This study investigates impoliteness strategies used in the YouTube comment section of Gibran Rakabuming's video entitled "Generasi Muda, Bonus Demografi, dan Masa Depan Indonesia." Using a qualitative approach and Culpeper's (2005) impoliteness framework, the researchers analyzed 50 purposively selected comments. The study identifies various strategies such as bald-on-record impoliteness, sarcasm/mock politeness, positive impoliteness, and negative impoliteness. The findings reveal that bald-on-record and sarcasm are the most frequent strategies used, often driven by political dissatisfaction and emotional expression. This study aims to determine the most dominant impoliteness strategy employed by netizens and contributes to understanding digital discourse in Indonesian political contexts, highlighting the role of anonymity and group identity in shaping online communication.

This research is based on the low motivation to learn in the Natural and Social Sciences (IPAS) learning process. The purpose of this study is to increase students' motivation to learn by using kahoot media in Natural and Social Sciences subjects in class V CMadrasah Ibtidaiyah Nurul Yaqin Simpang Sungai Duren. This type of research is Classroom Action Research (PTK). Data collection techniques are carried out by means of interviews, tests, observations and documentation. The subject of this research is students of class V C. This research was carried out in semester 2 of the 2024/2025 school year. The results of this study show that using kahoot media can increase the learning motivation of students in Natural and Social Sciences class V C. Details of the results of students' observations using kahoot media have increased from cycle I with an average score of 63.35% can be categorized as poor and in cycle II it increased to 80.10% with a good category. It was concluded that using kahoot media can increase student motivation in the Natural and Social Sciences subject class V C Madrasah Ibtidaiyah Nurul Yaqin Simpang Sungai Duren..

Elementary school-aged children have unique characteristics, such as enjoying play, movement, group activities, and hands-on learning. Most students at this age prefer practical activities over theoretical instruction. Therefore, primary education aims to support and develop children's growth in accordance with their developmental tasks. Elementary school teachers play a crucial role in integrating these developmental needs into the learning process. The implementation of education at the elementary level must align with national regulations and policies, including standards for management, assessment, facilities, final examinations (UASBN), and teacher qualifications. Learning evaluation is a critical component in ensuring educational quality. However, in practice, teachers often face challenges such as limited time and a lack of understanding in assessing affective and psychomotor domains. As a result, solutions such as teacher training and more effective classroom management are necessary. This study aims to identify the challenges and proposed solutions related to the implementation of learning evaluations in elementary schools based on interviews with educational practitioners.
 

Student learning outcomes are a benchmark for achieving learning objectives in schools, but it is not uncommon for learning outcomes to be one of the problems that are often experienced in various school institutions. Learning problems and school demands cause anxiety, such as difficulty managing study time, anxiety of failing exams and grades below the standard are considered to be problems that are often found in schools. This study aims to determine how junior high school students' learning outcomes are influenced by the school environment and their learning motivation. This study combines literature study methodology with a qualitative approach. Books, journals, and articles relevant to the research topic are examples of research sources. The findings of the study indicate that learning motivation and the school environment have a significant impact on junior high school students' learning outcomes.
 

This study investigates how teaching methods affect students' willingness to learn. Students' interest and engagement in the learning process can be enhanced by effective teaching methods. Different teaching philosophies, including collaborative, inventive, interactive, and authoritative, have varying effects on students' willingness to learn. To achieve the best learning outcomes, it is necessary to choose a teaching style that suits the needs and characteristics of students. In this study, a qualitative approach was used to analyze students' perceptions of various teaching styles in the classroom environment. The results showed that interactive and collaborative methods tend to increase learning motivation more than the one-way authoritative style. In addition, teacher emotional involvement, the use of interesting learning media, and a conducive classroom atmosphere also contribute greatly to shaping students' learning interests. These findings are expected to be a reference in designing more adaptive and effective teaching strategies.

Study English to 6th grade students of Suralaya Primary School. Data collection uses questionnaires or questionnaires that are loaded with indicators of the influence of gadgets and learning interests. The sample in the study was 40 students, in class VI of Suralaya Primary School. The Research Method that researchers choose is Quantitative, with questionnaires to 40 students. From the results of the study, it was found that as many as 98% of students increased their interest in learning English and 2% of students remained. Gadgets have a positive impact for Suralaya's 6th grade students, including facilitating communication, serving as a means of entertainment, increasing comfort in learning, and expanding knowledge. To reduce the negative impact of using gadgets, parents need to have an understanding of them, provide instructions, give explanations, give advice to children, as well as limit the duration of use of the device by children.

This study aims to examine the role of Social Studies (IPS) teachers in implementing Pancasila values in Social Studies learning for eighth-grade students at MTs Negeri 2 Jombang. A qualitative descriptive approach was used, with data collected through observation, interviews, and documentation. The research subjects consisted of Social Studies teachers and eighth-grade students. The results showed that the implementation of Pancasila values was carried out by integrating values such as tolerance, mutual cooperation, and social justice into Social Studies learning and students' daily interactions. Strategies included regular religious activities, moral messaging, and exemplary behavior by teachers. This implementation positively impacted character development, reduced bullying behavior, and increased awareness of diversity and unity. Challenges included students' diverse backgrounds and limited instructional time. These findings indicate that Social Studies teachers play a central role in instilling Pancasila values to shape students into individuals with strong character and a sense of national identity.
 

This research is motivated by the problems faced by fifth-grade students at SDN 1 Narimbang Mulia in understanding the material on forms and changes of energy in everyday life. One of the main obstacles identified is the lack of teaching aids and the unappealing nature of student worksheets, which hampers the learning process. The purpose of this study is to analyze the level of elementary students' understanding of the forms and changes of energy, as well as to identify the obstacles they face in learning the material. This research uses a qualitative approach with data collection techniques including student observations, teacher interviews, and the administration of a post-test at the end of the learning session. The research subjects are fifth-grade students of SDN 1 Narimbang Mulia. The results of the study show that most students have a fairly good understanding of the concepts of energy forms and changes. However, there are still obstacles in the learning process, including limited teaching aids and uninteresting student worksheets. This study is expected to serve as a basis for developing more effective learning strategies to improve students' understanding of the material on energy forms and changes in everyday life.

This study aims to evaluate the use of educational games as a learning medium to enhance students' motivation and improve the quality of Natural and Social Sciences (IPAS) instruction at the elementary school level. The research employed a classroom action research approach consisting of two cycles. Data were collected through observations, documentation, assessment rubrics, tests, and field notes. The games used in the study included "whisper chain" and "thread pull," both of which were adapted to suit the IPAS subject matter. These games were not intended to introduce new concepts but rather to develop students' skills. The results showed that the games successfully stimulated students’ enthusiasm and encouraged them to engage in enjoyable learning activities. The findings indicate that using games as a learning medium is effective in enhancing the quality of IPAS instruction in elementary schools. The study concludes that: 1) Games are implemented after the teacher delivers the material to reinforce students' understanding; 2) Educational games have proven to be beneficial in improving the quality of IPAS learning at the elementary level.

This study aims to describe the role of Pancasila and Citizenship Education (PPKn) teachers in shaping the character of students at MAN 2 Kota Bogor. The research method used is a qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The results showed that Civics teachers have an important role in shaping the character of students through exemplary, habituation, and learning moral and national values. Teachers act as motivators, facilitators, and mentors in instilling Pancasila values such as responsibility, honesty, and discipline. In conclusion, the role of Civics teachers is vital in shaping the character of students with integrity and high nationalism.