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The MBKM internship program for IAIN Palangka Raya students at MIS Fathul Iman aims to enhance the educational experience and practical teaching skills. This qualitative descriptive study investigates teachers' responses about the internship's impact over four months. Through interviews, the research reveals that teachers perceive the program as beneficial for fostering collaboration, improving student engagement, and enhancing teaching methodologies. Teachers noted that the presence of interns helped alleviate their workload and introduced fresh perspectives in the classroom. Additionally, the program facilitated professional development for both interns and educators, creating a mutually beneficial learning environment. The findings suggest that the MBKM internship program is a valuable initiative that not only contributes to the personal growth of students but also strengthens the educational community. This study underscores the importance of practical training in teacher education and its positive influence on teaching effectiveness and student outcomes.

Proficiency in English is vital for participation in the global knowledge economy, providing access to information, education, and technological advancements. Recognizing this, SMP Darul Ulum 1 Peterongan Jombang collaborated with Unipdu Jombang to organize an English training program for its teachers and staff. This program aimed to enhance participants' English competency to deliver effective instruction and foster a conducive learning environment. The month-long program employed interactive methodologies covering grammar, vocabulary, phonetics, teaching methodology, and technology integration. Results show significant improvement in participants' English skills, with implications for teaching effectiveness and student outcomes. The success of this program elevates the school's reputation and competitiveness in providing quality education. Ongoing professional development and a supportive English environment are recommended for sustained improvement.

This study explores the potential of mobile educational applications to enhance student-centered inquiry-based learning (IBL) in secondary school classrooms. As traditional, teacher-centered pedagogies fail to adequately engage students in critical thinking and problem-solving, IBL offers a promising alternative that encourages active participation and deeper learning. The research investigates how mobile applications can support IBL by facilitating the inquiry process, such as data collection, hypothesis formulation, and collaboration. Through a quasi-experimental design involving secondary school students, the study compares the effectiveness of traditional teaching methods and mobile-assisted IBL. Results indicate that students using mobile applications showed significant improvements in critical thinking, engagement, and academic performance compared to those taught through traditional methods. Teachers and students both reported high satisfaction with mobile apps, particularly in terms of ease of use and educational value. The findings suggest that integrating mobile technologies into the classroom can create more interactive, accessible, and personalized learning experiences, fostering critical thinking and enhancing student outcomes. However, challenges related to infrastructure, teacher training, and digital literacy must be addressed to fully harness the potential of mobile-assisted inquiry-based learning.

This study evaluates the relationship between social-emotional learning (SEL) programs and academic performance in elementary school students. Using a quasi-experimental design, we compare the academic outcomes of students who participated in SEL programs with those who did not, focusing on math and reading scores. Data analysis reveals that students involved in SEL programs showed a significant increase in both academic performance and emotional regulation skills. The results emphasize the importance of SEL in fostering not only emotional well-being but also academic success.