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Measurement learning is a fundamental and applicable mathematical topic in everyday life, but it often causes learning difficulties for students, especially in understanding the meaning of units, relationships between quantities, and the conceptual measurement process. These difficulties are not only caused by students' limited cognitive abilities, but also by learning designs that do not fully facilitate social interaction and student learning development. This study aims to reconstruct the contextual didactic design in measurement learning by reviewing the role of social interaction and the Zone of Proximal Development (ZPD) in the student learning process. This study uses a qualitative approach with the type of Didactic Design Research (DDR). The research stages include analysis of the initial didactic situation to identify student learning barriers, implementation of contextual didactic design in measurement learning, and retrospective analysis of student responses as a basis for reconstructing the didactic design. Data were collected through learning observations, analysis of student work results, interviews, and learning documentation. Data analysis was carried out qualitatively by examining social interaction patterns, forms of scaffolding, and student movements in the Zone of Proximal Development. The results of this study indicate that understanding of measurement concepts develops through social interactions between students and between students and teachers within a meaningful learning context. Social interactions and scaffolding provided gradually can encourage students to move from actual abilities to potential abilities within the Zone of Proximal Development. Retrospective analysis indicates that reconstruction of the didactic design is necessary to refine the learning context, activity sequence, and scaffolding strategies to better align with students' learning characteristics. The reconstruction of the didactic design can reduce learning barriers and improve the quality of students' conceptual understanding in measurement learning. This research provides theoretical contributions to the study of social constructivism-based mathematics education and provides practical implications for teachers in designing measurement learning that is more responsive to social interactions and student learning development.

This study investigates the influence of financial literacy, entrepreneurship training, and financial inclusion on the performance of micro, small, and medium enterprises (MSMEs) through business sustainability. Using a systematic literature review (SLR) examines the impact of financial literacy, entrepreneurship training, and financial inclusion on MSME performance through business sustainability mediation by synthesizing empirical data from 12 research (2020–2025) across Scopus and Web of Science. Positive direct effects on sustainability (financial literacy via budgeting/risk management; training via adaptive resilience; inclusiveness via digital access) and performance metrics like profitability/growth are confirmed by results using the PRISMA 2020 flow.  Amid obstacles like financial access restrictions and COVID-19 disruptions, business sustainability appears as a crucial mediator, linking these factors to improved MSME results in developing contexts (Africa, Indonesia). Practical implications compel policymakers to give integrated literacy programs, contextual training, and inclusive finance top priority. Theoretical contributions combine financial literacy, entrepreneurial learning, and sustainability ideas into a holistic mediation model. The results highlight the importance of integrating financial education, entrepreneurial skill development, and inclusive financial systems to strengthen MSME resilience and competitiveness. This study provides practical implications for policymakers, financial institutions, and support organisations in designing effective interventions that foster sustainable business growth. The research also contributes theoretically by confirming the mediating role of business sustainability in the relationship between financial literacy, entrepreneurship training, financial inclusion, and MSME performance. Future studies may expand these insights by examining additional contextual factors such as digital technology adoption and business networking that further support sustainable MSME development.

This research aims to: (1) identify the variations of joyful learning in digital-based instruction using Interactive Flat Panel (IFP) tvs at SD Islam Nurul Ulum Kandangan, Kediri; and (2) determine the implications of joyful learning within digital-based instruction via IFP tvs at SD Islam Nurul Ulum Kandangan, Kediri. The data for this study were derived from visual records during lessons using IFP tvs and the students of SD Islam Nurul Ulum Kandangan. This study employed a qualitative method. Ata were gathered through observation and documentation. The analysis used a descriptive qualitative technique, presenting the subjects and research findings in a narrative form. The results from several classes utilizing IFP tvs based on joyful learning revealed various engaging learning activities. These include: Student digital literature, Digital learning matches, English language learning, Fine arts stencil printing, Honesty education based on Pancasila values. These activities integrate fun, game-based learning with IFP TV technology. The digitalization of learning through IFP tvs fosters the development of students' critical thinking, agility, accuracy, and precision in their work. Additionally, students become more enthusiastic and do not experience boredom during the learning process.

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

The development of social media as part of digital technology has significantly transformed patterns of social interaction among adolescents in Indonesia. Social media no longer functions solely as a medium for communication and self-expression, but also as a social space that influences behavioral formation, including deviant and criminal behavior. This study aims to analyze the influence of social media on juvenile criminal behavior from a criminological perspective, with particular attention to social learning processes and the weakening of social control in digital environments. This research employs a qualitative method using a literature study approach by examining scientific journals, official reports, and statistical data related to social media use and adolescent behavior. The findings indicate that high intensity of social media use, exposure to negative content, and the normalization of aggressive behavior in digital spaces contribute to increased vulnerability of adolescents to criminal behaviors such as cyberbullying, online aggression, and other forms of deviance. Within the framework of Social Learning Theory, social media serves as a medium for behavioral learning through mechanisms of observation, imitation, and social reinforcement, while Social Control Theory highlights how weak supervision by families and educational institutions amplifies the risk of deviant behavior. The implications of this study emphasize the importance of preventive, non-penal approaches through strengthening social control, improving digital literacy, and enhancing the active role of families and schools to minimize the risk of juvenile criminal behavior in the digital era.

This research is motivated by the view that literary works, including children's films, serve not only as entertainment but also as a means of moral learning that plays an essential role in shaping children's character. The film Paddington (2014) was chosen because it features an innocent main character who can represent moral values ​​through simple actions and dialogue. The purpose of this study is to describe how the main character's innocence is depicted in the film and how these moral values can serve as a learning medium for children. This study uses a qualitative descriptive approach with content analysis. Data were obtained through observations of scenes, dialogues, and the main character's actions that demonstrate innocence and the moral values ​​contained therein. The results show that Paddington's innocence manifests in honesty, politeness, trust, and a high level of curiosity, though this often leads to misunderstandings or chaos. This innocence serves as a medium for conveying moral values ​​such as responsibility, empathy, and learning from mistakes. The implications of this study indicate that children's films can be an effective means of character education if studied and accompanied by an understanding of the moral values ​​contained therein.

The emergence of ChatGPT and other large language models has introduced unprecedented opportunities and challenges in educational settings. This study examines the dual nature of ChatGPT's integration into classroom environments, analyzing both its potential as an educational tool and the ethical concerns it raises regarding academic integrity. Through a mixed-methods approach combining surveys, interviews, and content analysis, this research investigates how educators and students perceive and utilize ChatGPT, the implications for learning outcomes, and the effectiveness of current academic integrity policies. Results indicate that while ChatGPT offers significant pedagogical benefits including personalized learning support and enhanced accessibility, it simultaneously poses risks to traditional assessment methods and raises questions about authorship and original thought. The study proposes a framework for responsible AI integration in education that balances innovation with academic integrity, emphasizing the need for updated policies, enhanced digital literacy, and redesigned assessment strategies. These findings contribute to the ongoing discourse on AI in education and provide practical recommendations for educators, administrators, and policymakers navigating this transformative technology.

This research is motivated by the low level of discipline among elementary school students, characterized by non-compliance with rules, tardiness, and other negative behaviors, thus requiring the role of Pancasila and Citizenship Education (PPKn) as a strategic solution. This research aims to examine the role of PPKn learning in shaping the discipline of elementary school students through a library research approach. This research method uses a systematic and comprehensive library research method to assess the contribution of PPKn learning in forming the discipline of elementary school students (SD). The main focus is on national scientific sources in Indonesian and English languages from the period 2020-2025, with the aim of identifying patterns and strategies of PPKn learning towards improving student discipline in SD. The study results show that PPKn learning is effective in internalizing discipline values through habituation, teacher exemplification, continuous evaluation, and the use of innovative learning media such as educational videos. The involvement of teachers, schools, and parents is an important factor in supporting the formation of student discipline character, with strategies such as family collaboration and group supervision to overcome external challenges. This research provides a theoretical contribution as a basis for developing applicable PPKn learning strategies to form a disciplined generation in elementary schools. The implications of this study indicate that PPKn learning has a strategic role in shaping the discipline of elementary school students, thus requiring synergy between teachers, schools, and parents to optimize the internalization of character values in every learning activity.

Arabic grammar (nahwu) instruction has long been dominated by rule-based approaches that emphasize memorization and formal analysis, often resulting in rigid learning structures and limited responsiveness to learners’ cognitive diversity. While such approaches play an important role in preserving grammatical accuracy, they frequently overlook individual learning trajectories, cognitive readiness, and adaptive instructional needs. In the era of artificial intelligence (AI), language education is increasingly shaped by adaptive learning systems that personalize content, pacing, and instructional strategies based on learners’ profiles. This study aims to reconceptualize Arabic grammar instruction by proposing a conceptual framework that integrates traditional nahwu principles with adaptive learning systems informed by AI. Using a qualitative conceptual analysis, this paper synthesizes classical Arabic grammar pedagogy, contemporary theories of adaptive learning, and recent developments in AI-supported language instruction. The proposed framework highlights key components, including learner profiling, cognitive-level alignment, hierarchical nahwu content structuring, and AI-assisted scaffolding mechanisms. The findings suggest that adaptive learning systems offer significant pedagogical potential to transform nahwu instruction from a static, rule-centered model into a flexible, learner-centered process. This reconceptualization is expected to enhance grammatical comprehension, reduce cognitive overload, and promote learner autonomy in Arabic language education, particularly in Islamic higher education contexts. The study concludes by discussing pedagogical implications and directions for future empirical research on AI-assisted Arabic grammar learning.

This paper reviews the role of Artificial Intelligence (AI) in Islamic education within secondary schools, emphasizing both its practical uses and the ethical challenges it presents. The review looks into the current trends, tools, and the impact of AI on the learning experience, as well as its ethical implications from an Islamic perspective. The study follows a systematic literature review (SLR) approach based on the PRISMA guidelines and includes research from 2022 to 2025, sourced from platforms like Google Scholar. After a thorough selection process, 15 articles were included in the review, offering valuable insights into the technological and ethical aspects of AI in Islamic secondary education. The use of AI has notably enhanced learning outcomes in Islamic education by allowing personalized learning, boosting student engagement, and streamlining feedback mechanisms. Tools like intelligent tutoring systems and educational chatbots have been widely adopted. However, challenges around data privacy, algorithmic bias, and technology access persist. Additionally, incorporating Islamic ethical values into AI-driven educational platforms presents both opportunities and challenges. Addressing these ethical implications is vital, requiring frameworks that align with Islamic principles such as maṣlaḥa (public welfare), justice, and human dignity. Education policies and teacher training programs should concentrate on promoting the responsible use of AI, ensuring it improves educational experiences while preserving ethical and cultural integrity.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

The integration of Information and Communication Technology (ICT) and tools like Canva has revolutionized English Language Teaching (ELT) in Indonesia, shifting from traditional methods to interactive, student-centered approaches. This study aims to explore the benefits and challenges of incorporating these technologies into ELT practices. Employing a qualitative literature review methodology, the research analyzed over 20 empirical studies from 2020 to 2023 on Canva and ICT in Indonesian ELT, supplemented by global Computer-Assisted Language Learning (CALL) frameworks. Key findings reveal that ICT and Canva enhance student motivation, creativity, and communicative skills through multimodal and constructivist learning, while fostering authentic language exposure and collaboration. However, challenges include inadequate infrastructure, limited teacher training, digital inequities between urban and rural areas, ethical issues such as copyright infringement, and increased teacher workload. The implications underscore the need for systematic professional development, institutional support, curriculum alignment, and policies promoting equitable access to ensure transformative and sustainable technology integration in Indonesian ELT.  

Histology practicum, as one of the compulsory practicum courses, offers a great opportunity to practice various aspects of science process skills through microscopic tissue observation activities, identification of cell and tissue structures, and analysis of tissue functions in organisms. This study aims to analyze the science process skills biology education students through histology practicum activities. This study uses a quantitative descriptive approach with a survey method to analyze the science process skills of biology education students through histology practicum activities. Data collection in this study used three main techniques, namely science process skills tests, direct observation, and analysis of practicum report documents. Furthermore, the data were analyzed descriptively quantitatively using descriptive statistics to describe the profile of students' science process skills. Analysis per aspect revealed that students had good skills in the aspects of observing (78.50%), classifying (76.33%), interpreting data (71.67%), applying concepts (73.25%), and communicating results (73.40%), which indicates that histology practicum is effective in developing basic science process skills. However, the aspects of formulating hypotheses (58.17%) and planning experiments (54.83%) were still in the sufficient category, indicating that students experienced difficulties in integrated science process skills that require higher-order thinking skills. The findings this study provide important implications for the development of more comprehensive histology practicum learning strategies, including the integration of inquiry approaches, the use of continuous formative assessment, the application of differentiated learning, and strengthening the connection between theory and practice to optimize the development of all aspects of science process skills of prospective biology teachers.  

This study discusses the relevance and role of hybrid learning strategies as a conceptual solution to the crisis of effectiveness in traditional fiqh learning in Islamic boarding schools in the digital age. The background of this study stems from the problem of declining efficiency and interactivity of classical learning methods such as sorogan and bandongan amid technological developments that demand pedagogical innovation. This study aims to analyze theoretically how the integration of traditional pesantren values and modern learning approaches can be applied without eliminating spiritual identity and scientific sanad. The method used is library research with a descriptive-analytical approach through a review of the latest scientific literature on Islamic education and hybrid learning. The results show that a hybrid learning model based on synchronous and asynchronous approaches can increase flexibility, effectiveness, and student participation in the learning process, while maintaining personal relationships with teachers. The theoretical implications enrich the concept of integrating Islamic education and technology, while the practical implications offer an adaptive curriculum model for Islamic boarding schools to respond to the challenges of the digital age without abandoning Islamic values.

This article develops a conceptual model that explains how social capital and digital literacy interact in shaping Islamic financial literacy in the digital era. Through a comprehensive literature review, this study synthesizes theories, empirical findings, and thematic patterns derived from reputable academic journals, scholarly books, and institutional publications. The analysis shows that social capital functions as a value foundation encompassing trust, collective norms, and behavioral orientations that influence individuals’ initial acceptance of sharia-based financial practices. Information obtained through family, religious communities, and social networks becomes a crucial entry point that shapes early perceptions and preferences toward Islamic financial products. Meanwhile, digital literacy strengthens individuals’ ability to access, evaluate, and verify Islamic financial information independently through various digital content such as online articles, infographics, educational videos, and Islamic fintech platforms. The interaction between these two dimensions creates a layered learning process in which social capital provides contextual value and trust, while digital literacy deepens technical understanding in a more objective manner. This article contributes theoretically by proposing the Social Capital–Digital Literacy Integrative Model and offers practical implications for Islamic financial institutions, regulators, and fintech providers in designing more effective strategies to enhance Islamic financial literacy in society.

Science learning at the Islamic junior high school level still faces challenges in improving student learning outcomes because the learning process tends to be teacher-centered and lacks active student involvement. This condition requires the implementation of a learning model that can encourage cooperation, responsibility, and student involvement in the learning process. This study aims to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of students at MTs Raudhatul Faizin. This study uses a quantitative approach with a correlational design. The research subjects consisted of 30 students who were used as the research sample. Data were collected through a four-point Likert scale closed questionnaire to measure the implementation of the Jigsaw cooperative learning model and students' science learning outcomes. Data were analyzed using simple linear regression analysis techniques. The results showed that the Jigsaw cooperative learning model had a significant effect on students' science learning outcomes. This finding indicates that the better the implementation of the Jigsaw cooperative learning model, the better the students' science learning outcomes. The implications of this study emphasize the importance of implementing the Jigsaw cooperative learning model as an alternative effective learning strategy to improve the quality of science learning in Islamic junior high schools.

This study examines the role of mathematics learning in improving logical thinking skills in early childhood. The background of this study is based on the importance of logical thinking skills as a foundation for children's cognitive development, which can begin at an early age through appropriate mathematics learning. The purpose of this study is to analyze how mathematics learning can stimulate the development of logical thinking in early childhood and explore effective learning strategies. The methods used are library research and observation of several models of mathematics learning for early childhood in early childhood education institutions. The findings indicate that fun and concrete activity-based mathematics learning can improve children's abilities in critical thinking, constructing patterns, drawing conclusions, and solving simple problems. The implications of this study emphasize the need for the application of creative and interactive mathematics learning methods to support the development of logical thinking from an early age, while also encouraging educators to integrate mathematics into children's daily activities. This study also recommends the development of learning media appropriate to children's developmental stages for optimal results.

The rapid growth of e-commerce platforms in Indonesia, particularly Tokopedia, has resulted in a large volume of consumer reviews containing valuable information regarding customer perceptions and satisfaction. However, manual analysis of such reviews is inefficient and prone to subjectivity, necessitating an automated approach based on machine learning. This study aims to classify the sentiment of sports product reviews on Tokopedia into positive, negative, and neutral categories by applying Logistic Regression, Support Vector Machine (SVM), and Random Forest using the Term Frequency–Inverse Document Frequency (TF-IDF) approach. The data were collected through web scraping of Indonesian-language sports product reviews and processed through several preprocessing stages, including data cleaning, case folding, tokenization, stopword removal, and stemming. Feature representation was performed using TF-IDF to transform textual data into numerical vectors, after which the dataset was divided into training and testing sets with an 80:20 ratio. Model performance was evaluated using accuracy, precision, recall, and F1-score metrics. The results indicate that the application of TF-IDF significantly improves the performance of all models, with SVM consistently achieving the most optimal performance compared to Logistic Regression and Random Forest. These findings demonstrate that classical machine learning algorithms combined with TF-IDF remain highly effective for sentiment analysis of Indonesian-language text. The implications of this study are expected to assist sellers in understanding customer opinions, support consumers in making informed purchasing decisions, and serve as a foundation for the development of sentiment analysis and recommendation systems on e-commerce platforms.

The increasing social and cultural diversity of contemporary societies has positioned schools as strategic spaces for nurturing inclusive attitudes and managing the challenges of pluralism. Many schools still face obstacles such as limited teacher readiness, inadequate curriculum representation of diversity, and school cultures that are not fully supportive of inclusive practices. This study aims to analyze school strategies in fostering students’ inclusive dispositions in response to pluralistic challenges. The research employed a descriptive qualitative approach through library research, using purposive sampling to select relevant scientific literature. Data were analyzed using an interactive model that involved data reduction, data display, and conclusion drawing. The findings indicate that participatory learning strategies, the application of Universal Design for Learning, and project-based learning are effective in strengthening students’ inclusive attitudes, empathy, and tolerance. The role of teachers as role models, the development of inclusive school culture, and active community involvement were identified as key supporting factors for successful inclusive education. The implications of this study highlight the importance of synergy between teacher professional development, curriculum adaptation, and school policy reinforcement to establish equitable, inclusive, and sustainable educational practices in pluralistic contexts.