This study aims to analyze the use of affixation in the song lyrics For the Rest of My Life by Maher Zain. The focus is on identifying the types of affixes—particularly prefixes and suffixes—and understanding their morphological functions in the lyrical context. A qualitative descriptive method is employed, using morphological theory to examine how affixation contributes to word formation and meaning-making in the lyrics. The results reveal that suffixes are significantly more dominant than prefixes. Suffixes such as -ing, -ed, -s, -es, and -ly appear frequently and serve various grammatical purposes, including indicating verb tenses (such as the present participle and past tense), forming plural nouns, and transforming adjectives or adverbs. These suffixes also play a role in changing word classes, for instance, from verbs to nouns or adjectives to adverbs. This shift enriches the lexical variety and enhances the emotional and poetic expression within the song. Interestingly, the research found no use of prefixes in the lyrics, which may reflect stylistic or rhythmic choices by the songwriter. The absence of prefixes may also suggest a preference for linguistic simplicity and lyrical flow, which are important in songwriting to maintain musicality and ease of listening. The findings highlight how affixation contributes not only to the grammatical structure but also to the aesthetic and expressive quality of the lyrics. The use of affixes enhances the clarity of meaning and allows the songwriter to convey emotions effectively through carefully chosen morphological forms. Moreover, this study contributes to the field of morphological analysis in linguistics, particularly in musical and literary texts. It is expected that the research will serve as a valuable reference for students, educators, linguists, and anyone interested in exploring the intersection between language, music, and literature.

Revenge of the Sith, highlighting how these linguistic tools function as instruments of persuasion and manipulation. As the primary antagonist who masterminds the political and military conflict, Palpatine demonstrates an exceptional ability to control and influence other characters through carefully crafted dialogues. His language choices are not merely designed to maintain social harmony or reduce face-threatening acts (FTAs), but also to achieve hidden personal objectives. By building a sense of camaraderie and shared goals, Palpatine subtly manipulates the hearer’s emotions and decisions, often leading them toward outcomes that favor his agenda. The study employs a qualitative research method, with data drawn from Palpatine’s utterances throughout the film. Brown and Levinson’s (1987) theory of politeness serves as the primary analytical framework to identify the strategies Palpatine employs. The findings indicate that Palpatine frequently uses positive politeness strategies such as offering praise, emphasizing shared values, and creating misleading “common ground” to establish trust. He also makes promises or assurances that appeal to the hearer’s desires, while concealing his manipulative intentions. This research contributes to the broader field of pragmatics and discourse analysis by demonstrating how politeness theory can be applied to fictional narratives, particularly in examining power dynamics and manipulation. Furthermore, the study illustrates how language, when strategically used, can blur the lines between genuine politeness and calculated persuasion. The results highlight the importance of critical awareness in interpreting linguistic strategies in various communication contexts, both fictional and real-world.

Grammar learning is often considered boring and less interesting by students because the presentation is monotonous and oriented towards memorization. This has an impact on low motivation and student learning outcomes in understanding grammar. An approach is needed that can change the way grammar material is delivered to be more fun and contextual. This study aims to measure the effectiveness of a fun grammar teaching method in improving student learning outcomes and motivation. The study also aims to identify students' perceptions of the learning approach. The study used a quasi-experimental design with two groups, namely the experimental and control, each consisting of 30 students. Data were collected through pre-test, post-test, and student perception questionnaires, and analyzed using SPSS. The experimental group showed a statistically significant increase in grammar learning outcomes compared to the control group. The questionnaire showed that students felt happier, more active, and more motivated in learning grammar with a fun method. The results of the correlation test also showed a strong relationship between students' positive perceptions and increased learning outcomes. The fun grammar teaching method has been proven to be effective in improving student learning outcomes and forming positive learning attitudes. This study offers an innovative approach to grammar teaching based on students' experiences, activities, and emotional involvement.

Gamification has become a new approach in education that offers a more interactive and enjoyable learning experience. The challenge of maintaining students' motivation to learn encourages educators to look for alternative methods that are more in line with the characteristics of today's digital generation. Gamification is present as a potential solution to overcome boredom in the traditional learning process. This study aims to analyze the effectiveness of gamification-based learning methods in improving student learning outcomes and motivation. The study used a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The research instrument consisted of a learning outcome test and a learning motivation questionnaire. Data analysis was carried out by normality, homogeneity, independent sample t-test, and paired sample t-test. The research sample was taken from junior high school students with a total of 60 participants who were divided equally into two groups. The results of the study showed a significant improvement in student learning outcomes and motivation after the implementation of gamification. The experimental group showed higher posttest scores and motivation scores than the control group. Gamification-based learning has proven to be effective in creating a more engaging and productive learning atmosphere. This study concludes that gamification is not only able to improve academic achievement, but also strengthen students' emotional involvement in the learning process. These findings serve as a conceptual and practical basis for the development of future learning strategies that are more adaptive and responsive to the times.

The research purpose is for developing effective mathematical logic learning model to early childhood through play activities using natural material media. This model is designed to stimulate children's logical thinking and mathematical abilities by utilizing natural materials such as shells, seeds, banana fronds, leaves, and stones as concrete and engaging learning media. Function of those materials is hope for enhancing children's interest and motivation in learning mathematics while considering their cognitive development stages comprehensively. The research method employed is a development research approach with stages of design, validation, and trial of the developed learning model. Validation is conducted by experts in education and early childhood learning to assess the feasibility of the model, while trials involve teachers and students at TK Negeri 1 Dharma Wanita Desa Eti, SBB Regency. The results indicate that this learning model is valid and practical for use, and it positively influences the improvement of children's mathematical logic abilities. These findings provide significant contributions for make developing of enjoyable also effective mathematics learning in early childhood education with a play-based approach using natural media. Teachers and educators can adopt this model to create an interactive learning environment that aligns with children's developmental characteristics. Additionally, the use of natural material media also supports children's awareness of their surrounding environment. Therefore, this model is a viable alternative to be developed and implemented in early childhood education.

The purpose of this study was to improve students' learning outcomes in the Indonesian language subject through the application of the Student Facilitator and Explaining model on the One Point material. The factors underlying this study were learning problems experienced by students such as low Indonesian language learning outcomes below the KKTP standard. The research approach used was classroom action research conducted in 2 cycles where each cycle was carried out in 2 meetings. The results of the study showed that there was an increase in student learning outcomes as seen from the tests obtained from cycle I and cycle II. The results of the cycle I evaluation test with a percentage of learning outcomes of 50% and increased in cycle II with a percentage of learning outcomes of 88%. Based on the results of the evaluation of cycles I and II and the reflections that have been carried out, it can be concluded that by implementing the student facilitator and explaining learning model in the Indonesian language subject of class IV A SD Aisyiyah Muhammadiyah 3 Makassar, it can improve student learning outcomes.

The goal of this study was to find out how the Fix-up method affected the reading comprehension of class X students in SMAN 1 Harau District. Students' difficulties with reading comprehension while learning English are the impetus for this study. Reading scores for students are low. The majority of students did not achieve the KKM or Minimum Standard Score, as indicated by their daily reading tests. Vocabulary is lacking among students. Many students are still unable to comprehend the sentence's meaning when presented with advertisement text using common vocabulary, and they lack motivation to read. The researchers compared two classes using quantitative methods and a quasi-experimental research design in this study. This study's participants were students in class X at SMAN 1 Harau District, with X-E.7 serving as the control group with 30 students and X-E6 as the experimental group with 27 students. A reading test serves as the research instrument. On SPSS 26, an independent sample T-test was used to analyze the data. Students who were taught using the Fix-up strategy and students who were taught without using the Fix-up strategy achieved significantly different levels of reading comprehension. strategy. The fact that the p-value is lower than the alpha value (0.000 0.05) demonstrates this. It is possible to draw the conclusion based on these data that students' reading comprehension is significantly affected by the use of the fix-up strategy.
 

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.

Educational strategic management plays a crucial role in ensuring the effectiveness and efficiency of educational program implementation. One of the key aspects of this management is program indicators, which serve as measurement tools to assess the achievement of educational objectives. Program indicators in education can be classified into four main types: input, process, output, and outcome. Each of these indicators plays a distinct role in evaluating the success of an educational program. Additionally, effective indicators must meet the SMART (Specific, Measurable, Achievable, Relevant, Time-bound) criteria to be used effectively in planning and evaluation. This study aims to analyze the operational definition of program indicators in educational management, the types of indicators used, and the characteristics of effective indicators based on the SMART principle. A literature review method was employed by analyzing various relevant academic journals. The findings reveal that implementing clear and measurable program indicators enables educational institutions to continuously improve learning systems. Moreover, examples of program achievement indicators in education show that the success of a program can be systematically measured using a data-driven approach. With appropriate indicators, education management can more easily identify the strengths and weaknesses of a program and optimize strategies for implementing educational policies. The findings conclude that program indicators are a crucial component in enhancing education quality, particularly in resource management and assessing student learning outcomes.

Learning process is designed to achieve graduation standard where the objective of teaching learning process is to develop student’s attitude, knowledge and skill competence. However, based on the preliminary observation, The problems  frequently  found in English Learning is that  their  native  language  causes  them  difficult to use the foreign  language. The students are seldom to practice their speaking because they are afraid of making mistakes. Therefore, the students should actively involve in the learning process and understand about the material deeply.  Regarding of those conditions, this study is intended to develop Instructional multimedia for teaching speaking using Experiential Learning Method. The subject of this research and development (R and D) was the eighth grade students of Madrasah Tsanawiyah Miftahul Jannah Palangka Raya. The research was accomplished through the procedures of need analysis, adoption of syllabus and lesson plans, first draft of instructional multimedia development, expert validation, media revision, media try out, and final product. The Research instruments used in this study are questionnaire, interview, and observation which were distributed to the students, teachers and also the expert validation. The data obtained were analyzed and explained qualitatively. The result of need analysis showed that the students and teachers required instructional multimedia which is relevant to their major content needs, interest, motivation, and Curriculum. Considering to the results, the multimedia was selected and adapted from Ministry of Education source, relevant school books, and appropriate websites. The important thing that the multimedia is focused to adopt the syllabus and lesson plans. The data collected from questionnaires, interview, and observation reflected that the students were very interested to learn speaking using Experiential Learning method and the teachers were in need and intended to adopt the instructional multimedia of teaching speaking using Experiential Learning method in their teaching speaking process.  The Final Product in this research is in the form of video of teaching Speaking Using Experiential Learning Method for the eighth Grade students of MTs Miftahul Jannah Palangka Raya.