Writing an educational research report is essential to disseminate research results and apply scientific findings in educational practice. A good report must be written systematically, structured, and in accordance with academic standards. This study uses literature study to review guidelines and examples of educational research reports. The results show that reports generally consist of a title, introduction, literature review, methods, results and discussion, and conclusions, appendices, and bibliography. Each section has a different but interrelated function to convey the research results completely. This study emphasizes the importance of attention to the writing structure so that the report is effective and meets academic standards. With the right understanding, research reports can make a significant contribution to the development of education.

The poems in Sapardi Djoko Darmono's work have beauty and meaning that need to be analyzed. This research aims to analyze the physical and mental elements in four poems, namely Hatiku Selembar Daun by Sapardi Djoko Damono, In My Prayers, Gerimis Falling in Love, and Kita Saksi-saksi. The method used is qualitative descriptive with a structural approach, which focuses on the study of the internal structure of poetry, including physical elements such as diction, imagery, rhyme, and language style, as well as mental elements such as themes, tone, feelings, and mandates. The results of the analysis show that the four poems have a distinctive power of expression in conveying the poet's inner experience. The physical element is used effectively to reinforce the atmosphere and meaning, while the inner element reflects the struggle of emotions, spirituality, and deep reflection on life and love. The entire poem shows the typical characteristics of modern Indonesian poetry which is full of meaning and aesthetics.

This study aims to improve the learning outcomes of seventh grade students on the material of Linear Equation One Variable (PLSV) and Linear Inequality One Variable (PtSLV) through the application of the Problem Based Learning (PBL) learning model. This research is a Classroom Action Research (PTK) conducted in two cycles at Bustanul Ulum Pakusari Islamic Junior High School. Each cycle consists of planning, action, observation, and reflection stages. The results showed that in cycle I the average score of students was 69.3 with a completeness rate of 69%, while in cycle II there was an increase in the average score to 74.3 with a completeness rate of 74%. In addition, the activeness of students in the learning process increased from 76% in cycle I to 100% in cycle II. The application of the PBL model is able to increase the active involvement and learning motivation of female students, and has a positive impact on improving learning outcomes. Thus, the application of the PBL model is effective in improving the quality of mathematics learning, especially in PLSV and PtSLV material.

This study aims: 1) To determine whether or not there is an influence of the Open Ended Approach on solving mathematical problems of class X APHP students of SMK Negeri 1 Sukaluyu Cianjur, 2) To determine the increase in mathematical problem solving abilities of class X APHP students of SMK Negeri 1 Sukaluyu Cianjur, 3) To determine the effect of the open ended learning approach on mathematical problem solving abilities. The research method used is quasi experimental. The sampling used is Purposive Sampling. The target population in this study were all students at SMK Negeri 1 Sukaluyu Cianjur who were registered in the even semester of the 2024/2025 academic year consisting of 2 classes. The results of the study showed that the open ended learning approach can present more interesting mathematics learning and students become more active in participating. During the study, the researcher observed the learning process. When students are taught using the open ended learning approach, students become more interested in learning to solve mathematical problems.

Education plays a pivotal role in Indonesia's national development, as it significantly impacts the quality of human resources. Consequently, the government prioritizes education by aiming to develop students who are devoted to God Almighty, knowledgeable, and possess noble character. Educational personnel, particularly school principals, hold a strategic position in achieving these objectives. A school principal's leadership is essential in managing educational resources, collaborating with teachers and staff, and guiding students toward learning goals. In a decentralized education system, principals function as top administrators with multiple roles, including manager, supervisor, educator, leader, innovator, and motivator. However, educational challenges often stem from distortions in meaning and practice, which contribute to declining education quality. As the primary agent of school leadership, the principal must demonstrate professional competence to identify school needs, empower existing resources, and involve the community in achieving educational goals. The concept of modern schools—such as model and exemplary schools—has emerged in response to society’s demand for quality education. In this context, the school principal is required to lead with strategic planning, administrative effectiveness, and inspiring leadership to ensure school success and student achievement. This study explores the multifaceted role of the school principal in improving educational quality, emphasizing their responsibilities in management, leadership, educational support, and administration. It concludes that professional and competent principals are essential for shaping a school environment conducive to educational excellence and preparing competitive human resources in the global era.

Character education is an important aspect in supporting moral development in students. Through character education, students can be equipped with strong moral values, so that they can become individuals with good character and contribute positively to society. Character education can help students develop the ability to think critically, make the right decisions, and behave ethically. In addition, character education can also help students develop an awareness of the importance of moral values, such as honesty, empathy, and responsibility. Thus, character education is very important in supporting moral development in students and helping them become individuals with good character and contribute positively to society. Therefore, character education needs to be a priority in the education system, so that students can be equipped with strong moral values ??and become individuals with good character.

This study aims to explore the influence of self-reward on the learning motivation of PGSD (Primary School Teacher Education) students at Universitas Negeri Padang. Self-reward refers to a form of self-appreciation given by individuals after achieving specific goals or completing tasks. This research employed a qualitative approach through interviews and observations involving several students. The pre-test results indicated that most students had a moderate level of learning motivation, with an average score of 65 out of 100. After implementing self-reward strategies such as buying food, playing games, going to karaoke, and taking class trips students demonstrated increased motivation, with the post-test average score rising to 78. Students reported feeling more enthusiastic, confident, and consistent in engaging with academic activities after practicing self-reward. Additionally, self-reward served as an effective coping mechanism to combat academic fatigue and boredom. In conclusion, self-reward plays a significant role in enhancing students’ learning motivation and can be considered a recommended personal development strategy in higher education settings.

This study aims to improve the literacy skills of fifth-grade students at SDN Citarik III through the implementation of thematic learning. The method used in this research is Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The results of the study showed significant improvement in the students' literacy skills, reflected in the increased literacy test scores and active student involvement in group discussions. The thematic learning approach successfully enhanced students' reading, writing, and critical thinking skills. This improvement was more evident in the second cycle, where the majority of students showed significant progress in their literacy abilities.

Education policy functions as a framework that sets educational standards and goals, so as to ensure that all students have equal access to resources and learning opportunities. Through the development of relevant curricula and quality teacher training, education policies can improve teacher competency, which in turn has a positive impact on student learning outcomes. In addition, educational policies also include systematic monitoring and evaluation to identify areas of improvement, thereby enabling the necessary adjustment strategies to meet students' needs more effectively. This research aims to determine the role of change management in order to determine the role of educational policy in improving the quality of education for students. In this research, qualitative methods were used through literature. Well-designed education policies can improve access to education for all students. Education policy also plays an important role in improving the quality of teaching through continuous training for teachers. Participation of parents and communities in supporting educational policies.

This research aims to see the effect of the project based learning model on the ability to understand concepts in fraction material in fourth grade elementary school. This type of research is a quantitative approach and uses a quasi-experiment method. The design in this study was a nonequivalent control group design, namely using two classes, namely class IVB as the experimental class and IVA as the control class which was obtained randomly. The experimental class will be given PjBL learning model treatment and the control class will receive conventional treatment. This study gave a pre-test to both classes before giving treatment to both classes and gave a post-test to the class after receiving treatment. Based on the results of the hypothesis test data analysis that the researchers carried out, significant independent t-test results obtained for the initial and final values ??of the experimental class and control class were 0.027. Based on these results, a significant value of 0.027 <0.05 was obtained, so Ha was accepted and Ho was rejected. Thus, it can be concluded that there is an influence of the project based learning model on the ability to understand concepts in fraction material in class IV elementary school.