches academic discourse by connecting two distinct knowledge traditions. Practically, it offers a framework for educators and institutions to design adaptive learning processes that address learner diversity while fostering spiritual and moral development.

Adapting to students’ learning styles is a key factor in enhancing the effectiveness of higher education, particularly in Informatics programs where learning preferences vary widely. This study aims to segment students based on their learning styles using the K-Means clustering algorithm, guided by the VARK model (Visual, Auditory, Read/Write, Kinesthetic). Data were collected from 130 Informatics students, including information on their learning preferences, and processed through normalization techniques. The optimal number of clusters was determined using the Elbow Method and Silhouette Score, and subsequent cluster interpretation was conducted. The results identified three dominant clusters, each representing distinct learning behavior patterns. These clusters were analyzed to recommend tailored instructional strategies for each group. Specifically, Visual learners were found to benefit from graphic-heavy materials, Auditory learners preferred lectures and discussions, Read/Write learners thrived on written content and detailed notes, while Kinesthetic learners responded best to hands-on activities. The findings support the development of adaptive, data-driven teaching approaches that align with the actual learning tendencies of students in Informatics. Moreover, the study demonstrates that the K-Means method is effective in systematically identifying student learning profiles, which can be used to inform instructional improvements. This personalized approach to teaching could significantly enhance learning outcomes by providing students with the most effective educational experiences tailored to their individual learning styles