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Low student achievement in mathematics, particularly in arithmetic sequences and series, has led to decreased learning motivation and participation. Therefore, innovative and engaging instructional strategies are required, one of which is the implementation of ice-breaking activities to reduce boredom and enhance students’ learning engagement. This study aimed to examine the effect of implementing ice breaking on the mathematics learning outcomes of tenth-grade students at SMK Kesehatan Samarinda in the topic of arithmetic sequences and series. This research employed an experimental method using a quasi-experimental design, involving two groups: an experimental group that received instruction incorporating ice breaking and a control group that did not receive such treatment. The total sample consisted of 60 students selected through purposive sampling. The research instrument was a learning achievement test administered as a pretest and posttest. Data were analyzed using a paired sample t-test to determine differences in learning outcomes between the two groups. The results revealed a significance value of 0.000 (< 0.05), indicating a significant difference in learning outcomes between the experimental and control groups. Therefore, it can be concluded that the implementation of ice breaking has a significant effect on improving students’ mathematics learning outcomes. This strategy creates a more active, interactive, and enjoyable learning environment, thereby facilitating students’ understanding of mathematical concepts, particularly arithmetic sequences and series.

This study discusses the implementation of the Self-Directed Learning Programme by integrating Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Processes (ATP) to enhance teaching quality and teacher professionalism. Using a library research method, this study analyses relevant scientific literature to understand the relationship between the integration of the three components of the education programme and classroom teaching practices. The research findings indicate that teachers still encounter challenges in understanding and integrating CP, TP, and ATP, particularly in planning, implementing teaching strategies, and conducting authentic assessments. However, when this integration is well executed, the teaching process becomes more purposeful, flexible and responsive to students' needs. Furthermore, integrating CP–TP–ATP has been shown to strengthen teachers' professionalism by enhancing their understanding of the curriculum, their ability to design learning activities, and their capacity to conduct competency-based assessment. This study confirms that the successful implementation of the Free Education Programme depends heavily on teachers' ability to understand the curriculum's structure and to integrate these three components consistently. Therefore, training, supporting, and developing teachers' competencies is an important requirement for the effective and sustainable implementation of the Liberal Education Programme.

Rainfall plays a crucial role in determining flood risk, particularly in regions with high precipitation intensity and limited drainage capacity. Langkat Regency in North Sumatra is one of the areas frequently affected by seasonal flooding. This study aims to model the spatial distribution of rainfall and estimate the rainwater volume using the double integral approach as a basis for flood mitigation planning. Monthly rainfall data from various observation stations in 2024 were processed to obtain the average rainfall intensity, which was then converted into meters and multiplied by the total area of Langkat Regency to compute the rainwater volume. The results indicate that the total estimated rainwater volume throughout 2024 reached 16,409,819,800 m³, with peak precipitation occurring from September to November, contributing significantly to the increasing flood risk in low‐lying zones and riverine areas. These findings demonstrate that the use of double integrals is an effective quantitative method for predicting potential flood volume based on rainfall distribution. The outcomes of this study are expected to serve as a scientific reference for local governments in developing data-driven flood mitigation strategies, such as improving drainage capacity, constructing retention basins, and strengthening watershed management.

This study examines students’ perceptions of the use of online platforms for English listening practice. The research employs a mixed-methods approach involving 150 undergraduate students through questionnaires and semi-structured interviews. The findings indicate that the majority of students hold positive attitudes toward the use of online platforms, primarily due to time flexibility, diverse content, and the ability to learn independently. Nevertheless, several challenges were identified, including internet connectivity issues that disrupt the learning experience, a lack of personalized feedback, and difficulties in maintaining learning motivation. Features such as adjustable playback speed, the availability of transcripts, and interactive exercises received high levels of satisfaction. Overall, the study concludes that although online platforms have great potential to enhance English listening skills, their effectiveness largely depends on proper implementation, adequate technical infrastructure, and active support from educators. Therefore, this study recommends improvements in technical aspects and the development of more effective learning methods to achieve more optimal outcomes.

The integration of Artificial Intelligence (AI) into educational settings, particularly in formative assessments, offers significant benefits in terms of personalized learning, real time feedback, and increased efficiency. However, the successful implementation of AI driven formative assessments depends not only on technological capabilities but also on socio cultural and organizational factors that shape its adoption. This study explores the socio technical factors influencing the use of AI in formative assessments, emphasizing the importance of considering cultural diversity, institutional culture, and educators' beliefs. AI technologies, while powerful in automating grading and providing personalized assessments, often face limitations in addressing complex student responses that require human judgment. Furthermore, cultural factors, such as students' prior exposure to technology and different cultural attitudes towards AI, play a critical role in the acceptance and effectiveness of these tools. Organizational factors, including leadership support, digital literacy, and the readiness of institutions to adopt AI, are also key determinants in the successful implementation of AI systems in education. Teachers’ beliefs about assessment influence their acceptance and use of AI tools, highlighting the need for professional development and training to ensure that AI enhances pedagogical goals rather than replacing human expertise. The study concludes that the alignment of technology, culture, and assessment beliefs is essential for the effective use of AI driven formative assessments in educational settings. Recommendations for educational institutions include adopting a socio technical approach to AI integration, with a focus on providing resources, training, and fostering a culture of innovation. Future research directions should focus on expanding studies to diverse educational contexts, conducting longitudinal research on AI’s impact on learning outcomes, and exploring additional socio technical frameworks to guide AI adoption in education.

This study investigates the long-term impact of adaptive digital learning ecosystems on students' self-regulated learning (SRL) behaviors and academic persistence. Adaptive learning systems personalize the learning experience by adjusting content and feedback to meet individual students' needs, preferences, and performance. These systems enhance engagement, motivation, and learning outcomes through real-time adjustments and continuous feedback. The research aims to explore how adaptive learning systems influence SRL and academic persistence in university courses over time. Using a longitudinal quantitative design, the study tracks SRL behaviors and academic persistence at multiple points during the semester. Results show significant improvements in SRL behaviors such as goal setting, planning, self-monitoring, and reflection among students engaged with adaptive learning environments. These students exhibited greater autonomy, improved metacognitive awareness, and higher motivation. Additionally, students in adaptive systems demonstrated greater academic persistence, as indicated by more time spent on tasks, higher assignment completion rates, and sustained engagement. The findings suggest that adaptive learning platforms promote SRL and academic persistence by offering personalized, responsive learning experiences. Unlike static, non-adaptive environments, adaptive systems provide dynamic support, enhancing students' ability to regulate their learning and remain engaged despite challenges. The study concludes that adaptive learning systems are vital for long-term academic success, though further research is needed to assess the sustainability of these effects in various educational settings and among diverse student populations.

This study presents an ethical framework for learning analytics aimed at addressing key challenges related to the collection and use of student data in higher education. Learning analytics, a powerful tool for improving student outcomes and institutional decision-making, has raised ethical concerns regarding data privacy, transparency, fairness, and equity. The proposed framework integrates four core principles: data privacy, informed consent, transparency, and fairness, ensuring that institutions use learning analytics responsibly while safeguarding student rights. A central feature of the framework is its focus on promoting equitable decision-making, minimizing bias, and preventing the reinforcement of existing inequalities in algorithmic and data-driven decisions. The framework also emphasizes the importance of continuous ethical oversight, holding institutions accountable for ethical data use and adapting practices as technology evolves. The study concludes that the framework offers a comprehensive solution to the ethical challenges in learning analytics, providing institutions with a practical guide to embedding ethical principles in data practices. Additionally, the research discusses its potential to foster fairness, equity, and transparency in decision-making processes. Future research is recommended to refine the framework and explore its application across various educational contexts, ensuring responsible and inclusive use of learning analytics.

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.

This study aims to determine the effect of interactive learning media based on Math Playground on student learning outcomes on fraction materials in class IV SDN Kedung Dalem III. The problem studied is whether there is a significant influence between the use of interactive learning media based on Math Playground on student learning outcomes in grade IV SDN Kedung Dalem III. This study uses a quantitative method with a one group pretest-posttest design. The sample of this study were fourth grade students of SDN Kedung Dalem III, totaling 17 students. The research instrument used is a test (Pretest-Postest) of student learning outcomes on fraction material, which consists of 10 multiple choice questions. The results of the analysis using the wilcoxon test show that the sig value (2 tailed) is 0.000 which indicates significance <0.05 so that H0 is rejected and H1 is accepted. This shows that the interactive learning media Math Playground has a significant effect on improving student learning outcomes. The conclusion of this study is that Math Playground interactive learning media can improve student learning outcomes on fraction material. Therefore, teachers and educators can use Math Playground as an alternative learning media to improve student learning outcomes.

The study describes the implementation of the Christian Religious Education teaching module with the theme Allah Creates Man to Manage in grade VI students of SD Negeri 1 Kereng Bangkirai. The qualitative descriptive approach applied direct observation, documentation of activities, and assessment of learning outcomes in the affective, cognitive, and psychomotor domains to the 11 students who attended. The teaching module is aligned with the Learning Outcomes of Phase C of the Independent Curriculum providing a directed learning structure from Genesis 2:8-15. The opening activities include greetings, prayers, praise, Bible readings, as well as students' experiential questions about nature to build a relationship between the material and everyday reality. Core activities utilize explanations, group discussions, presentations, and clipping projects with the theme of loving God's created nature that increase active participation, cooperation, and creativity of students. Assessments showed good results in all three learning domains despite constraints such as the discomfort of cross-gender discussions and the introverted nature of students; The role of teachers in creating a safe atmosphere strengthens the effectiveness of the process. Reflection confirms meaningful learning that shapes an attitude of gratitude, environmental concern, and Christian responsibility.

This community engagement program was initiated in response to the predominance of academically oriented perceptions among parents regarding children’s intelligence, which tend to limit the recognition of children’s potential to cognitive achievement alone. The program aimed to enhance parents’ literacy and awareness of the Multiple Intelligences framework as a foundational basis for holistic child education in an Islamic elementary school context. A Participatory Action Research (PAR) approach was employed, encompassing participatory planning, conceptual socialization sessions, child potential mapping workshops, collective reflection, and continuous evaluation. The findings highlight substantive outcomes. Parents experienced a significant paradigm shift in understanding the diversity of children’s intelligences, moving from a single-dimensional academic perspective toward a more comprehensive and appreciative view of individual potential. Parenting practices became more supportive, dialogical, and less comparative. In addition, a parents’ communication forum emerged as a new social institution within the school community, accompanied by the rise of local leadership that contributes to program sustainability. These results demonstrate that educational mentoring grounded in the Multiple Intelligences framework effectively promotes social transformation in Islamic elementary education through strengthened collaboration between school and family.

The purpose of this study is to develop teaching materials in the form of interactive textbooks on the subject of Rukun Iman (the Five Pillars of Islam) for MIS NU students in Palangkaraya City. The motive for this study is the need for more contextual and relevant teaching resources on Aqidah Akhlak (Islamic beliefs and morals) in order to optimize students' understanding. The ADDIE development model, which includes the phases of needs analysis, product design, development, implementation, and evaluation, was used in this study. Validation was carried out by subject matter experts, design experts, and educators as practitioners to ensure the suitability of the product. Based on the validation results, subject matter experts and designers consistently rated the teaching materials as “very feasible” in terms of media functionality, visual appeal, and material completeness. Improved learning outcomes through pre- and post-tests, as well as a feasibility rate of 93.02%, were demonstrated during implementation in a field test with 30 second-grade students. Moderate to significant learning gains were shown by N-Gain analysis. The findings prove the effectiveness of interactive learning books in improving students' understanding of the Five Pillars of Islam and providing alternative teaching resources that are more interesting and easier to understand. It is hoped that this publication will serve as a guide for educators in Islamic elementary schools to maximize the teaching of Aqidah Akhlak.

Understanding tajwid material is an important aspect of learning the Qur'an. However, in practice, students often have difficulty understanding and applying tajwid rules correctly. Therefore, appropriate and effective learning methods are needed to help improve students' understanding. This study aims to improve the understanding of tajwid material in female students of class D2 at the Takhassusul Qur'an Darul Hikmah Institute through the application of the musyafahah method and the drill method. The musyafahah method emphasizes direct learning through examples of the teacher's reading that are imitated by students, while the drill method focuses on practice and repetition of material both inside and outside the classroom to strengthen students' mastery. This study used a classroom action research (CAR) approach with 17 female students in class D2 as research subjects. Data collection techniques included tests, observations, interviews, and questionnaires. The results showed that the application of the musyafahah and drill methods significantly improved students' understanding of tajwid material, as indicated by increased test scores and positive student responses to the learning process. Thus, it can be concluded that both methods are effective in improving students' understanding of tajwid material. Based on these findings, the study recommends that educators consider using the musyafahah and drill methods as alternative tajwid learning strategies to achieve more optimal learning outcomes.

Mosque-based community economic empowerment activities have significant potential to improve community welfare, particularly for small businesses in the mosque's immediate vicinity. However, implementation is still largely conventional and lacks a data-driven approach, resulting in suboptimal beneficiary identification and activity evaluation. This community service initiative aims to promote a data-driven approach to mosque-based community economic empowerment through sharia bazaar activities. Implementation methods include initial observation, outreach and education for mosque managers and business owners, technical assistance for sharia entrepreneurship, and activity evaluation. The results demonstrate an increased public understanding of the importance of data use in determining beneficiaries, managing bazaar activities, and developing businesses based on sharia economic principles. The outcomes of this initiative include improved data management literacy, a simple data collection format for sharia bazaar activities, and recommendations for developing a mosque-based data collection system. It is hoped that this initiative will be the first step in building a sustainable, transparent, and data-driven community economic empowerment model within the mosque environment.

This research explores how monopoly markets operate in the context of a sharia-based microeconomy, with a primary focus on how prices are regulated based on the principle of adl or justice. Unlike traditional monopolies, which often create inefficiencies in resource allocation and exploit consumers, Islamic teachings require fair prices, in accordance with the Quran's prohibition of gharar (uncertainty) and zulm (oppression). Referring to the theories of Ibn Taymiyyah and modern thinkers such as Chapra, we examine how monopoly companies can achieve maslahah or mutual benefit through profit restrictions, combining prices with zakat, and supervision by a sharia council. Through a simple mathematical model, we prove that monopolies regulated by justice produce better Pareto outcomes than equilibria that only maximize profits, by reducing social losses while still encouraging innovation. Empirical data from Islamic markets in Indonesia, such as halal commodities, support these findings, where regulations can stabilize prices at 15-20% lower. The conclusion of this study highlights the importance of Sharia principles in managing sustainable markets in developing countries, with policy recommendations to reform antitrust rules to align with the maqasid al-Shariah.

Interoperability has become a critical enabler of integrated service delivery in contemporary digital government. However, despite significant technological investments, many governments continue to experience fragmented service systems and limited public value outcomes. This study examines how institutional design shapes interoperability capacity and how interoperability contributes to public value creation within digital government frameworks. Employing a qualitative explanatory case study approach, data were collected through semi-structured interviews, document analysis, and institutional observations. The findings reveal that interoperability is not solely a technical function but an institutional capability embedded in governance structures, regulatory frameworks, data standards, and coordination mechanisms. While technical data exchange mechanisms exist, institutional fragmentation, regulatory ambiguity, and limited cross-agency collaboration constrain seamless integration. The study demonstrates that institutional design mediates the relationship between interoperability and public value creation by influencing the effectiveness of integrated service delivery. Public value gains are evident in operational efficiency and accessibility; however, improvements in legitimacy, trust, and service coherence remain incremental where institutional alignment is weak. The research contributes to digital governance literature by conceptualizing interoperability as an institutional construct and highlighting the necessity of governance reform for sustainable public value generation. The findings suggest that governments must prioritize institutional coherence, standardized data governance, and collaborative coordination frameworks to fully realize the transformative potential of digital government.

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.

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.

Background: Stunting remains a major public health concern in Indonesia, affecting children’s growth, development, and long-term health outcomes (Sari, 2020). Early childhood stunting can lead to cognitive delays, poor school performance, reduced productivity in adulthood, and increased risk of chronic diseases (Hapsari & Wulandari, 2019). Understanding the interaction of demographic, socioeconomic, and health-related factors is essential to reduce stunting prevalence and improve child health outcomes (Yuliani, 2019). Objective: This study aimed to analyze the factors influencing the incidence of stunting among children attending the Sagerat Public Health Center in Bitung City. Methods: A quantitative, observational study with a cross-sectional design was conducted. Thirty children were selected using purposive sampling based on inclusion criteria such as age under five years and available anthropometric data. The Wilcoxon signed-rank test was applied to examine the relationship between these factors and stunting incidence, with a significance level set at p < 0.05. Results: The analysis showed that 30 children (100%) in the study were at risk of stunting based on height-for-age measurements, with 20 children (90%) confirmed as stunted and 10 children (10%) having normal height. These results suggest that maternal education, socioeconomic status, nutrition, and access to healthcare are strongly associated with stunting in this population. Conclusion: Factors such as maternal education, socioeconomic status, dietary intake, and access to healthcare significantly influence the incidence of stunting among children at the Sagerat Public Health Center. Comprehensive community-based programs are recommended to reduce stunting prevalence and improve long-term health outcomes for children.

This study examines the determinants of green innovation and its impact on sustainable business performance among micro, small, and medium enterprises (MSMEs) in the Bandung Raya region of Indonesia. Specifically, the study analyzes the influence of environmental knowledge and market pressure on green innovation, as well as the effect of green innovation on sustainable performance. A quantitative approach was employed using data from 150 MSMEs, and structural relationships were tested through multiple regression analysis. All measurement instruments demonstrated high reliability (Cronbach’s Alpha 0.89–0.95) and validity (corrected item–total correlation > 0.80). The results reveal that environmental knowledge has the strongest positive and significant effect on green innovation (β = 0.728; p < 0.001), indicating that MSMEs with greater environmental awareness are more likely to adopt eco-friendly innovations. Market pressure also significantly influences green innovation (β = 0.257; p < 0.001), demonstrating the role of consumer expectations, competition, and green product trends in shaping sustainable business practices. Furthermore, green innovation has a very strong and significant impact on sustainable business performance (β = 0.847; p < 0.001), suggesting that eco-friendly practices enhance cost efficiency, customer satisfaction, firm reputation, and environmental outcomes. Overall, the study highlights the importance of combining internal awareness with external pressures to foster green innovation and strengthen sustainability among MSMEs. The findings provide theoretical contributions to green innovation and sustainability frameworks, while offering practical implications for MSMEs, policymakers, and business support institutions.