n the era of Society 5.0, digital technology has become an integral part of daily life, including education. This research aims to explore the role of teachers in instilling character in students through digital literacy. The research method used is a literature review employing the library research method. The research results show that teachers play a crucial role in instilling students' character through various digital literacy strategies. The teacher not only serves as a facilitator in the use of technology but also as a role model and guide in shaping students' character, such as integrity, responsibility, cooperation, and critical thinking. The challenges faced include, limited technological resources, a lack of training for teachers and resistance to changes in teaching methods. However, with proper implementation, digital literacy can become an effective tool in instilling character values in students. This study provides recommendations for education practitioners to effectively integrate digital literacy into the curriculum and provide adequate training for teachers to optimally utilize digital technology in shaping students' character.

This research investigates the role of teachers in enhancing the education of children with special needs at the Maulana Nadiqu Foundation in Rantauprapat. Inclusive education has become a primary focus in efforts to ensure that every child, regardless of differences in ability or disability, can access a quality education. Although there is a new policy in Indonesia that prohibits the selection of students based on special needs at the primary level, challenges remain in effectively implementing inclusive education. The main objective of this research is to identify the role of teachers in supporting children with special needs within the context of inclusive education, as well as to explore the methods and strategies used by teachers in addressing these special needs. The research method used includes a qualitative approach with data collection techniques consisting of participatory observation and in-depth interviews with teachers, parents, and students. Data analysis is conducted using thematic techniques to identify patterns, trends, and key themes that emerge from the collected data. The theoretical framework used includes concepts from inclusive education, the role of teachers in special education, and psychological theories related to child development. The results of this research are expected to provide a deeper understanding of the challenges and strategies faced by teachers in the context of inclusive education, as well as their important contributions to improving the quality of education for children with special needs. The implications of this research can be used to inform better educational policies and improve teacher training and education to effectively meet the needs of children with special needs in inclusive educational settings.

This research is based on child development in Raudhatul Athfal Al-Bashitiyah. In learning activities in early childhood education RA Al-Basithiyah in group B, the ability to recognize children's numbers is still very low. When asked to show numbers and match the shape of the numbers. In addition, there are only 13 children who can write numbers 1-10, and only 17 can re-state numbers 1-10 in sequence. The reason for the inability of children in RA Al-Basithiyah to recognize and mention the concept of numbers 1-10 is that the learning method used in recognizing numbers is not optimal. Very minimal learning media is used to recognize numbers, so it cannot stimulate children to recognize them. This study aims to determine whether using number card media can improve children's counting skills in RA Al Bashitiyah. This research is Classroom Action Research (CAR). Data collection techniques in this study were observation and documentation. The subjects in thisstudy were children of RA Al Bashitiyah. The results of this study used two cycles: in cycle I, the MB category had 18 children (60%) and BSH 12 children (40%). In cycle II, the MB category was two children (7%), and the BSB category was 28 children (93%), meaning cycle II was declared complete. It can be concluded that number card games can improve children's counting skills.

Playing with playdough is a constructive play.  Creativity generates a new idea that connects with the previous one, creating something new.  The problem formulation in this research is "Is there an influence of using plasticine media on the development of early childhood creativity at TK Negeri Satap Desa Sibargot."  The research aims to determine the effect of plasticine media on developing creativity in early childhood at TK Negeri Satap Desa Sibargot. This research uses a quasi-experimental quantitative research design with a control class, where the experimental class consists of 15 children and the control class consists of 15 children. Data were collected using the observation guideline technique of the child creativity development research instrument.  The analysis technique uses data homogeneity, normality, and paired sample t test/hypothesis testing techniques.
Hypothesis analysis is used to test the hypothesis using the t-test in the SPSS 17 program, namely, t-test = 15.453 sig 0.000.  Therefore, the sig (2-tailed) value of 0.520 > 0.000 means that H0 is rejected and H1 is accepted.  Thus, the research hypothesis stating that using colored flour playdough media affects the development of creativity in early childhood at TK Negeri Satap Desa Sibargot is accepted as true.

The basis for this study is the observation that children's fine motor abilities at TK Diponegoro Asam Jawa, Torgamba District, South Labuhanbatu Regency, have not grown to their full potential. Nearly 80% of students need help from the teacher to finish learning activities like paper weaving, which are designed to improve fine motor skills. Children find the methods less engaging because they are not the best, and thematerial does not align with the studied issues. This study aims to ascertain whether paper folding exercises at TK Diponegoro Asam Jawa have improved the fine motor skills of children ages 4-5. This study employs a descriptive methodology. This studyuses documentation and observation as data collection methods. Children from TK Diponegoro Asam Jawa's Group A are the study's subjects. According to the study's findings, 34 youngsters (100%) attended cycles I and II. Of 34 pupils, 11.76% demonstrated Very Good Development (BSB) in cycle I and 29.41% in cycle II. BSH, or development according to expectations, was 23.53% in cycle I and 50% in cycle II. Beginning to Develop (MB) was 23.53% in cycle I and 20.59%in cycle II. Not Developing (BB) was 0% in cycle II and 41.18% in cycle I. As a result, cycle II classifies it as complete