The application of learning media based on Information and Communication Technology (ICT) is an important part in improving the quality of learning in elementary schools, especially in class V of SD Al-Irsyad Al-Islamiyyah Pekalongan. This study aims to evaluate the effectiveness of using ICT media in improving interactivity, attractiveness, and flexibility of learning, as well as identifying obstacles faced during the teaching and learning process. The method used is qualitative with data collection techniques in the form of in-depth interviews with teachers, questionnaires to students, and direct observation of the learning process. Qualitative data was analyzed using a thematic approach, while quantitative data was processed descriptively and inferentially to measure student engagement and understanding. Data triangulation was conducted to ensure the validity and reliability of the findings. The results show that ICT media can increase students' motivation and involvement in learning, provide flexibility in accessing materials, but there are obstacles in the form of adjusting learning materials and limited supporting infrastructure. In conclusion, the integration of ICT media in basic learning needs to be supported by training for teachers and infrastructure development so that its implementation is more optimal and has a positive impact on the quality of education.

Learning assessment at the primary school and madrasah level plays an important role in supporting a holistic education process. This study aims to explore teachers' understanding of formative and authentic assessments and the challenges they face in implementing them. Data shows that around 60% of teachers still rely on written test-based summative assessments, which tend to measure limited cognitive abilities and can cause stress in students. Using a qualitative approach with a case study method, this research involved interviews with teachers and analysis of learning documents. Results show that teachers' understanding of formative and authentic assessments greatly affects the effectiveness of their implementation. Teachers who understand the importance of formative assessment are better able to provide constructive feedback, while an understanding of authentic assessment allows them to design tasks that are relevant to the real context. Challenges such as limited training and the habit of using traditional methods are still obstacles. This study recommends the need for continuous training for teachers to improve their understanding and skills in designing more diverse and effective assessments. Thus, it is expected that assessments can create more engaging learning experiences and support students' holistic development.

Education is the main pillar in the development of quality human resources, especially in developing countries like Indonesia. Madrasah Ibtidaiyah (MI) as a basic education institution has an important role in shaping students' character, knowledge and skills at an early age. However, the challenges faced in education in MI are often related to less innovative teaching methods, which have an impact on students' low learning motivation and academic results. The constructivist approach, which emphasizes the active role of students in the learning process, has been proven effective in improving the quality of learning. However, its application in teacher education in MI is still limited. This study aims to explore the application of the constructivist approach in teacher education in MI and its implications for learning quality. By applying this approach, it is expected that prospective teachers can develop better pedagogical skills, understand the different learning styles of students, and meet the demands of a curriculum that emphasizes 21st century skills. The research also highlights the importance of creating an inclusive learning environment where all students can actively participate. The results of the study are expected to contribute significantly to the development of education in Indonesia, particularly in the context of basic education, as well as providing insights into the integration of constructivist approaches in the teacher education curriculum at Madrasah Ibtidaiyah.