implementation

Assessment in Arabic language learning as a foreign language (Arabic as a Foreign Language) is currently undergoing a significant paradigm shift. This transformation is influenced by the development of digital technology, the utilization of Artificial Intelligence (AI), and the implementation of the Merdeka Curriculum in Indonesia, which emphasizes flexibility, differentiation, and learning personalization. This article presents a Systematic Literature Review (SLR) aimed at identifying, examining, and synthesizing developments, innovations, methodological approaches, and various challenges in the assessment of the four Arabic language skills, namely listening, speaking, reading, and writing, during the period from 2020 to early 2026. The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to identify and analyze relevant literature. The findings indicate a shift from conventional evaluation systems based on discrete tests toward the implementation of Technology-Enhanced Assessment (TEA) and more authentic forms of assessment. The literature synthesis reveals several key findings. First, diagnostic assessment, encompassing both cognitive and non-cognitive aspects, plays an important role in designing differentiated learning within the framework of the Merdeka Curriculum. Second, the development of assessment instruments for Arabic language maharah is increasingly oriented toward measuring higher-order thinking skills (Higher Order Thinking Skills/HOTS). Third, the utilization of Generative AI, including ChatGPT, as well as various gamification-based learning platforms, has introduced new approaches to providing faster, more adaptive, and interactive feedback. Based on the synthesis, the effectiveness of modern assessment is not determined solely by the sophistication of the technology employed, but also by the alignment between technology and pedagogical objectives, the transparency of assessment procedures, and its ability to comprehensively represent learners' communicative competence while maintaining the principles of academic integrity.

This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.

This study aimed to analyze the tutor competency improvement strategy in implementing inclusive education at the Al-Ghozali Community Learning Center (PKBM) in Lubuk Banjar Village, Lubuk Raja District, Ogan Komering Ulu Regency. This study used a qualitative approach with descriptive methods. Data were obtained through interviews, observations, and documentation related to the implementation of the tutor competency improvement program and the inclusive learning process. The analysis was conducted descriptively by considering the stages of the competency development strategy and their impact on learning implementation. The results showed that the tutor competency improvement strategy was implemented through training, workshops, coaching, supervision, discussions between tutors, and independent learning. These strategies support the development of four aspects of tutor competency: pedagogical, personality, professional, and social. Improved pedagogical competency is seen in the tutor's ability to adapt learning methods and media to the diverse characteristics of students. Personal competency is reflected in patience, empathy, and responsibility, while professional competency develops through mastery of material and understanding of inclusive education. Social competency is also strengthened through communication and collaboration with students, fellow tutors, and PKBM managers. However, its implementation still faces obstacles such as limited facilities and infrastructure, a lack of specialized training in inclusive education, and differences in student abilities. This study concluded that improving tutor competency requires a systematic and sustainable approach through institutional support, mentoring, and regular evaluation to achieve inclusive, adaptive, and high-quality non-formal education services.

Madrasah leadership is increasingly expected to translate educational regulations and institutional visions into accountable practices that strengthen teaching, organizational culture, and Islamic character formation. This study is designed to examine how ethical, servant, spiritual, and authentic leadership are interpreted and enacted in educational policy at MTs Darussalam Lubuklinggau. A qualitative single-case study will be conducted. Purposively selected participants are expected to include the madrasah principal, vice-principals, teachers, educational staff, committee representatives, and selected students, subject to access and ethical approval. Data will be generated through in-depth interviews, non-participant observations, and analysis of institutional documents. The analysis will combine iterative data condensation, display, and conclusion verification with theory-informed and inductive thematic coding. Source and method triangulation, participant checking, and an audit trail will be used to strengthen trustworthiness. Since fieldwork has not yet been conducted, this manuscript does not report empirical findings. Its intended contribution is an analytical framework connecting four complementary leadership perspectives with the stages of madrasah policy formulation, communication, implementation, monitoring, and evaluation.

This study was motivated by science and social studies (IPAS) learning that remained relatively teacher-centered, with limited student participation and suboptimal conceptual understanding of the Changing Earth topic. The study aimed to analyze the implementation of the Inquiry-Based Learning (IBL) model, identify the challenges encountered, and describe the teacher’s efforts to address those challenges in Grade V at SD Negeri 078011 Tetehosi. A qualitative approach with a case study design was employed. The participants consisted of one Grade V teacher as the key informant and six students as supporting informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model through data collection, reduction, display, and conclusion drawing. Data trustworthiness was established through source and technique triangulation. The findings show that IBL was implemented through six stages: orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, and conclusion drawing. The learning activities encouraged students to observe, ask questions, discuss, investigate, compare evidence with initial assumptions, and present conclusions. The main challenges included low confidence, differences in learning abilities, communication barriers, limited learning media, and limited instructional time. The teacher addressed these challenges by using audio-visual media and simple simulations, heterogeneous grouping, individual support, motivation, positive reinforcement, and a safe learning environment. Overall, IBL provided a more active and meaningful learning experience, although its implementation still required adaptive instructional support. ABSTRAK Penelitian ini dilatarbelakangi oleh pembelajaran IPAS yang masih cenderung berpusat pada guru, rendahnya keaktifan sebagian murid, serta belum optimalnya pemahaman konsep pada materi Bumi Berubah. Penelitian ini bertujuan untuk menganalisis penerapan model Inquiry Based Learning (IBL), mengidentifikasi kendala yang dihadapi, dan mendeskripsikan upaya guru dalam mengatasi kendala tersebut pada kelas V SD Negeri 078011 Tetehosi. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan terdiri atas satu guru kelas V sebagai informan kunci dan enam murid sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa IBL diterapkan melalui enam tahap, yaitu orientasi, perumusan masalah, perumusan hipotesis, pengumpulan data, pengujian hipotesis, dan penarikan kesimpulan. Pembelajaran mendorong murid mengamati, bertanya, berdiskusi, melakukan penyelidikan, membandingkan data dengan dugaan awal, dan mempresentasikan kesimpulan. Kendala utama meliputi rendahnya kepercayaan diri, perbedaan kemampuan belajar, hambatan komunikasi, keterbatasan media, dan waktu pembelajaran. Guru mengatasinya melalui penggunaan media audiovisual dan simulasi sederhana, kelompok heterogen, pendekatan personal, motivasi, penghargaan, dan suasana belajar yang aman. Temuan menunjukkan bahwa IBL dapat menghadirkan pengalaman belajar yang lebih aktif dan bermakna, meskipun pelaksanaannya masih memerlukan dukungan yang adaptif.

Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.

This study investigated the challenges facing head teachers in providing leadership support for the implementation of the Competence-Based Curriculum (CBC) in public primary schools in Muleba District, Tanzania. The study was guided by one specific objective: to identify the challenges faced by head teachers in providing leadership support for CBC implementation. Grounded in Hallinger and Murphy's (1985) Instructional Leadership Theory, the study adopted a pragmatic paradigm with a convergent parallel mixed-methods design. The target population comprised 2,166 individuals from 237 public primary schools. Data were collected using structured questionnaires from 112 respondents (100 classroom teachers and 12 heads of schools), semi-structured interviews with head teachers and one School Quality Assurance Officer, and document review. Quantitative data were analysed using descriptive statistics through SPSS Version 22, while qualitative data were analysed thematically following Braun and Clarke's (2006) framework. The findings revealed seven interconnected challenges: inadequate CBC training for head teachers themselves (84.8%), inadequate funding preventing leadership support (81.3%), heavy administrative workloads (76.8%), unclear government support (76.8%), financial constraints generally (67.9%), overcrowded classrooms (64.3%), and teacher resistance to CBC changes (52.7%). The study concluded that head teachers' effectiveness in leading CBC implementation is systematically undermined by systemic factors beyond their control. The study recommends mandatory CBC training for head teachers, reduction of administrative workloads, increased capitation grants with CBC-specific allocations, clear national implementation guidelines, and investment in school infrastructure.

implement the Problem-Based Learning (PBL) model in an IPAS (Natural and Social Sciences) lesson on ecosystem harmony, aiming to enhance students' critical thinking skills. The study employed a Classroom Action Research (CAR) approach consisting of two cycles, with each cycle comprising the stages of "look," "think," and "act." Twenty-six fifth-grade students from SDN Tingkir Lor 02 Salatiga participated in the study. Students' critical thinking skills were assessed using a rubric based on the FRISCO indicators: Focus, Reason, Inference, Situation, Clarity, and Overview. The results indicate that students' critical thinking skills improved through the implementation of the PBL approach supported by the Science Escape Room medium. From an initial baseline score of 52.65%, the average critical thinking score rose to 70.94% in Cycle I and subsequently to 84.42% in Cycle II. This improvement reflects student progress in areas such as problem comprehension, reasoning, drawing conclusions, considering context, effectively communicating ideas, and reviewing their own thought processes. Thus, fifth-grade students at SDN Tingkir Lor 02 Salatiga were able to enhance their critical thinking skills while studying the IPAS topic of Ecosystem Harmony through the use of the Science Escape Room medium combined with the Problem-Based Learning model. Keywords: Problem Based Learning, Escape Room Sains, critical thinking skills, IPAS, FRISCO.

Abstract: This paper develops an Implementation Framework as a response to the informal feedback from academics, educators and practitioners on the Multiplicity Theory. The claim the paper responds is that the theory is too abstract; thus, it is difficult to translate it into practice. This paper provides clarification to assist its adoption in education and other fields. We believe the illustrations provided in this paper will be helpful to those interested in applying the Theory in education and other fields. The paper compares the current Implementation Framework with other closely related frameworks. The paper concludes to be able to apply the theory an advanced consideration of sub-activities, aspects and resources among others is helpful in bridging theory-practice gap during implementation of a plan. As a result, we ensure quality of educational activities or products (outcomes). The implication of the framework is stakeholders should understand educational events/products (outcomes) are not from a single process, aspect and resources, but a function of a diversity of the same (processes, aspects and resources).

The implementation of the Merdeka Curriculum in Natural and Social Sciences (IPAS) is important for promoting flexible, contextual, and student-centered learning. However, its implementation still faces challenges in planning, conducting, and evaluating learning according to students’ needs. This study aims to describe the implementation of the Merdeka Curriculum in IPAS learning in Grade IV at SD Negeri 35 Palembang, focusing on planning, implementation, and evaluation. This study employed a descriptive qualitative approach with a case study strategy. Data were collected through observations, interviews, and documentation involving the principal, the Grade IV teacher, and six students. Data trustworthiness was established through source and technique triangulation, while data were analyzed using the Miles and Huberman model, comprising data collection, reduction, presentation, and conclusion drawing. The findings indicate that the curriculum has been implemented relatively well. Planning involved the preparation of learning outcomes, learning objectives, learning objective sequences, and teaching modules. Classroom activities incorporated inquiry, group discussions, projects, and contextual learning media. Evaluation included diagnostic, formative, and summative assessments. Nevertheless, limited facilities and differences in students’ learning abilities remained challenges. This study concludes that the Merdeka Curriculum supports active, student-oriented IPAS learning, although continued teacher development and adequate learning facilities are necessary to strengthen its implementation. ABSTRAK Implementasi Kurikulum Merdeka pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) penting untuk mewujudkan pembelajaran yang fleksibel, kontekstual, dan berpusat pada peserta didik. Namun, penerapannya masih menghadapi tantangan dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran sesuai kebutuhan siswa. Penelitian ini bertujuan mendeskripsikan implementasi Kurikulum Merdeka pada pembelajaran IPAS di kelas IV SD Negeri 35 Palembang, meliputi aspek perencanaan, pelaksanaan, dan evaluasi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan strategi studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah, guru kelas IV, serta enam siswa. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, sedangkan analisis data menggunakan model Miles dan Huberman melalui pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka telah berjalan cukup baik. Perencanaan dilakukan melalui penyusunan capaian pembelajaran, tujuan pembelajaran, alur tujuan pembelajaran, dan modul ajar. Pelaksanaan melibatkan pembelajaran inkuiri, diskusi, proyek, serta media kontekstual. Evaluasi dilakukan melalui asesmen diagnostik, formatif, dan sumatif. Kendala berupa keterbatasan sarana dan perbedaan kemampuan siswa masih ditemukan. Penelitian ini menyimpulkan bahwa implementasi Kurikulum Merdeka mendukung pembelajaran IPAS yang aktif dan berorientasi pada kebutuhan siswa, tetapi memerlukan penguatan kompetensi guru dan dukungan sarana.

Developing students’ economic competence and creativity is essential to preparing them for economic challenges and changing societal demands. However, school entrepreneurship programs do not necessarily develop economic understanding and creativity equally, making evaluation of their implementation and learning outcomes necessary. This study aims to analyze the implementation, supporting and inhibiting factors, and effectiveness of an entrepreneurship-based school program in developing students’ economic competence and creativity at SMP Negeri 2 Tuhemberua. A qualitative descriptive approach was employed. Data were collected through interviews, documentation, and observations involving the school principal, supervising teacher, and five participating students. Data were analyzed through data reduction, data presentation, and conclusion drawing, with credibility examined through source and method triangulation. The findings indicate that the Cultivation and MSME Business Project supports students’ understanding of production, capital, costs, sales, and profit while encouraging product innovation, problem-solving, responsibility, and cooperation. Nevertheless, program effectiveness remains limited by insufficient time, inadequate facilities, difficulties in financial recordkeeping, and restricted marketing reach. Therefore, the program is effective as a practical learning experience but requires stronger structured reflection, financial literacy activities, and continuous evaluation to improve students’ economic competence and creativity. ABSTRAK Pengembangan kompetensi ekonomi dan kreativitas siswa penting untuk mempersiapkan mereka menghadapi tantangan ekonomi dan perubahan zaman. Namun, pelaksanaan program kewirausahaan di sekolah belum tentu menghasilkan penguasaan konsep ekonomi dan kreativitas secara seimbang sehingga perlu dievaluasi berdasarkan proses dan capaian pembelajarannya. Penelitian ini bertujuan menganalisis pelaksanaan, faktor pendukung dan penghambat, serta efektivitas program sekolah berbasis kewirausahaan dalam mengembangkan kompetensi ekonomi dan kreativitas siswa SMP Negeri 2 Tuhemberua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara, dokumentasi, dan pengamatan terhadap kepala sekolah, guru pembimbing, serta lima siswa peserta program. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program Proyek Budidaya dan Usaha UMKM mendukung pemahaman siswa tentang produksi, modal, biaya, penjualan, dan keuntungan, sekaligus mendorong inovasi produk, pemecahan masalah, tanggung jawab, dan kerja sama. Efektivitas program belum optimal karena keterbatasan waktu, sarana, pencatatan keuangan, dan jangkauan pemasaran. Dengan demikian, program efektif sebagai pengalaman belajar praktis, tetapi memerlukan penguatan refleksi, literasi keuangan, dan evaluasi berkelanjutan.

This study examined the perceived impact of active learning as a teaching strategy among 20 overseas Filipino teachers working in schools across the United Arab Emirates. Guided by the five Whole Child tenets and an Input-Process-Output framework, the study explored teachers’ experiences with active learning, their views on its classroom application, and its perceived contribution to student learning. A quantitative research design was employed using an adapted questionnaire with a five-point Likert scale. Responses were analyzed through frequency counts and mean scores to describe participants’ perceptions and reported practices. Findings indicated that most respondents regularly incorporated active learning strategies into their teaching and expressed favorable attitudes toward their implementation. Teachers perceived these approaches as encouraging student participation, strengthening the integration of learning, promoting classroom engagement, and supporting improvements in instructional practice. However, respondents also identified practical challenges that constrained implementation, including limited training and experience with active learning methodologies, inadequate funding for instructional materials, and classroom seating arrangements that were not conducive to interactive activities. The findings underscore the importance of institutional support in helping teachers translate favorable perceptions into effective classroom practices. The study recommends targeted professional development to strengthen teachers’ competence in active learning, revisions to departmental plans to facilitate the integration of these strategies, and improved consideration of classroom resources and learning environments. Further investigation from students’ perspectives is recommended to provide additional insight into how active learning is experienced and how it may contribute to learning outcomes in international school settings across the United Arab Emirates.

The integration of technology into elementary education has enabled teachers to design more engaging and interactive learning media. This study developed Canva-assisted interactive animated video media for teaching the water cycle in elementary integrated science and evaluated its validity and practicality. A Research and Development (R&D) approach was employed, utilizing the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection involved expert validation questionnaires, student response questionnaires, and teacher response questionnaires. The media was assessed by two media experts and three subject-matter experts. Results showed that the interactive animated video media achieved validity scores of 95% from media experts and 94% from subject-matter experts, both categorized as very valid. During implementation, 30 fifth-grade students and one classroom teacher participated. Practicality evaluation indicated positive responses, with student and teacher response scores of 87% and 97%, respectively, both classified as very practical. These findings indicate that the developed media is user-friendly for both teachers and students, enhances students’ attention, enthusiasm, and active participation in classroom learning, and supports visualization of the abstract concept of the water cycle. Thus, Canva-assisted interactive animated video media constitutes a valid and practical learning resource for elementary integrated science instruction.

Academic writing development in open and distance learning (ODL) environments remains challenging because students must independently regulate complex writing processes while receiving limited opportunities for continuous interaction and feedback. Existing digital learning platforms often emphasize assignment submission rather than supporting writing development as an iterative process involving planning, feedback utilization, reflection, and revision. This study aimed to develop and evaluate SIM-Aril as an online portfolio-based self-regulated feedback platform for supporting academic writing development in an ODL context. This study employed a Research and Development (R&D) design involving needs analysis, platform development, validation, implementation, and evaluation. Data were collected from 122 students and 38 tutors through self-regulated writing questionnaires, tutor competency questionnaires, expert evaluation, and qualitative responses. Quantitative data were analyzed using descriptive statistics, reliability analysis, correlation analysis, regression analysis, and exploratory factor analysis, while qualitative data were analyzed thematically. The findings demonstrate that SIM-Aril supported academic writing development through the integration of digital portfolio assessment, tutor scaffolding, and student self-regulated writing processes. Students demonstrated strong engagement in revision, feedback utilization, metacognitive monitoring, and other writing regulation activities. Tutor evaluation indicated that academic writing supervision represented an important component supporting SIM-Aril implementation. The integrated findings show that SIM-Aril functions not merely as a digital submission platform but as a self-regulated feedback ecosystem that connects learner autonomy, instructional support, and formative feedback. This study contributes theoretically by extending digital assessment research through a model that integrates individual self-regulation, socially shared regulation, and feedback literacy within technology-supported academic writing environments. Practically, the findings suggest that effective digital assessment in ODL should be designed to support learning processes rather than only evaluate final outcomes.

This study investigated the implementation of a gamified English for Specific Purposes (ESP) speaking instructional framework using spinning wheel media among nursing students. A qualitative case study approach was conducted involving 25 nursing students at STIKES Bina Usada Bali. Data were gathered over five instructional sessions through classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. The analysis revealed five themes: students’ engagement, speaking anxiety, speaking confidence, the relevance of nursing-based communication tasks, and classroom participation. The findings suggested that students perceived the randomized speaking prompts as engaging and considered nursing-related scenarios relevant to their prospective professional communication needs. Some participants further described feeling more comfortable and confident through repeated opportunities to practice speaking. Drawing on the classroom implementation, the study identified six related instructional components: context-based nursing tasks, randomized prompts, individual speaking performance, peer interaction, constructive feedback, and repeated practice. This study offers practical insights into the integration of gamification in ESP speaking instruction for nursing students. Nevertheless, the findings represent students’ experiences and perceptions; they do not demonstrate a causal improvement in speaking proficiency or establish the formal validity of the framework. Future research should investigate the framework in diverse educational contexts and explore its association with objectively assessed speaking outcomes.

Student diversity poses a continuing challenge in higher education, particularly when common learning objectives must be maintained while providing flexibility in learning resources, activities, interaction, support, and assessment. This study examined students’ perceptions and acceptance of digitally supported differentiated learning in Information Technology Education. A quantitative cross-sectional descriptive survey was conducted with 35 students at Universitas Lampung, Indonesia, after the learning experience. Data were collected using a 31-item questionnaire rated on a four-point Likert scale, with reported high internal consistency (Cronbach’s α = 0.985), and were analyzed using means, standard deviations, and normalized mean scores. Students rated the five implementation dimensions favorably (M = 3.28, 81.88%). Digital pedagogical design received the highest rating (M = 3.34, 83.45%), whereas product and assessment differentiation received the lowest (M = 3.18, 79.57%). Technology-supported collaboration was the highest-rated individual item (M = 3.49, 87.14%), whereas choices in presentation formats and the timeliness of digital feedback received lower ratings. The secondary acceptance summary was similarly favorable (M = 3.31, 82.74%), with increased learning motivation receiving the highest rating. These findings identify digital support and collaboration as perceived strengths of the learning design, while flexibility in student products and the timeliness of feedback warrant further attention. Given the single-cohort, post-only design and absence of objective learning-outcome measures, the findings should be interpreted as context-specific evidence of students’ perceptions of implementation rather than evidence of causal effects on learning.

This conceptual narrative review stems from a doctoral study that focuses on the teaching of values in the implementation of the secondary school curriculum in Zimbabwe. The Zimbabwean secondary school history curriculum provides for values inculcation grounded on Ubuntu. However, despite expansive research on the implications of Ubuntu on instructional practice, there is a gap on how it informs pedagogy for values teaching in secondary school history education. The study employed a qualitative approach which enabled an indepth exploration. The review focused on twelve papers on Ubuntu’s application on pedagogy and ten on values pedagogy in secondary school history education that were obtained from Scopus, Google Scholar and ERIC academic databases. Keywords such as Ubuntu and pedagogy, values education and secondary school history education as well as abstracts were used to select the reviewed papers. Thematic analysis was employed to analyse data which involved coding of relevant information to develop themes. Findings show that Ubuntu oriented pedagogy is interactive, practical oriented, learner centered and speaks to the experiences of learners. This paper provides insights on how history teachers can translate Ubuntu pedagogy to instil values in secondary school history education. For this to be effective, we recommend staff development of history teachers by the Ministry of Primary and Secondary Education, use of diverse learner centered pedagogy in history lessons by history teachers and provision of multimedia to secondary schools by relevant stakeholders to ensure creation of engaging learning experiences in the implementation of the history curriculum.

Against the backdrop of deepening industry-education integration in vocational education and AI-driven digital transformation, productive teaching projects face not only the perennial challenge of transforming authentic production tasks into teachable activities, but also new challenges such as rapid resource obsolescence, heterogeneous learner foundations, and insufficient evidence for process-based assessment. Taking the “Deployment and Maintenance of a Navigation Data Storage Platform” task from the Yangtze River Trunk-Line Ship Water Pollutant Joint Supervision and Service Information System as a case, this study builds on the six-stage process of Select→Deconstruct→Define→Transform→Integrate→Extend and develops a human–AI collaborative mechanism characterized by real projects as the carrier, job competencies as the main line, and AI-supported cognition as the support. To strengthen AI empowerment across project development and implementation, AI is embedded in project selection, work-process deconstruction, competency definition, teaching-task transformation, curriculum integration, and resource expansion, and is integrated with IDEAL project-based learning, multi-stakeholder whole-process assessment, “dual-teacher + AI assistant” collaboration, and a blended virtual–real training environment. This study provides a reference for IT-related programs seeking to build replicable and iteratively improvable AI-empowered productive teaching projects.

This study examined teachers' readiness, attitudes, challenges, lived experiences, and assessed effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program in the Division of Bohol during School Year 2026–2027 as a basis for a comprehensive action plan. Anchored in program implementation, reading readiness, constructivist, and sociocultural learning perspectives, the study employed an explanatory sequential mixed-method design involving 277 Grade 7 ARAL teachers from 129 public secondary schools. Data were collected using a validated researcher-developed questionnaire and semi-structured interviews and analyzed through descriptive statistics, multiple regression, and thematic analysis. Findings revealed high teacher readiness (M = 3.16), highly favorable attitudes (M = 3.22), highly encountered challenges (M = 2.88), and highly assessed program effectiveness (M = 3.08). Regression analysis showed that readiness, attitudes, and challenges significantly predicted assessed effectiveness (R² = 0.643, p < .001), explaining 64.3% of its variance, with attitudes emerging as the strongest predictor. Teachers reported challenges involving limited instructional time, inadequate resources, additional workloads, irregular learner attendance, and insufficient parental support. Qualitative findings highlighted differentiated instruction, diagnostic assessment, collaboration, and adaptive teaching practices as coping mechanisms. The study concluded that teacher preparedness, positive attitudes, and effective challenge management were essential to ARAL implementation. It recommended continuous professional development, adequate resources, flexible scheduling, stronger stakeholder collaboration, and regular monitoring. The study supported Sustainable Development Goal 4 (Quality Education) and SDG 17 (Partnerships for the Goals) by promoting equitable learning recovery and collaborative educational interventions. Its sustainability contribution emphasized institutional capacity building, educational continuity, and strengthened stakeholder participation for long-term program implementation.

The study aimed to analyze the impact of implementing instructional sequences on strengthening the teaching of Spanish Language and Social Sciences at the primary level in Regional 02, San Juan, Dominican Republic. A quantitative approach was adopted, using a non-experimental, cross-sectional, descriptive design. The participants comprised 498 individuals, including 463 teachers and 35 district-level educational specialists. Structured questionnaires were administered, and the data were analyzed using frequencies and percentages. The results revealed a favorable assessment of the implementation of instructional sequences, particularly regarding the progressive organization of activities, activation of prior knowledge, student participation, oral and written production, and learning monitoring. Teachers also perceived improvements in lesson planning, organization, and assessment practices. However, district-level specialists identified areas requiring further consolidation, particularly the alignment between planning and classroom practice, the correspondence between activities and learning evidence, the use of educational resources, and pedagogical support. Challenges related to available instructional time and the need to make adaptations during implementation were also identified. It is concluded that instructional sequences have a favorable impact on strengthening teaching, although their consolidation requires systematic monitoring, teacher training, and contextualization of instructional proposals.

Research on fitrah-based education is mostly conceptual or situated in early childhood and primary schools; its implementation in junior high schools bound by the national curriculum remains underexplored. This qualitative case study describes the forms of implementation, strategies for developing students' academic and spiritual potential, supporting and inhibiting factors, and implications for students at SMP Ar-Rauf Tangerang. Data came from interviews with seven informants, observation, and documents, analyzed with the Miles, Huberman, and Saldaña model. Four forms of implementation emerged: an integrated curriculum, learning centered on students' uniqueness, narrative assessment (Rapor Fitrah), and a nurturing school culture. Potential was developed through talent mapping, personalized Qur'an memorization, nature-based entrepreneurship, and differentiated instruction. Educator vision, parental involvement, and the environment supported implementation; tension with the national curriculum, teacher workload, and varied parental understanding inhibited it. The study proposes the Formal School Fitrah Ecosystem model.

Since independence in 1963, Kenya has pursued educational reforms intended to align schooling and training with its social, economic, and political development priorities. This study traces the evolution of these reforms from the Ominde Commission of 1964 to the introduction of the Competency-Based Curriculum (CBC) in 2017 and examines their relationship with national development. A qualitative document review was employed to analyze reform trajectories across primary, secondary, technical and vocational, university, and examination systems. The review also considered policies concerning free primary and secondary education, bursary and scholarship schemes, and gender affirmative action, focusing on their implications for access, equity, and educational quality. The findings indicate that successive reforms have consistently positioned education as a means of promoting national unity, preparing the workforce, and strengthening civic participation. These priorities reflect the role assigned to education in advancing social cohesion, economic productivity, and political development. However, the translation of policy commitments into practice has remained constrained by inadequate funding, limitations in teacher capacity, and insufficient infrastructure. These implementation gaps restrict the extent to which educational reforms can achieve their intended developmental outcomes. The analysis emphasizes the importance of examining policy design alongside the resources and institutional capacity required for implementation. Sustained investment in teacher preparation and professional development, educational infrastructure, and systematic monitoring is necessary to strengthen reform delivery. The study concludes that education can contribute more durably to national development when policy ambitions are supported by consistent investment and implementation capacity. Its historical and policy perspective provides a basis for policymakers and educational stakeholders to assess reform priorities and strengthen connections between educational change and Kenya’s development goals.

This study examined teachers’ readiness and perceived effectiveness in implementing Makabansa and Araling Panlipunan under the revised K to 10 (MATATAG) Framework across 33 public schools in the Schools Division of Parañaque City during School Year 2025–2026. Specifically, it sought to determine whether teacher readiness significantly predicted perceived effectiveness and to identify which readiness domains most strongly influenced outcomes. Employing a quantitative-correlational design, the study utilized stratified random sampling to ensure proportional representation across grade levels and supervisory contexts. The study involved 271 public school respondents, composed of 227 teachers handling learners in Key Stages 1–3 and 44 immediate coordinators, namely head teachers and master teachers. Data were collected through validated researcher-made survey instruments measuring readiness and perceived effectiveness and were analyzed using descriptive statistics, correlation, and regression techniques. Findings revealed that both teachers and coordinators demonstrated very high levels of readiness and effectiveness. Correlation analysis confirmed a significant positive relationship between readiness and effectiveness, while regression analysis demonstrated that readiness significantly predicted effectiveness. Teacher readiness explained 22.4% of the variance in perceived effectiveness (R² = .224, β = .473, p < .001), while coordinator readiness explained 53.9% (R² = .539, β = .734, p < .001). As a practical output, the study developed a Teacher Readiness Toolkit for Makabansa and Araling Panlipunan.

Curriculum reform depends on how school leaders support its everyday implementation. This study examined the relationship between curriculum leadership practices and perceived curriculum implementation effectiveness among public school heads in Albay, Ligao City, and Iriga City, Philippines. Guided by Hallinger and Murphy’s instructional leadership model, a cross-sectional descriptive-correlational design was used. Fifty school heads voluntarily completed a questionnaire containing 60 items across six subscales. Analyses included descriptive statistics, internal consistency estimates, Pearson correlation, and simultaneous multiple regression, supplemented by rank-based correlation, robust standard errors, and influential-case checks. Respondents reported very high leadership practices (M = 4.702, SD = 0.375) and implementation effectiveness (M = 4.678, SD = 0.359). However, 71.2% of item responses received the highest rating, indicating a ceiling effect. Overall leadership and implementation scores were strongly associated (r = .804, p < .001). The regression model explained 66.8% of the observed variance. Positive learning climate was the only dimension with a significant unique association (B = 0.535, β = .595, p = .002), a finding retained in sensitivity analyses. Mission definition and instructional management did not contribute significant additional variance after their overlap with learning climate was considered. Findings suggest that collaboration, recognition, inclusion, and professional learning deserve attention in curriculum support. Nevertheless, the voluntary sample, common source of measurement, unverified content validity, and overlapping predictors limit interpretation. The results describe perceptions rather than independently demonstrated effectiveness and cannot establish causation. Larger studies using validated instruments, teacher reports, observations, and documentary evidence are needed to test these relationships.

The effectiveness of young football players’ athletic training is determined by the interaction of physical, technical, tactical, theoretical, integrated, and psychological components. In team sports, communicative and organizational inclinations are of particular importance as psychological prerequisites for effective interaction and the realization of leadership potential. Purpose. To identify and compare the age-related characteristics of communicative and organizational inclinations in young football players and to determine their role in the implementation of leadership functions in team activities. Materials and methods. To achieve the aim of the study, an analysis was conducted analysis of scientific and methodological literature, comparison, psychological assessment using the «Assessment of Communicative and Organizational Inclinations» by V. V. Sinyavskyi and B. O. Fedorishyn, and methods of mathematical statistics, including the Kruskal–Wallis test. The study involved three groups of football players (n=108): aged 9–10 (n=33), 13–14 (n=37), and 16–17 years (n=38) from Children and Youth Sports Schools in Kyiv.Results. Significant individual variability in the indicators was established. Communicative inclinations were found to be more developed than organizational inclinations. Their mean values were 3.00±1.58, 2.92±1.40, and 3.21±1.45 points, respectively, across the three age groups, while organizational inclinations were 2.03±1.33, 2.24±1.42, and 2.34±1.38 points. The oldest group demonstrated a higher proportion of athletes with high and very high levels of communicative inclinations, whereas a low level predominated in organizational inclinations across all age groups. No statistically significant age-related differences were found in communicative (H=0.75; p=0.69) or organizational inclinations (H=1.11; p=0.57). Conclusions. Communicative and organizational inclinations are important psychological prerequisites, but not direct indicators, of leadership function implementation. The communicative component creates prerequisites for information, motivational, mediating, and representative functions, while the organizational component contributes to planning, coordination, and responsibility-taking. The findings support the need for targeted development of these characteristics and the application of distributed leadership principles.

The article provides a theoretical and methodological rationale for the use of creative psychological and pedagogical technologies in teaching subject-specific methodologies of natural science disciplines in higher education. The relevance of the study is determined by the need to shift from the acquisition of reproductive knowledge to productive, inquiry-oriented, and professionally focused learning activities in the training of prospective teachers in natural science disciplines. Such activities enable students to generate ideas, formulate and test hypotheses, model natural processes, make methodologically grounded decisions, and create educational products. The aim of the article is to clarify the concept of creative psychological and pedagogical technologies, identify the features that determine their creative orientation, and substantiate the principles, conditions, and criteria for their selection and implementation in the professional training of prospective teachers of natural science disciplines. The study is theoretical and analytical in nature. The source base comprises regulatory documents, research articles, and methodological publications addressing the development of creativity, inquiry- and problem-based learning, teacher education in natural science disciplines, and the use of project-based, digital, and geoinformation tools. Analysis and synthesis, comparison, generalization, systematization, classification, pedagogical modeling, and methodological extrapolation were employed. Creative psychological and pedagogical technologies are understood as pedagogical technologies whose organization creates conditions for productive creative activity through openness to problems, variability of possible solutions, independent generation and verification of ideas, and the creation of a result that is new to the learner. Their implementation in natural science teacher education requires combining originality and variability with scientific validity, evidence-based reasoning, and verifiability. The methodological tools were systematized according to their functional purposes, distinguishing pedagogical technologies, methods, and types of activity, educational approaches, and digital tools. Psychological and pedagogical conditions and criteria for their selection were identified. The theoretical analysis provides grounds for considering problem- and inquiry-based learning, project-based learning, case-based learning, design thinking, modeling, open-ended tasks, geoinformation services, and virtual laboratories as promising tools for organizing creatively oriented learning activities of prospective teachers of natural science disciplines. Their appropriate integration may potentially contribute to the development of creative, critical, and systemic thinking, inquiry skills, and the ability to apply knowledge in non-standard educational and professional situations; however, these effects require further empirical verification. The findings may be used to develop educational programs and instructional materials for the professional training of prospective teachers in natural science disciplines.

This community service activity reports the implementation of a token economy technique to support attention during English-language learning at LKP Endemic, Warungjayeng, Nganjuk. The activity used a classroom-action-oriented plan–act–observe–reflect framework involving 12 learners. Attention was operationalized through 20 observable indicators grouped into seven dimensions: attention orientation, sustained attention, task engagement, response to instruction, active participation, distraction control, and self-regulation. The intervention combined immediate token delivery, behavior-specific verbal praise, token recording, exchange opportunities, and gradual fading. Descriptive results showed a group mean of 43.92/80 at pre-intervention, 56.08/80 in Cycle I, and 67.75/80 in Cycle II. The absolute increase from baseline to Cycle II was 23.83 points, corresponding to a relative increase of approximately 54.26% from baseline. The largest descriptive improvements were observed in response to instruction, active participation, distraction control, and self-regulation. Cycle I reflection identified the need for more consistent timing of token delivery, more explicit behavior-specific praise, and reduced dependence on external rewards; these changes informed Cycle II through selective token delivery and gradual fading. Because the activity involved a small group without a comparison condition, the findings should be interpreted as descriptive evidence of local implementation rather than as a causal estimate of effectiveness. The findings provide a practical framework for integrating behavioral reinforcement with English-learning activities in a non-formal learning setting.

The implementation of the Merdeka Curriculum in elementary schools requires continuous teacher professional development and collaborative support systems. Teacher working groups have an important role as professional learning communities that facilitate teachers in adapting to curriculum changes and improving instructional practices. This study aims to analyze the role of the Sekbin 2 Teacher Working Group (Forum Kelompok Kegiatan Guru/ FKKG) in strengthening the implementation of the Merdeka Curriculum at elementary schools in Tonjong District, Brebes Regency. This study employed a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, observations, and document analysis. The research participants consisted of the FKKG chairperson, administrators, elementary school teachers, principals, and school supervisors selected through purposive sampling. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings indicate that FKKG Sekbin 2 plays three strategic roles in supporting the Merdeka Curriculum implementation. First, FKKG functions as a professional learning community that strengthens teacher competence through collaborative discussions, sharing best practices, and developing learning tools. Second, the sustainability of FKKG activities is supported by educational leadership and organizational support from principals and supervisors. Third, FKKG contributes to transforming instructional practices by encouraging student-centered learning, differentiated instruction, and innovative teaching strategies. This study concludes that FKKG can serve as a strategic educational management instrument for strengthening curriculum implementation through collaborative professional development, organizational support, and sustainable improvement of teacher practices.

Teaching Factory (TEFA) provides vocational students with authentic, industry-oriented learning experiences. However, its evaluation often focuses on technical performance and final learning outcomes, leaving employability skills insufficiently assessed. Previous studies have largely examined TEFA implementation and digital assessment separately, highlighting the need for an integrated evaluation model. This study aimed to develop and validate a Digital Teaching Factory Evaluation Model that integrates authentic learning, digital assessment, and employability skills evaluation. A research and development approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through literature reviews, observations, interviews, questionnaires, document analysis, expert validation, and pretest-posttest assessments. Quantitative data were analyzed descriptively, while qualitative data were examined through coding, categorization, and triangulation. The results showed that the model achieved 88.0% expert validation and 90.0% practicality, indicating that it was highly valid and very practical. Students’ average employability skills scores increased from 67.8 to 84.4, with a reported relative gain of 51.7%. Work readiness showed the highest relative gain (58.1%), followed by collaboration (53.3%), problem-solving (51.4%), communication (50.0%), and adaptability (45.5%). These findings suggest that the model offers a practical framework for assessing employability skills within authentic TEFA activities. It can help vocational teachers document student performance, provide timely feedback, and align assessment with workplace expectations. Further research involving larger samples and stronger experimental designs is needed to examine its effectiveness across different vocational education contexts.

This study aims to examine the effectiveness of the PJBL model with a scientific approach that influences student learning outcomes. The method used in this study is a literature study by collecting and analyzing various previous research sources related to the implementation of PjBL in elementary schools. This literature study focuses on how PjBL can develop students' cognitive, affective, psychomotor, and social-emotional skills. The results of the study show that PjBL through a scientific approach can increase students' interest, motivation, and learning outcomes. This model encourages students to collaborate, think critically, and actively engage in real projects that are relevant to everyday life. However, there are several challenges in its implementation. The success of this model requires support from good time management, teacher guidance, and adequate facilities.

Discipline assessment in elementary schools is essential for systematically monitoring students’ character development and providing a basis for continuous guidance. However, effective assessment depends not only on the availability of instruments but also on consistent implementation and the appropriate use of assessment results. This study aimed to describe the implementation of discipline attitude assessment instruments and the disciplinary behavior of students at SD Negeri 071206 Taluzusua. The study employed a qualitative approach with a descriptive method. The informants consisted of two homeroom teachers and one subject teacher selected purposively based on their direct involvement in teaching and attitude assessment. Data were collected through in-depth interviews, observations, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data credibility was strengthened through source, technique, and time triangulation. The findings indicated that instrument implementation involved three stages: planning, assessment, and utilization of results. Teachers used observation sheets and attitude assessment journals to assess punctuality, compliance with rules, and responsibility for completing assignments. Students generally demonstrated fairly good discipline, although their behavior was not yet consistent across all indicators. Assessment results were used to provide reminders, guidance, reinforcement, and continuous character development. These findings highlight the importance of systematic assessment and appropriate follow-up in fostering discipline in elementary schools. ABSTRAK Penilaian sikap kedisiplinan penting dilakukan di sekolah dasar untuk memantau perkembangan karakter peserta didik secara sistematis dan menjadi dasar pembinaan yang berkelanjutan. Namun, keberhasilan penilaian tidak hanya ditentukan oleh ketersediaan instrumen, tetapi juga oleh konsistensi penggunaannya dan pemanfaatan hasilnya. Penelitian ini bertujuan mendeskripsikan implementasi instrumen penilaian sikap kedisiplinan dan gambaran kedisiplinan peserta didik di SD Negeri 071206 Taluzusua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Informan terdiri atas dua wali kelas dan satu guru mata pelajaran yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa implementasi instrumen meliputi perencanaan, pelaksanaan penilaian, dan pemanfaatan hasil. Guru menggunakan lembar observasi dan jurnal penilaian untuk menilai ketepatan waktu, kepatuhan terhadap aturan, dan tanggung jawab dalam menyelesaikan tugas. Kedisiplinan peserta didik secara umum cukup baik, tetapi belum konsisten. Hasil penilaian dimanfaatkan untuk memberikan pengingat, arahan, penguatan, dan pembinaan karakter secara berkelanjutan.

This study aims to explain the implementation of the hidden curriculum through school habituation in shaping students' disciplined character at MTs Al-Quraniyah Manna, South Bengkulu Regency. The hidden curriculum refers to values instilled in students through school culture, teacher role modeling, rules, and daily habits that are not included in the formal curriculum. This study employed a qualitative approach classified as descriptive research. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which includes data collection, condensation, display, and conclusion drawing/verification. The findings reveal that the hidden curriculum is implemented through two primary habituation activities: the TAKRIR program (daily Qur'anic muroja'ah before classes) and congregational Dhuhr prayer conducted regularly from Monday to Thursday at the Maria Affan Mosque. Three main mechanisms contribute to the formation of students' disciplined character: behavioral habituation through consistent daily routines, teacher role modeling through active participation and direct guidance, and the establishment of a strong religious school culture. The results indicate improvements in students' punctuality, compliance with school rules, orderliness during worship, and intrinsic awareness to fulfill obligations without coercion. Therefore, the hidden curriculum through sustained religious habituation serves as an effective strategy for building students' disciplined character at MTs Al-Quraniyah Manna.

This study examined the implementation and perceived effectiveness of Inquiry-Based Learning (IBL) strategies in science among teachers and students in five public junior high schools in Panabo City, Davao del Norte. Anchored in Constructivist Learning Theory, Social Constructivism, Progressive Inquiry, and Cognitive Load Theory, it employed a quantitative descriptive-correlational design. Respondents comprised 31 Science teachers selected through total enumeration and 100 Grade 10 students selected through purposive sampling. Data were collected using validated researcher-developed questionnaires and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Teachers rated IBL implementation as Highly Implemented (M = 4.66) and its effectiveness as Highly Effective (M = 4.71), whereas students rated implementation as Implemented (M = 4.17) and effectiveness as Effective (M = 4.09). Significant positive relationships emerged between implementation and perceived effectiveness, with stronger associations in students’ assessments. Significant differences between teacher and student ratings indicated disparities in their classroom perceptions. The findings concerned student engagement, conceptual understanding, scientific inquiry skills, collaborative learning, and problem-solving abilities. The study proposed the INQUIRE+ Professional Development Program to strengthen Science teachers’ inquiry-based instruction through coaching, collaborative lesson study, reflective practice, and systematic monitoring and evaluation. It aligns with Sustainable Development Goal 4 (Quality Education) by supporting improved Science instruction and continuing teacher development. Its contribution to educational and institutional sustainability lies in promoting sustained professional learning, school-based collaboration, and evidence-informed instructional improvement across participating schools and varied local classroom learning contexts. Further evaluation of the proposed program is needed to establish its effectiveness after implementation.

With the World Health Organization (WHO) estimating 720,000 deaths from suicide each year, the phenomenon of suicide is a priority in public health policy. International policy frameworks highlight the need to adopt biopsychosocial perspectives in order to understand the phenomenon of suicide; however, in practice, it is noted that social components play a minor role in policy design, with a preference for a biopsychological and clinical approach. This paper seeks to answer the question: Does Spanish public policy on suicide prevention operationalize the biopsychosocial model of suicide in its strategic implementation? To answer this question, a documentary analysis of public policies is carried out using the READ method. Current suicide policies in force in Spain are examined at three levels: transnational framework documents, national policies, and regional public policies. In the 15 policies analyzed, a lexicometric analysis is combined with a thematic qualitative policy analysis. The results show that, as one moves down to policies closer to the population, a gap emerges between the discursive use of the biopsychosocial model and its practical application. It is concluded that at the transnational and national policy levels, the biopsychosocial model predominates in the understanding of suicide, while in Spain’s autonomous communities, the psychobiological approach tends to be prioritized over social causes. This has an impact on the types of measures proposed, which have limited intersectional scope, a narrow view of the community-based approach, and prioritize healthcare resources to address the phenomenon of suicide.

This study aims to examine research trends and synthesize key findings related to the implementation of outdoor learning in science education through a Systematic Literature Review (SLR) approach. The literature search was conducted using the Scopus database and focused on publications published between 2021 and 2025. The initial search retrieved 197 records, which were subsequently screened in accordance with the PRISMA guidelines using predefined inclusion and exclusion criteria, resulting in 12 studies being selected for further analysis. Based on the descriptive mapping and synthesis of the selected studies, the findings suggest that outdoor learning may enhance students' conceptual understanding, engagement, learning motivation, and several aspects of thinking skills, although direct evidence regarding critical thinking remains limited. The reviewed studies suggest that outdoor learning may support conceptual understanding, engagement, motivation, and some aspects of thinking skills, although direct evidence on critical thinking remains relatively limited. Mixed methods emerged as the most frequently used research approach, followed by qualitative and quantitative methods. The review further identifies underexplored areas, particularly technology integration and the implementation of outdoor learning across diverse educational contexts, highlighting important opportunities for future research.

This study is motivated by the declining use of sagata, a form of Lampung oral literature, due to the influence of global culture and reduced transmission of the local language to younger generations. It aims to describe the implementation of sagata instruction among fifth-grade students at MIN 10 Bandar Lampung, including planning, implementation, evaluation, and supporting/inhibiting factors. A qualitative descriptive approach was used. The subjects were three participants: one Lampung language teacher, one madrasah principal, and one fifth-grade student selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing; data validity was established through triangulation. Findings show that instructional planning was carried out systematically, covering module development, objective formulation, material selection, method selection, media preparation, and evaluation planning. Supporting factors included madrasah support, teachers’ roles, and student enthusiasm, while inhibiting factors included limited sagata-specific teaching materials, varying student vocabulary mastery, and the declining everyday use of sagata. Overall, sagata instruction has been implemented in a structured manner, though further strengthening of materials, media, and practice opportunities is needed to sustain its preservation through formal education. ABSTRAK Penelitian ini dilatarbelakangi oleh menurunnya penggunaan sagata, salah satu bentuk sastra lisan masyarakat Lampung, akibat derasnya arus budaya global serta berkurangnya pewarisan bahasa daerah kepada generasi muda. Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran sastra lisan sagata pada siswa kelas V MIN 10 Bandar Lampung, mencakup perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian berjumlah tiga orang, yaitu satu guru Bahasa Lampung, satu kepala madrasah, dan satu siswa kelas V yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran sagata dilakukan secara sistematis melalui penyusunan modul ajar, perumusan tujuan, penentuan materi, pemilihan metode, penyiapan media, dan perencanaan evaluasi. Faktor pendukung meliputi dukungan madrasah, peran guru, serta antusiasme siswa, sementara faktor penghambat mencakup keterbatasan bahan ajar khusus sagata, perbedaan penguasaan kosakata bahasa Lampung, dan berkurangnya penggunaan sagata dalam kehidupan sehari-hari. Implementasi pembelajaran sagata telah terlaksana secara terstruktur, meskipun masih memerlukan penguatan bahan ajar, media, dan kesempatan praktik untuk mendukung keberlanjutan pelestariannya melalui pendidikan formal.

This study evaluated the implementation and operational viability of the LGU Malay Mental Health Ordinance using the seven-component Project EMBRACE framework. The study addressed a local evidence gap by examining not only whether ordinance activities were implemented but also whether the workforce, referral, infrastructure, monitoring, and partnership conditions required for sustained delivery were present. A convergent parallel mixed-methods design was used. Quantitative data were obtained from 50 program implementers through a validated researcher-developed questionnaire (Cronbach's alpha = 0.962), while qualitative data were collected through Focus Group Discussions with 10 adult mental health service clients from Mainland Malay and Boracay Island. Means and standard deviations summarized five-point viability ratings, and qualitative transcripts were thematically analyzed; the two strands were integrated by comparing convergent, complementary, and divergent findings. The ordinance obtained an overall viable assessment, but component results were uneven. Wellness of Daily Living (M = 3.75), Mental Disorder (M = 3.65), Substance Abuse and Other Forms of Addiction (M = 3.72), and Provision of Services for Mental, Neurologic, and Substance Disorders (M = 3.45) were rated Viable. Extreme Life Experience (M = 3.11), Neurologic Disorders (M = 3.37), and Enhancement of Mental Health Facilities and Partnerships (M = 3.29) were Moderately Viable. Service-user accounts generally supported these patterns and highlighted limited specialist access, psychosocial workforce gaps, dependence on external referrals, and infrastructure constraints. The findings indicate that Malay has established a functional community mental health foundation, but long-term viability requires prioritized investment in crisis-response personnel, neurologic referral capacity, facilities, formal partnerships, continuity-of-care mechanisms, and integrated monitoring.

The urgency of this research lies in the importance of formative assessment for monitoring students’ learning progress and improving Pancasila Education in elementary schools. However, its implementation still faces challenges, including limited time, administrative workload, insufficient instrument variety, and suboptimal use of feedback. This study aims to analyze teachers’ perceptions of the effectiveness of formative assessment instruments, identify implementation barriers, and describe teachers’ efforts to overcome these challenges in Grade V at SD Negeri 071202 Helezalulu. This research employed a descriptive qualitative approach involving two Grade V teachers, one school principal, and four students as informants. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using open coding, axial coding, and selective coding. Data trustworthiness was examined through source and technique triangulation. The findings indicate that teachers perceived formative assessment instruments positively because they helped monitor students’ understanding, identify learning difficulties, provide feedback, and determine instructional follow-up. The identified barriers were addressed through instrument simplification, careful planning, staged assessment, reflection, and teacher collaboration. The study concludes that formative assessment effectiveness depends not only on instrument quality but also on teacher competence, student characteristics, and school support. ABSTRAK Urgensi penelitian ini terletak pada pentingnya penilaian formatif untuk memantau perkembangan belajar siswa dan memperbaiki pembelajaran Pendidikan Pancasila di sekolah dasar. Namun, penerapannya masih menghadapi kendala berupa keterbatasan waktu, beban administrasi, variasi instrumen, dan pemanfaatan umpan balik yang belum optimal. Penelitian ini bertujuan menganalisis persepsi guru terhadap efektivitas instrumen penilaian formatif, mengidentifikasi hambatan penerapannya, serta mendeskripsikan upaya guru dalam mengatasi hambatan tersebut di kelas V SD Negeri 071202 Helezalulu. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan dua guru kelas V, satu kepala sekolah, dan empat siswa sebagai informan. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui open coding, axial coding, dan selective coding. Keabsahan data diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru memiliki persepsi positif terhadap efektivitas instrumen penilaian formatif dalam memantau pemahaman siswa, mengidentifikasi kesulitan belajar, memberikan umpan balik, dan menentukan tindak lanjut pembelajaran. Kendala diatasi melalui penyederhanaan instrumen, perencanaan, penilaian bertahap, refleksi, dan kolaborasi antarguru. Penelitian menyimpulkan bahwa efektivitas penilaian formatif bergantung pada kualitas instrumen, kompetensi guru, karakteristik siswa, dan dukungan sekolah.

This study was motivated by the low learning outcomes of students in Pancasila Education, which was caused by a learning process that had not fully involved students actively. This study aimed to describe the implementation of the Role Playing learning strategy and analyze the improvement of students’ learning outcomes after its implementation. The study was conducted at UPTD SD Negeri 074038 TOHIA with 23 fourth-grade students as research subjects. This study employed Classroom Action Research conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research instruments consisted of teacher activity observation sheets, student activity observation sheets, and learning outcome tests. Data were collected through observation and tests. The results showed that the implementation of the Role Playing strategy improved the quality of the learning process and students’ learning outcomes. Teacher activity increased gradually in each meeting, while student activity also showed increased involvement throughout the learning process. The learning test results showed that the average student score in Cycle I was 63.43 with classical mastery of 39.13%, which increased in Cycle II to 77.17 with classical mastery of 86.95%. This improvement indicates that Role Playing provided students with active, contextual, and meaningful learning experiences that helped them understand Pancasila Education material more effectively. Therefore, the Role Playing learning strategy can be used as an alternative learning strategy to improve students’ learning outcomes in Pancasila Education at the elementary school level. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila yang disebabkan oleh proses pembelajaran yang belum sepenuhnya melibatkan peserta didik secara aktif. Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi pembelajaran Role Playing dan menganalisis peningkatan hasil belajar peserta didik setelah penerapan strategi tersebut. Penelitian dilaksanakan di UPTD SD Negeri 074038 TOHIA dengan subjek penelitian sebanyak 23 peserta didik kelas IV. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Instrumen penelitian berupa lembar observasi aktivitas guru, lembar observasi aktivitas peserta didik, dan tes hasil belajar. Teknik pengumpulan data dilakukan melalui observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan strategi Role Playing dapat meningkatkan kualitas proses dan hasil pembelajaran. Aktivitas guru meningkat secara bertahap dari setiap pertemuan, demikian pula aktivitas peserta didik yang menunjukkan peningkatan keterlibatan selama pembelajaran. Hasil tes menunjukkan bahwa rata-rata hasil belajar peserta didik pada Siklus I sebesar 63,43 dengan ketuntasan klasikal 39,13%, kemudian meningkat pada Siklus II menjadi 77,17 dengan ketuntasan klasikal 86,95%. Peningkatan tersebut menunjukkan bahwa penerapan Role Playing mampu memberikan pengalaman belajar yang aktif, kontekstual, dan bermakna sehingga membantu peserta didik memahami materi Pendidikan Pancasila dengan lebih baik. Dengan demikian, strategi pembelajaran Role Playing dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila di sekolah dasar.

This study examines the implementation of Problem-Based Learning (PBL) assisted by flashcard media to improve third-grade elementary students’ critical thinking skills in Landscape (Bentang Alam) material. Methods: This study used a quantitative approach with a quasi-experimental, nonequivalent control-group design. The sample consisted of 44 third-grade students from SD Negeri in Semarang, divided into an experimental class (22 students) taught using PBL assisted by flashcards and a control class (22 students) taught using conventional learning. Data were collected using pretest and posttest instruments with 120 multiple-choice items (30 per skill) and analyzed using normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, Normalized Gain (N-Gain) analysis, and analysis of Covariance (ANCOVA) with the pretest as the covariate. Because of third-grade students' cognitive capacity, the test was administered in four separate sessions on four different days, with each session lasting approximately 45 minutes. Effect size was reported using Partial Eta Squared to measure the magnitude of the intervention’s impact. Both groups showed increased critical thinking ability after treatment, but the experimental group's increase was significantly higher than the control group's. After controlling for pretest scores, the ANCOVA results showed a significant difference between groups (F = 16989.679; p < .001; η²p = .998), indicating a large effect size. The experimental group's average N-Gain score was 0.7336, categorized as high and fairly effective, while the control group's average was 0.3784, categorized as medium and less effective. The greatest improvement occurred in the analysis and evaluation indicators. Implementing PBL assisted by flashcards effectively improves students’ critical thinking skills on Landscape material, as flashcards function not merely as visual media but as contextual problem triggers integrated into each stage of the PBL syntax. Keywords: problem-based learning, flashcard, critical thinking, landscape, elementary school.

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.

This study aimed to develop and examine the validity, practicality, and preliminary effectiveness of the Outcome-Based Authentic Learning Model (OBALM) for strengthening the professional competence of prospective vocational educators. This Research and Development (R&D) study employed the ADDIE model and involved 54 third-semester students of the Vocational Makeup Education Study Program at the Indonesian Institute of the Arts Padangpanjang. Data were collected through expert validation, implementation observations, student responses, and a professional performance rubric, and were analyzed using Aiken’s V, percentage scores, N-gain, and inferential statistics. OBALM comprises six stages: Authentic Problem Orientation, Problem Analysis, Strategy Design, Implementation, Feedback, and Reflection. Expert validation yielded an Aiken’s V of 0.89, indicating high content validity, while the overall practicality score was 85.0%. Students’ mean professional competence score increased from 62.18 to 82.94, with an N-gain of 0.55. The pretest–posttest difference was statistically significant, t(53) = 13.44, p < .001, with a very large effect size (Cohen’s dz = 1.83). Improvements were observed across the seven targeted professional competence dimensions. These findings provide initial empirical support for OBALM as a structured learning approach that integrates outcome-based learning, authentic problems, practical performance, feedback, and reflection in vocational higher education. Keywords: outcome-based education, authentic learning, professional competence, vocational education, instructional model.

This qualitative descriptive study examined the perspectives of teachers with direct experience implementing the push-in model in general education classrooms in selected schools in Nevada, California, Arizona, and New Mexico, United States. It explored perceived educational value, implementation challenges, collaborative practices, professional roles, and opportunities for growth, and used the findings to formulate the Collaborative Push-In Enhancement Program (C-PEP). Participants were purposively selected from teachers experienced in push-in delivery or collaboration; the methodology described 11 co-participants, although another part of the dissertation reports a different sample count. Semi-structured interview accounts were examined using the six-phase thematic-analysis approach described in the dissertation. Five overarching themes were developed: push-in as inclusive and collaborative support for diverse learners; navigation of instructional, structural, and relational challenges; collaboration as the foundation of effective implementation; evolving instructional roles and complementary push-in/pull-out functions; and professional growth with holistic student development. Participants described greater classroom participation, confidence, access to grade-level teaching, and belonging, while emphasizing constrained planning time, scheduling, resources, and ambiguous teacher roles. The proposed C-PEP integrates differentiated instruction, problem-solving, co-planning, role clarification, mentoring, learner monitoring, and sustainability measures. Findings concern teachers’ reported experiences rather than independently measured student outcomes. The study highlights how inclusive practice depends on both responsive instruction and organizational support.

This study examined teacher self-efficacy, Social-Emotional Learning (SEL) integration, and their predictive relationships with teacher effectiveness in the Academic Recovery and Accessible Learning (ARAL) Program in the Tagbilaran City Division, Bohol, Philippines. Anchored in Social Cognitive Theory, the Prosocial Classroom Model, the CASEL SEL Framework, Self-Determination Theory, and Emotional Intelligence Theory, the study employed an explanatory sequential mixed-methods design. Quantitative respondents comprised 202 ARAL teachers and 23 school heads or designated supervisors from eight public junior high schools. The qualitative phase involved 15 teachers and five supervisory participants. Data were collected using a validated, researcher-developed questionnaire, open-ended questions, and interviews, and analyzed through descriptive statistics, multiple regression, Welch’s t-test, and thematic analysis. Findings revealed high teacher self-efficacy (M = 3.99), SEL integration, and teacher effectiveness. SEL integration significantly and positively predicted content knowledge and pedagogy (R² = .154), assessment and reporting (R² = .520), and learning environment (R² = .537), whereas teacher self-efficacy showed no statistically significant unique contribution after accounting for SEL integration. Teachers’ and supervisors’ assessments showed no significant differences. Challenges included learner disengagement, language barriers, diverse learning needs, inadequate instructional resources, insufficient training, and monitoring difficulties. Professional commitment, instructional adaptability, supportive relationships, and administrative assistance facilitated implementation. The study recommends sustained SEL-focused professional development, differentiated instruction, strengthened supervision, and systematic learner monitoring. It supports Sustainable Development Goals 4 (Quality Education), 3 (Good Health and Well-Being), and 8 (Decent Work and Economic Growth) through inclusive learning recovery, socio-emotional support, and teacher welfare. Its sustainability contribution lies in informing institutional capacity-building, equitable educational opportunities, and continuing professional support for effective ARAL implementation.

This study identified the competency needs of emerging school leaders in financial management, strategic partnerships, and project implementation as a basis for developing a capability building program. Using a descriptive research design integrated with a Research and Development (R&D) approach, the study involved 68 emerging school leaders, specifically Head Teachers and newly appointed School Heads with zero to three years of leadership experience in a public schools division in Northern Luzon, Philippines. The researchers gathered data using a competency needs assessment survey aligned with the Philippine Professional Standards for School Heads (PPSSH). The findings revealed that financial management was identified as a Moderate Training Need, while strategic partnerships and project implementation were identified as Extensive Training Needs. Based on these findings, the STEP UP! (Strengthening and Training Emerging Personnel for Upgraded Performance) Capability-Building Program was developed to address the identified competency gaps. The program subsequently underwent expert validation and pilot implementation. Validation results indicated an overall rating of Very Highly Valid, demonstrating strong alignment with competency needs, professional standards, content requirements, and implementation mechanisms. Evaluation based on Kirkpatrick’s Four-Level Model further showed that the program was highly effective, as participants reported positive reactions, increased knowledge and skills, successful application of learning in the workplace, and perceived improvements in leadership performance and school operations. The study concludes that a needs-based and standards-aligned capability-building program can effectively strengthen the competencies of emerging school leaders and contribute to improved school governance, stakeholder engagement, and project implementation.

The tahfiz juz’i method helps students memorize the Qur’an gradually. However, its implementation in Juz ‘Amma memorization instruction continues to face various challenges, particularly among third-grade students at SDN 07 Lembah Melintang, Pasaman Barat. This study aimed to describe the challenges in implementing the tahfiz juz’i method and teachers’ efforts to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data trustworthiness was assessed through source and methodological triangulation. The findings revealed that implementation challenges included differences in students’ Qur’anic reading and memorization abilities, limitations in memory and concentration, varying levels of learning motivation, limited teacher time for individual guidance, and uneven family support for murajaah at home. Teachers’ efforts included assigning memorization tasks gradually, strengthening motivation, adapting memorization targets to students’ abilities, establishing regular murajaah routines, correcting tajwid and letter articulation, and collaborating with parents. These findings provide an empirical account of the challenges in implementing tahfiz juz’i instruction at the elementary school level and teachers’ efforts to address them. The study underscores the importance of guidance tailored to students’ abilities and collaboration between schools and families in supporting Qur’anic memorization instruction. Practical implications include the need to adjust memorization targets and ensure continuity of guidance at school and at home. Future research should include more research sites and longer observation periods to gain a deeper understanding of the implementation of the tahfiz juz’i method.

This study determined the administrative strategies employed by school leaders in implementing enhanced digital-based literacy instruction in selected public elementary schools in the City of Naga, Cebu (Region VII), and Calubian, Leyte (Region VIII), during School Year 2025–2026. It examined the respondents’ demographic and professional profiles; the level of implementation of digital-based literacy instruction in terms of curriculum integration, technological infrastructure and resources, and teacher pedagogical competence; the administrative strategies employed in resource allocation and maintenance, capacity building and professional development, and instructional supervision and monitoring; and the issues and concerns encountered. The study employed a quantitative descriptive-correlational and descriptive-comparative research design. The respondents comprised 110 school heads and teachers from six public elementary schools, consisting of six school heads (5.45%) and 104 teachers (94.55%). Data were gathered using a researcher-made structured questionnaire anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and the Philippine Professional Standards for School Heads (PPSSH). Frequency, percentage, weighted mean, and standard deviation were used for descriptive analysis, while an independent-samples t-test or analysis of variance (ANOVA) and Pearson’s correlation coefficient were proposed for examining differences and relationships. The findings revealed that digital-based literacy instruction was implemented to a great extent (overall weighted mean = 3.45, SD = 0.42), while administrative strategies were employed to a great extent (overall weighted mean = 3.51, SD = 0.39). Instructional supervision and monitoring were revealed to be the most frequently implemented administrative strategy, whereas technological infrastructure and resources were revealed to be the area requiring the greatest improvement. A significant positive relationship was revealed between administrative strategies and the level of implementation (r = 0.62, p < 0.001). Limited internet connectivity, insufficient digital equipment, and the need for continuous teacher training were revealed to be the major implementation concerns. These findings suggest the value of an enhanced digital-based literacy instruction framework emphasizing strategic resource allocation, sustained professional development, reliable technological infrastructure, and consistent instructional supervision.

The Tarbiyah Anak Saleh (TRANS) Program is a character and religious development program for students at Al-Bashirah Integrated Islamic Elementary School (SDIT Al-Bashirah). Although the program has been implemented as one of the school’s flagship programs, it has never been systematically evaluated to identify discrepancies between its planning and implementation. This study aims to identify and measure the discrepancies between the planning and implementation of the TRANS Program using the Discrepancy Evaluation Model (DEM), which comprises four evaluation stages: design, installation, process, and product. The study employed an evaluation approach using a mixed-method design and was conducted from February 23 to March 7, 2026. Data were collected through questionnaires, interviews, and documentation. The questionnaires were administered to 132 students in Grades IV, V, and VI, while interviews were conducted with 3 teachers involved in implementing the program. The findings show that the overall discrepancy level of the TRANS Program was categorized as small. At the design stage, the program was supported by competent human resources and adequate facilities and infrastructure, although several activities had not yet been implemented and detailed technical guidelines were not available. At the installation stage, the level of program conformity reached 80%, with a discrepancy of 20%, categorized as small, although internet connectivity and transportation constraints were still encountered. At the process stage, the level of conformity also reached 80%, with a discrepancy of 20%, categorized as small, supported by the involvement of the school, teachers, parents, and students. At the product stage, the level of program achievement reached 84%, with a discrepancy of 16%, categorized as very small, as reflected in positive changes in students’ worship practices, moral character, discipline, and responsibility. These findings indicate that the TRANS Program demonstrates a high level of conformity and achievement; however, stronger technical guidelines and greater consistency in implementation are still needed to ensure that all program components are carried out optimally. ABSTRAK Program Tarbiyah Anak Saleh (TRANS) merupakan program pembinaan karakter dan keagamaan peserta didik di Sekolah Dasar Islam Terpadu (SDIT) Al-Bashirah. Meskipun program ini telah dilaksanakan sebagai salah satu program unggulan sekolah, belum pernah dilakukan evaluasi secara sistematis untuk mengetahui kesenjangan antara perencanaan dan pelaksanaannya. Penelitian ini bertujuan untuk mengidentifikasi dan mengukur kesenjangan antara perencanaan dan pelaksanaan Program TRANS menggunakan Discrepancy Evaluation Model (DEM), yang mencakup empat tahap evaluasi, yaitu desain, instalasi, proses, dan produk. Penelitian menggunakan pendekatan evaluasi dengan metode campuran (mixed method) yang dilaksanakan pada 23 Februari–7 Maret 2026. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Angket diberikan kepada 132 peserta didik kelas IV, V, dan VI, sedangkan wawancara dilakukan terhadap 3 guru yang terlibat dalam pelaksanaan program. Hasil penelitian menunjukkan bahwa tingkat kesenjangan Program TRANS secara umum berada pada kategori kecil. Pada tahap desain, program telah didukung oleh sumber daya manusia yang kompeten dan sarana prasarana yang memadai, meskipun beberapa kegiatan belum terlaksana dan belum tersedia petunjuk teknis yang rinci. Pada tahap instalasi, tingkat kesesuaian program mencapai 80% dengan kesenjangan 20% dalam kategori kecil, meskipun masih terdapat kendala jaringan dan transportasi. Pada tahap proses, tingkat kesesuaian mencapai 80% dengan kesenjangan 20% dalam kategori kecil, didukung oleh keterlibatan sekolah, guru, orang tua, dan peserta didik. Pada tahap produk, tingkat ketercapaian mencapai 84% dengan kesenjangan 16% dalam kategori sangat kecil, yang ditunjukkan oleh perubahan positif pada aspek ibadah, akhlak, kedisiplinan, dan tanggung jawab peserta didik. Temuan ini menunjukkan bahwa Program TRANS memiliki tingkat kesesuaian dan ketercapaian yang tinggi, tetapi masih memerlukan penguatan petunjuk teknis dan konsistensi pelaksanaan agar seluruh komponen program dapat terlaksana secara optimal.

Background School-aged children that experience social anxiety and have difficulty with interactions among peers can create significant challenges to their development in terms of both psychology and behavior. A team sport such as volleyball provides a common setting that naturally includes all aspects of social interaction (communication, cooperation, role coordination, etc.) and shared goals which is essential to improve the child’s confidence in interacting socially and abilities to interact socially with peers. Objective This research is an examination of the effect that a 12-week collective volleyball cooperative tactical training program will have on social anxiety and peer interaction in children (8–12). Methods A sample of 80 healthy school-age children was obtained via two methods of campus based, voluntary and/or open recruitment. These children were then randomly assigned to either an experimental intervention group ( n = 40) or an active control group receiving standard physical education ( n = 40). For 12 consecutive weeks, participants in the experimental group engaged in a type of volleyball cooperative tactical team training that occurred on 3 days each week at 1 h per day. During this time the participants in the control group engaged in standard physical education classes of matched frequency and duration. Social anxiety was measured by use of the Social Anxiety Scale for Children (SASC); SASC measures include total social anxiety, fear of negative evaluation and social avoidance/distress. Participant peer interaction was evaluated using a study-specific 25-item peer-interaction questionnaire covering interaction initiative, peer acceptance, interaction coordination, interaction openness, and conflict resolution ability. Data collection occurred prior to, as well as subsequent to, the intervention. Statistical analyses were conducted utilizing SPSS version 26.0 software. A 2 × 2 mixed-design ANOVA was conducted to examine Group × Time interaction effects, with group (intervention vs. control) as the between-subjects factor and time (pre-intervention vs. post-intervention) as the within-subject factor. Effect sizes were reported using partial eta squared ( η 2 p ), and post hoc comparisons were performed when significant interactions were identified. Results Group × Time Interaction Effects from a mixed-design ANOVA were found to be statistically significant for both of the outcomes (social anxiety and peer interaction) of this study. Children participating in an intervention that included an instructional program using the Collective Volleyball Cooperative Tactical Training Model showed significantly greater improvement than did those in the Control Condition in reducing their level of social anxiety as well as improving their peer interaction abilities over the course of the 12-weeks. Although we found a statistically-significant improvement in both children’s social anxiety, and their peer interaction skills through a 12-week program, there is no data available for us to understand if those positive results will continue into the future because we did not assess children at later points in time. Thus, future researchers are encouraged to consider extended assessment periods as part of their study designs to determine how long such interventions have an impact. Secondly, as a feasibility study in a controlled environment showed promise for implementation of cooperative tactical volleyball programs, there may be barriers to successful implementation in regular school settings such as lack of facilities, class size and teacher workload. Future research is needed to examine how cooperative tactical volleyball programs can be adapted to encompass large groups of students and incorporated into routine physical education curriculum. Furthermore, although the intervention showed feasibility under controlled conditions, implementation in regular school settings may face practical challenges, including limited facilities, larger class sizes, and teacher workload. Future studies should examine how cooperative volleyball tactical training can be adapted for broader school-based implementation. Conclusion Collective Volleyball Cooperative Tactical Training is an effective method for reducing social anxiety and improving the ability of school aged children to interact with peers. The program offers a viable, school-based model for integrating sport skills acquisition (training) and psychosocial growth through physical activity.

Background and objectives Health literacy in adulthood plays a major role in an individual’s ability to use health information to benefit their health. Social determinants in early childhood initiate the development of health literacy through newborn brain development and oral language acquisition. Both of these processes are promoted by stimulation from everyday interactions with parents/caregivers at home and in the community. Unequal access to language-learning opportunities during early childhood represents a modifiable developmental and social determinant of later educational and health outcomes. There are inequities in these time-sensitive interactions—specifically language-learning opportunities—across families in the population, which are social determinants of early literacy, achievement in school, and later-life education, health, and economic and social well-being across the life span. This gap is most pronounced among children who grow up in poverty in the United States and internationally. The healthcare system in the United States effectively reaches to nearly all infants; however, language-learning opportunities are not a focus during well-child visits. The term “Language Nutrition” (LN) was coined in prior research to refer to these developmentally rich interactions known to support brain and language growth in children younger than preschool age. We developed Kansas City Brain Builders (KCBB) to address this inequity by promoting LN broadly among families and children in a community so that all children have a more equitable home language environment. The purpose of this study is to report longitudinal empirical findings on families and children related to the implementation of KCBB, a public health approach to community change, over 2 years. Methods The evaluation involved two parallel longitudinal studies: the Community study and the Family study. The Community study assessed the implementation of a KCBB multisectoral community partnership to promote LN-friendly changes in local programs, practices, and policies. The Family study involved longitudinal assessments of a sample of 83 English- and Spanish-speaking families with children younger than 36 months of age, evaluating the KCBB impacts on parental behaviors and child growth in language skills. Results KCBB led to a high level of documented program implementation and substantial LN promotion throughout the community. Repeated parent assessments indicated that participants had received LN messages from multiple community sectors over time, increased their knowledge of the importance of LN, and used LN through storybook reading, verbal responsiveness, and teaching behaviors during interactions with their children. Growth in children’s early language skills was significantly associated with the amount of LN they received. Discussion/Conclusion KCBB is one of the few multisectoral interventions designed to promote community-wide change targeting LN. It is a manualized intervention that can be replicated by other communities. This study employed three levels of measurement such that change could be evaluated in a theoretical framework of influence from community engagement to parental behavior and growth in child language skills. Findings provide preliminary evidence that a multisectoral community approach can achieve broad reach and is associated with changes in caregiver practices and child language growth. Larger, controlled, and replicated studies are needed to establish causal effects and determine whether such approaches reduce disparities in language-learning opportunities.

This study examines how the socio-psychological climate in higher education influences the formation of students’ civic positions across motivational, cognitive, and behavioural components. To address predominantly low-to-medium baseline civic engagement, the study developed and implemented the “Harmony and Citizenship” programme aimed at fostering a supportive educational environment. Effectiveness was evaluated using documentation analysis, pedagogical observation, expert evaluations, and self-assessments. Post-implementation results confirmed the programme’s efficacy, particularly in the experimental group. Behaviourally, the experimental group achieved a higher proportion of high civic engagement (42.7% vs. 41.2% in the control group) and a significant reduction in low-level engagement (13.8% vs. 21.5%). The experimental group also showed gains in high-level motivational (34.1%) and cognitive (33.9%) dimensions. By substantiating key concepts such as civic education, patriotism, and citizenship, this research provides a practical, adaptable methodology for enhancing students’ civic development through institutional climate optimization.

This study aims to analyze the model of ecotheological value internalization through bil-hal da’wah in school co-curricular programs at SD Al-Ishlah Tulungagung. The research employed a qualitative approach with a field research design to examine how ecotheological values are introduced, practiced, and integrated into students’ daily habits. Data were collected through observation, interviews, and documentation focusing on the implementation of the Urban Farming program. The findings reveal that ecotheological values are internalized through practical environmental activities, including plant cultivation, environmental care habits, and religious reflections connecting environmental preservation with human responsibility as Khalifah fil Ardh. These activities provide opportunities for students to relate religious values to concrete actions in caring for their surroundings. The internalization model consists of four interconnected components: value transformation, value transaction, value transinternalization, and ecological-spiritual habituation. Its implementation positively contributes to students’ environmental awareness, responsibility, patience, compassion, and spiritual consciousness. This study concludes that bil-hal da’wah through environmental co-curricular activities effectively promotes ecotheological education and character development by integrating practical environmental engagement with religious understanding among elementary school students.

Student engagement and participation are essential for interactive elementary science and social studies (IPAS) learning. Limited involvement in questioning, expressing opinions, and teamwork may hinder meaningful learning. This study examined changes in engagement and participation during the implementation of the Teams Games Tournament (TGT) model at SDN Karawang Wetan III. Classroom action research involved 30 students across a pre-cycle and two intervention cycles. Classroom observations assessed seven engagement and seven participation indicators. Descriptive analysis showed improvements in both outcomes. Engagement increased in attention, enthusiasm, active involvement, peer interaction, persistence, and responsibility. Participation improved in questioning, answering, expressing opinions, discussion, cooperation, tournament involvement, and task completion. Reported percentages represent mean indicator-level observation scores rather than proportions of students meeting specific criteria. The findings suggest that structured teamwork, academic games, and individual accountability can provide practical opportunities for collaborative IPAS learning. Teachers should establish clear team roles and encourage individual contributions and questioning. Because the study involved one school and two cycles without a control group, the findings are context-specific and do not establish causality. Future research should examine multiple schools, longer implementation, sustained improvements, and relationships with IPAS achievement.

Students' conceptual understanding of force is challenged by persistent difficulties in interpreting interactions, resultant forces, and changes in motion. This study examined the classroom implementation of a five-phase Experiential-Based Deep Learning (EBDL) instructional model designed to connect firsthand observation with reflection, evidence-based explanation, and transfer. A quasi-experimental nonequivalent pretest–posttest design involved 40 eighth-grade students at one Indonesian junior secondary school, with 20 students receiving EBDL and 20 receiving Direct Instruction. Conceptual understanding was assessed using five essay items on force; expert content ratings yielded an overall Aiken's V of 0.870 after recalculation. Available group-level posttest results favored the EBDL group (M = 85.85, SD = 5.51) over the control group (M = 81.30, SD = 7.00). The reported Mann–Whitney test indicated a between-group difference (U = 124.00, Z = −2.06, p = 0.039, r = 0.326). The model's distinctive instructional contribution is its explicit progression from discrepant experiences through reflective meaning-making and force-based reasoning to contextual application and transfer. However, aggregate posttest results do not establish which cognitive process benefited most, whether individual misconceptions were corrected, or the magnitude of pretest-to-posttest change. These findings support further testing of EBDL as a structured, context-sensitive alternative for junior secondary force instruction, with stronger item-level and implementation evidence required before wider causal or generalizable claims are made.

Humanistic–religious education integrates spiritual values, social relationships, and character development in primary education. However, its conceptual dimensions, implementation mechanisms, and outcome evidence remain inconsistently documented, particularly in Satuan Pendidikan Kerjasama (SPK) schools. This study presents a systematic review protocol with preliminary synthesis to examine conceptualisation, implementation practices, potential best practices, and contextual conditions. The planned review covers publications from 2014 to 2026 across Scopus, Web of Science, ERIC, DOAJ, Google Scholar, and Indonesian academic sources. The preliminary corpus comprises ten studies identified through targeted searches, including qualitative case studies, quantitative and mixed-methods research, and conceptual analysis. Formal database searching, PRISMA screening, and critical appraisal remain incomplete. Preliminary patterns indicate that vertical–spiritual and horizontal–social dimensions predominate, while habituation and school culture feature prominently in implementation. Explicit curriculum mapping and family–community engagement are less consistently documented, and comparable pupil-outcome evidence remains limited. Evidence concerning SPK schools is particularly sparse, precluding definitive best-practice claims. A proposed four-layer framework may guide further synthesis of conceptual dimensions, implementation mechanisms, outcomes, and contextual conditions. These preliminary observations require verification through completion of the systematic review before supporting evidence-based recommendations.

Introduction Climate change impacts are not gender-neutral, yet standard reporting relies on aggregate household indicators that obscure intra-household power dynamics and diverse individual vulnerabilities. This review assesses gender-differentiated climate resilience in rural farming households and evaluates the extent to which empirical evidence aligns with the gender-responsive, participatory and transparent mandates of the Paris Agreement. Methods Peer-reviewed studies published between 2015 and 2025 were retrieved from Scopus, Web of Science, AJOL and Google Scholar following PRISMA guidelines. A total of 117 eligible studies were screened and analysed thematically using a hybrid inductive–deductive approach in R. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and evidence coverage was characterised using GRADE-CERQual adequacy criteria. Policy alignment was mapped against Articles 2.1b, 7.1, 7.5, 11 and 13. Results Eight interrelated resilience domains were identified: livelihood, water, food, ecological, social, community, agricultural and economic. The review reveals a significant implementation gap between the Paris Agreement and ground-level reality. While Articles 7.5, 11 and 13 emphasise equity and participation, resilience is often achieved through paradoxes of depletion. We propose the Gendered Resilience Paradox Framework (GRPF), a novel theoretical model encompassing resilience as a distributive process rather than a neutral capacity. The framework identifies five interlocking mechanisms—workload-resilience, biological buffer, mobility-stability, restoration-marginalisation and hydrological time-poverty—through which household resilience is achieved via the systematic transfer of adaptation costs onto women’s bodies, time and agency. These paradoxes form a self-reinforcing Depletion Cycle, creating a resilience debt that may compound intergenerationally. A co-occurrence network (n = 117) shows that workload-resilience is the most frequently documented paradox (53.0%) and reveals that embodied paradoxes remain the least studied. Articles 2.1b and 7.1 show partial alignment; Articles 7.5, 11 and 13 show misalignment. Men also face climate-related hardships, including psychosocial stress, migration-induced vulnerabilities and systemic exclusion from aid. Discussion Resilience achieved through depletion is not resilience but a debt. Closing the implementation gap requires distributional indicators, time-releasing infrastructure, secure land tenure, and bundled interventions that address multiple paradoxes simultaneously. Systematic review registration Open Science Framework (OSF https://doi.org/10.17605/OSF.IO/WFR7Q ).

This classroom action research was motivated by the low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 11 Pauh, Padang City, where only 31.03% of students (10 of 29) achieved the learning objective achievement criterion (KKTP) of 80. This study aimed to describe the lesson planning, the implementation, and the improvement of IPAS learning outcomes through the Problem Based Learning (PBL) model. The research involved 28 and was conducted in two cycles (two meetings in cycle I and one meeting in cycle II), each consisting of planning, acting, observing, and reflecting, using qualitative and quantitative approaches. Data were collected through lesson plan assessment sheets, teacher and student activity observation sheets, and written tests, then analyzed using percentages, mean scores, and classical mastery. The lesson plan score increased from 77.78% to 86.11% in cycle I and reached 91.67% in cycle II. Teacher activity increased from 66.67% to 75.00% and 87.50%, while student activity increased from 62.50% to 75.00% and 87.50%. The mean knowledge score rose from 65.89 to 77.14 and 86.42, and classical mastery increased from 31.03% at baseline to 92.86% in cycle II, exceeding the 80% target. Attitude and skills scores reached 92.85 and 84.37. It is concluded that, in the context of this single-class action research, the implementation of PBL was associated with improved IPAS learning outcomes of fourth-grade students, although the findings cannot be generalised without a comparison group.

Introduction Universal Design for Learning (UDL) has emerged as a prominent framework for promoting inclusive education by addressing learner variability through flexible curriculum design, instruction, and assessment. Although interest in UDL has expanded globally, evidence regarding its implementation in primary mathematics education remains fragmented across diverse educational contexts. This systematic review synthesized empirical evidence on UDL implementation in primary mathematics education and developed an evidence-informed integrative framework to guide research and practice. Methods The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Searches conducted in Scopus and Web of Science identified 168 records, from which 14 studies met the inclusion criteria. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT, Version 2018), and data were synthesized through thematic analysis. Results Three substantive themes emerged: instructional practices supporting UDL implementation, educational outcomes associated with UDL implementation, and contextual challenges and enabling factors. The findings revealed that effective UDL implementation was characterized by differentiated instruction, multiple means of representation, engagement, and action and expression, supported by accessible learning resources and digital technologies. These practices were associated with improved mathematics achievement, conceptual understanding, learner engagement, participation, and accessibility. However, successful implementation depended on sustained teacher professional development, institutional support, and equitable access to instructional resources. Discussion The review informed the development of an evidence-informed integrative framework that contextualizes UDL implementation within primary mathematics education. By linking enabling conditions, instructional practices, contextual influences, and learner outcomes, the framework extends existing UDL applications and offers a comprehensive model for advancing inclusive mathematics education. The findings underscore the importance of systemic support structures in ensuring effective and sustainable UDL implementation.

Allocation of educational resources affects the learning environment and equality of opportunity for students. Frontline teachers' views on the urban-rural disparity in educational resources for Chinese primary and secondary schools are investigated in this study. An exploratory comparative design was used, and based on questionnaire responses from 26 teachers, six were from urban schools and twenty were from rural or township schools. Teacher staffing and qualifications, school facilities, digital resources, curriculum implementation, professional development, family cooperation, funding and policy execution were also analysed. Therefore, the deficiencies in urban and rural areas cannot be confined to primary and secondary school facilities. Rural teachers reported more restrictions in specialist staffing, professional development, curriculum provision, digital resources, family support and the actual implementation of educational balancing policies. Teachers in both groups also listed the recruitment, training and retention of teachers as problems. Therefore, in addition to the supply of resources, schools need to have the ability to use and maintain these resources effectively for educational equity. Due to the small and unequal sample and the reliance on self-reported data, the findings should be interpreted as exploratory. Future research should use larger samples and combine teacher perspectives with student, school, and longitudinal data to further examine how resource allocation affects educational opportunities.

Curriculum changes in Indonesia place assessment as a key supporting factor in the learning process, as it provides authentic information on student competency development and helps teachers design more effective and targeted learning. This study aims to describe the English language assessment process in the Merdeka curriculum, which includes diagnostic, formative, and summative assessments. The approach used included a literature review, gathering information through exploration of various sources. Content analysis was used to analyze the data. The research findings revealed that in addition to the form of English assessment, there were also changes in assessment: non-cognitive diagnostic assessment and cognitive assessment were removed at the beginning of the 2021 Merdeka curriculum implementation in the second year, 2022. Formative and summative assessments were then continued in the first year of the Merdeka curriculum implementation in 2021 until 2025 using an in-depth learning approach. Formative assessments are conducted during the learning process, while summative assessments are conducted after a certain learning period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning throughout the learning process and adapt teaching to each student's abilities and characteristics. The research results can be used as a reference for implementing assessment in the Merdeka curriculum

Social and emotional learning (SEL) is increasingly recognized as an important component of elementary education, supporting students’ social-emotional development, engagement, well-being, and academic learning. However, the relationships among teacher social-emotional competence, learning climate, implementation quality, and student outcomes remain insufficiently integrated, particularly in the Indonesian context. This study aims to synthesize literature on these relationships and examine their implications for SEL implementation in Indonesian elementary schools. A narrative literature review was conducted using an existing source corpus supplemented by relevant peer-reviewed literature. The synthesis examined major themes concerning teacher competence, classroom practices, learning climate, student outcomes, implementation conditions, and contextual adaptation. The findings suggest that teacher competence is associated with the quality of SEL enactment, while a supportive learning climate provides a context for student participation and social-emotional learning. Implementation quality and cultural context also shape how SEL is adapted and sustained. These relationships should not be interpreted as a universally established causal pathway. The review highlights the need for context-responsive teacher development, school-level support, and rigorous evaluation of SEL practices. Future empirical research in Indonesian elementary schools should investigate these relationships using longitudinal and mixed-methods approaches.

General Background Pesantren-based madrasas integrate national curricula with Islamic traditions to build academic and religious competencies simultaneously. Specific Background The increasing enrollment of daily commuting learners creates institutional challenges regarding their limited exposure to intensive religious environments compared to dormitory residents. Knowledge Gap Existing literature primarily compares academic outcomes without comprehensively analyzing the pedagogical administration tailored specifically for commuting learners in their natural setting. Aims This research describes the planning, implementation, and evaluation of religious pedagogy specifically for commuting learners at MTs Unggulan Al-Qodiri 1 Jember. Results Planning involves specialized supplementary programs in Qur'an reading, Fiqh, and Basic English structured around formal schedules. Implementation integrates national and boarding curricula through dual supervision systems involving parents and teachers, alongside strict worship habituation. Evaluation applies authentic multi-aspect assessments focusing on practical mastery and attitude development, though challenges persist in adapting teaching methods and maintaining discipline at home. Novelty The study provides a multidimensional framework focusing exclusively on commuting learners as a single unit within a specialized dual-system ecosystem. Implications Successful character building necessitates robust structural synergy among schools, families, and targeted pedagogical differentiation to bridge the environmental divide. Highlights Dual supervision systems synergize teacher monitoring and parental oversight to maintain religious habituation outside dormitories. Authentic assessments evaluate practical worship competencies alongside cognitive mastery through customized pedagogical targets. Curricular differentiation strategies address environmental exposure limitations by integrating specialized supplementary subjects without disrupting formal academic schedules. Keywords Curriculum Integration; Authentic Assessment; Differentiated Instruction; Dual Supervision; Character Development

Background: Physics is a challenging subject for most students due to the abstract and complex nature of its concepts. This condition often causes students to experience difficulties in understanding the relationship between theoretical concepts and their applications in everyday life.Aims: As an effort to address this issue, this community service activity was conducted at MA ALKARIM Bengkulu Tengah by implementing Science Process Skills in physics learning.Method: The implementation was carried out through training activities for teachers and classroom learning practices using a simple pendulum experiment to determine the gravitational acceleration constant. This activity was designed to provide an active, contextual, and student-centered learning experience.Results: Based on the results of the implementation, students demonstrated better engagement in observing, measuring, and discussing the experimental results. In addition, teachers gained new insights into the application of process skills–based learning within the context of limited school facilities.Conclusions: This article outlines the strategies and stages of implementing Science Process Skills used to create a more effective, enjoyable, and relevant physics learning process for students at the secondary school level.

Vocational education has a strategic role in preparing competent graduates according to the needs of the world of work. As the green economy develops and the Society 5.0 era, graduates are not only required to have technical competencies, but also green skills as a provision to face the transformation of the world of work. Green skills are one of the 21st century skills needed to adjust products, services, and processes to be environmentally friendly. There is a need for an improvement in education and a change in mindset or a more advanced mindset in terms of environmental awareness. Teaching modules play an important role in learning independence, the latest in this research is in modules that are environmentally oriented explicitly in non-science materials. These findings indicate that the application of e-modules in other fields such as learning in office management is still relatively limited, so it is a research opportunity that needs to be developed. This research uses a Research and Development (R&D) approach to produce environmentally friendly e-modules in correspondence materials. Product development follows the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The product trial uses a quasi-experimental design with a nonequivalent control group design, which involves an experimental group and a control group that are given a pretest and posttest, respectively. The results of the study show that the feasibility level based on material experts is 85% and media experts 93% with an overall average in the category of suitable for use. The response from students obtained an average percentage of 87% with the category of very good. It can be concluded that the environmentally friendly e-module in the correspondence material was declared effective in improving green skills at SMKN 1 Wonomerto. ABSTRAK Pendidikan vokasi memiliki peran strategis dalam menyiapkan lulusan yang kompeten sesuai kebutuhan dunia kerja. Seiring berkembangnya green economy dan era Society 5.0, lulusan tidak hanya dituntut memiliki kompetensi teknis, tetapi juga green skills sebagai bekal menghadapi transformasi dunia kerja. Green skills merupakan salah satu keterampilan abad ke 21 yang dibutuhkan untuk menyesuaikan produk, layanan, dan proses agar ramah lingkungan. Diperlukan adanya peningkatan pendidikan dan perubahan mindset atau pola pikir yang lebih maju dalam hal kesadaran akan lingkungan. Modul ajar berperan penting dalam kemandirian belajar, Temuan ini mengindikasikan bahwa penerapan e-modul pada bidang lain seperti pembelajaran di manajemen perkantoran masih relatif terbatas sehingga menjadi peluang penelitian yang perlu dikembangkan. Penelitian ini menggunakan pendekatan Research and Development (R&D) untuk menghasilkan e-modul berwawasan lingkungan pada materi korespondensi. Pengembangan produk mengikuti model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Uji coba produk menggunakan quasi-experimental design dengan bentuk nonequivalent control group design, yang melibatkan kelompok eksperimen dan kelompok kontrol yang masing-masing diberi pretest dan posttest. Hasil penelitian menunjukkan bahwa tingkat kelayakan berdasarkan ahli materi 85% dan ahli media 93% dengan rata-rata keseluruhan berada dikategori layak digunakan. Respons dari peserta didik memperoleh rata-rata presentase 87% dengan kategori sangat baik. Produk yang dihasilkan tidak sekadar menyisipkan wacana lingkungan sebagai pelengkap, melainkan mengubah kebiasaan korespondensi berbasis kertas menjadi serba digital melalui email. Peningkatan green skills dapat disimpulkan bahwa e-modul berwawasan lingkungan pada materi korespondensi dinyatakan efektif digunakan dalam meningkatkan green skills di SMKN 1 Wonomerto.

The development of digital technology requires Islamic Religious Education (IRE) to accommodate students’ diverse potentials and foster creativity, including in Akhlak learning, which is often delivered through conventional approaches. This study aims to describe the planning and implementation of digital technology-based product differentiation, identify the forms and quality of students’ products, analyze the development of creativity, and examine the supporting and inhibiting factors at SMAN 1 Majalengka. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with one IRE teacher and six eleventh-grade students, and documentation of instructional materials and students’ digital works. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that instruction was systematically planned through diagnostic assessment, product choices, and assessment rubrics. Implementation resulted in short films, educational videos, and digital posters that represented students’ understanding of moral values. Creativity was reflected in the development of originality, flexibility, elaboration, and fluency of thinking. Teachers’ technological competence, students’ enthusiasm, and a collaborative learning environment supported implementation, while limited time and technical constraints remained challenges. This study provides practical insights into implementing digital product differentiation to foster creativity in Islamic Religious Education. ABSTRAK Perkembangan teknologi digital menuntut pembelajaran Pendidikan Agama Islam (PAI) yang mampu mengakomodasi keberagaman potensi siswa dan mengembangkan kreativitas, termasuk pada materi Akhlak yang cenderung disampaikan secara konvensional. Penelitian ini bertujuan mendeskripsikan perencanaan dan pelaksanaan pembelajaran berdiferensiasi produk berbasis teknologi digital, mengidentifikasi bentuk dan kualitas produk siswa, menganalisis perkembangan kreativitas, serta mengungkap faktor pendukung dan penghambat implementasinya di SMAN 1 Majalengka. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan satu guru PAI dan enam siswa kelas XI, serta dokumentasi perangkat pembelajaran dan karya digital. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran direncanakan secara sistematis melalui asesmen diagnostik, pilihan produk, dan rubrik penilaian. Pelaksanaannya menghasilkan film pendek, video edukasi, dan poster digital yang merepresentasikan pemahaman nilai Akhlak. Kreativitas siswa tampak pada perkembangan orisinalitas, keluwesan ide, elaborasi, dan kelancaran berpikir. Kompetensi teknologi guru, antusiasme siswa, serta lingkungan kolaboratif mendukung implementasi, sedangkan keterbatasan waktu dan kendala teknis menjadi hambatan. Penelitian ini memberikan gambaran praktis penerapan diferensiasi produk digital untuk mengembangkan kreativitas siswa dalam pembelajaran PAI.

Learning Natural and Social Sciences (IPAS) not only aims to improve students' conceptual understanding but also to foster awareness of energy-saving behavior in everyday life. However, understanding the importance of energy conservation is not necessarily followed by consistent implementation of these behaviors. This study aims to describe the use of animated media in IPAS learning and its role in building energy-saving awareness among elementary school students. This study used a qualitative approach with a descriptive method and was conducted at SDN Rambi Gundam 03 in September 2026, involving 30 fourth-grade students as observation subjects. Data were collected through learning observations and interviews with teachers. The results showed that students responded positively to the use of animated videos, characterized by enthusiasm and interest in participating in learning compared to learning that only relied on lecture methods. Students also began to understand simple actions to save energy, such as turning off lights when not in use. However, the implementation of energy-saving behaviors has not been consistent. These findings indicate that animated media has the potential to support IPAS learning about energy conservation, but it is not sufficient to prove its direct influence on changes in student behavior. Therefore, the use of animated media needs to be combined with habits and real-life activities so that students' understanding can be applied in everyday life.

This study examined teachers’ awareness, perceptions, and challenges during the first-year implementation of the Expanded Career Progression (ECP) System in South District 5, Cebu City Division, during School Year 2025–2026. Anchored on Diffusion of Innovations Theory, Theory of Planned Behavior, and Herzberg’s Two-Factor Theory, it employed a descriptive–correlational–comparative design involving 62 public elementary and secondary school teachers selected through stratified random sampling. Data were collected using an adopted structured questionnaire and analyzed through descriptive statistics, analysis of variance, and Pearson correlation. Findings revealed high awareness of ECP objectives, qualification standards, and procedures, alongside favorable perceptions of fairness, merit recognition, motivation, and professional growth. However, respondents experienced moderate challenges related to documentary requirements, administrative procedures, workload, time constraints, and institutional support. Awareness and perceptions did not differ significantly across demographic groups, whereas challenges differed significantly according to years of service. Awareness was positively and significantly associated with perceptions, but neither awareness nor perceptions showed a significant relationship with implementation challenges under the study’s reported significance criteria. The study concluded that practical and administrative barriers remained despite teachers’ understanding and acceptance of the system. It recommended clearer guidelines, streamlined documentation, strengthened orientation, differentiated assistance, and an ECP Guidelines-Based Resource Toolkit for Teachers. The research aligns with Sustainable Development Goal 4, Quality Education, through teacher professional development, and Goal 16, Peace, Justice and Strong Institutions, through transparent career progression processes. Its contribution to sustainability lies in supporting equitable advancement, consistent policy implementation, and strengthening institutional capacity for continuing teacher professional development.

این مطالعه به بررسی آگاهی، ادراک و چالش‌های معلمان در طول نخستین سال اجرای نظام توسعه‌یافته پیشرفت شغلی (ECP) در منطقه ۵ جنوبی، ناحیه آموزشی شهر سبو، در سال تحصیلی ۲۰۲۵–۲۰۲۶ پرداخت. این پژوهش مبتنی بر نظریه انتشار نوآوری‌ها، نظریه رفتار برنامه‌ریزی‌شده و نظریه دو عاملی هرزبرگ بوده و از طرح توصیفی–همبستگی–مقایسه‌ای با مشارکت ۶۲ معلم مدارس ابتدایی و متوسطه دولتی که به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند، استفاده کرده است. داده‌ها با استفاده از پرسشنامه ساختاریافته اقتباس‌شده گردآوری و از طریق آمار توصیفی، تحلیل واریانس و همبستگی پیرسون تحلیل شدند. یافته‌ها نشان داد که آگاهی نسبت به اهداف، استانداردهای صلاحیت و رویه‌های ECP در سطح بالایی قرار دارد و ادراکات نسبت به انصاف، شناسایی شایستگی، انگیزش و رشد حرفه‌ای نیز مطلوب بوده است. با این حال، پاسخ‌دهندگان با چالش‌های متوسطی در زمینه الزامات مستندسازی، رویه‌های اداری، حجم کار، محدودیت‌های زمانی و حمایت نهادی مواجه بودند. آگاهی و ادراکات در میان گروه‌های جمعیت‌شناختی تفاوت معناداری نداشت، در حالی که چالش‌ها بر اساس سال‌های خدمت تفاوت معناداری نشان دادند. آگاهی با ادراکات رابطه مثبت و معناداری داشت، اما هیچ‌یک از آگاهی یا ادراکات با چالش‌های اجرای نظام، طبق معیارهای معناداری گزارش‌شده در مطالعه، رابطه معناداری نشان ندادند. مطالعه نتیجه گرفت که علی‌رغم درک و پذیرش معلمان از نظام، موانع عملی و اداری همچنان باقی مانده است. توصیه شد که دستورالعمل‌های شفاف‌تر، مستندسازی ساده‌شده، تقویت آشنایی، حمایت‌های متمایز و جعبه‌ابزار منابع مبتنی بر دستورالعمل‌های ECP برای معلمان فراهم شود. این پژوهش با هدف توسعه پایدار ۴ (آموزش با کیفیت) از طریق توسعه حرفه‌ای معلمان و هدف ۱۶ (صلح، عدالت و نهادهای قوی) از طریق فرآیندهای شفاف پیشرفت شغلی همسو است. سهم آن در پایداری، حمایت از پیشرفت عادلانه، اجرای سیاست‌های منسجم و تقویت ظرفیت نهادی برای توسعه حرفه‌ای مستمر معلمان است.

This study determined the relationship between self-efficacy and job satisfaction among secondary public-school teachers in the Dupax del Sur District. Using a quantitative-descriptive design, data were collected from 80 teachers from Ganao, Carolotan, and Dupax del Sur National High Schools through an adopted standardized questionnaire. Findings revealed that teachers possessed a high level of self-efficacy in student engagement, instructional strategies, and classroom management. They have high job satisfaction in compensation and benefits, leadership, social relationship, and work environment. Significant relationships found between teachers' self-efficacy in student engagement with compensation and benefits, social relationship, and leadership; and self-efficacy in classroom management with compensation and benefits. This indicates that teachers exhibited high self-efficacy and job satisfaction, driven by supportive leadership and a positive work environment. To sustain and further improve these positive outcomes, the implementation of the proposed action plan is strongly recommended. The action plan is designed to systematically enhance teachers’ self-efficacy and job satisfaction through targeted professional development initiatives, strengthened leadership support mechanisms, and structured recognition and reward programs. Effective implementation of this action plan will provide schools with a practical framework for fostering a supportive organizational climate, promoting continuous teacher growth, and ultimately improving teaching quality and educational outcomes.

این پژوهش به تعیین رابطه بین خودکارآمدی و رضایت شغلی معلمان مدارس دولتی مقطع متوسطه در ناحیه دپاکس دل سور پرداخت. با استفاده از طرح توصیفی-کمی، داده‌ها از طریق یک پرسشنامه استاندارد برگرفته‌شده از ۸۰ معلم از دبیرستان‌های ملی گائائو، کارولوتان و دپاکس دل سور جمع‌آوری شد. یافته‌ها نشان داد که معلمان دارای سطح بالایی از خودکارآمدی در درگیری دانش‌آموزان، راهبردهای آموزشی و مدیریت کلاس هستند. آن‌ها نیز از رضایت شغلی بالایی در زمینه‌های جبران خدمات و مزایا، رهبری، روابط اجتماعی و محیط کار برخوردارند. روابط معناداری میان خودکارآمدی معلمان در درگیری دانش‌آموزان با جبران خدمات و مزایا، روابط اجتماعی و رهبری؛ و همچنین میان خودکارآمدی در مدیریت کلاس با جبران خدمات و مزایا مشاهده شد. این موضوع نشان می‌دهد که معلمان دارای خودکارآمدی و رضایت شغلی بالایی هستند که تحت تأثیر رهبری حمایت‌گر و محیط کاری مثبت شکل گرفته است. برای تداوم و بهبود بیشتر این پیامدهای مثبت، اجرای برنامه عملیاتی پیشنهادی به شدت توصیه می‌شود. این برنامه عملیاتی با هدف ارتقای سیستماتیک خودکارآمدی و رضایت شغلی معلمان از طریق راهبردهای توسعه حرفه‌ای هدفمند، تقویت مکانیسم‌های حمایت رهبری و برنامه‌های ساختاریافته تقدیر و پاداش طراحی شده است. اجرای مؤثر این برنامه عملیاتی چارچوبی کاربردی برای مدارس جهت پرورش اقلیم سازمانی حمایت‌گر، ترویج رشد مستمر معلمان و در نهایت بهبود کیفیت تدریس و پیامدهای آموزشی فراهم خواهد کرد.

This study was motivated by the fact that some students still showed a lack of empathy and social awareness in their daily lives. Therefore, Islamic Religious Education learning is expected not only to focus on knowledge but also to instill empathy values to improve students' social awareness. The purpose of this study was to determine the implementation of Islamic Religious Education learning based on empathy values and the supporting and inhibiting factors in its implementation. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of Islamic Religious Education teachers, the principal, and eleventh-grade students at SMA Muhammadiyah 3 Palembang. Data were collected through observation, interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results showed that the implementation of Islamic Religious Education learning based on empathy values had been carried out well through habituation, teacher role modeling, group work, motivation, social activities, and religious activities involving students directly. The implementation had a positive impact on students' social awareness. Supporting factors included the role of teachers, a conducive school environment, and support from the principal and parents. Inhibiting factors included differences in students' characteristics, lack of consistency in applying empathy values, and the use of gadgets. Efforts to overcome these obstacles were carried out through student guidance and parenting activities for parents.

Background. Indonesian language instruction at the high school (SMA), vocational high school (SMK), and Islamic high school (MAN) levels still tends to be focused on mastering course content, resulting in students' in-depth understanding not yet being optimal. Aims. This study aims to describe the implementation of the deep learning approach in Indonesian language instruction at high schools, vocational high schools, and Islamic high schools in Cirebon City, examining aspects of planning, implementation, language use, instructional structure, as well as challenges and their solutions. Methods. The study employed a qualitative approach using descriptive methods; data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. Result. The results indicate that all three schools have applied the principles of meaningful learning, mindful learning, and joyful learning to varying degrees, with one school demonstrating the most optimal implementation due to consistency across all aspects of instruction. Challenges still faced include time constraints, variations in student abilities, and less-than-ideal classroom conditions, which teachers address through adaptive strategies such as the use of engaging learning media and adjustments to teaching methods. Conclusion. This study concludes that the successful implementation of deep learning depends not only on the planning and execution of instruction but also on strengthening teacher competencies and support from the learning environment.

This study aims to describe the implementation of the Pasambahan Dance extracurricular activity at SMP Negeri 27 Padang. The type of research used is qualitative research with a descriptive method. The research object is the dance extracurricular activities, while the research subjects consist of the coach and 25 female students who are members of the dance extracurricular in grades VII and VIII at SMP Negeri 27 Padang. Data collection was carried out through observation, interviews, documentation, and literature studies. The data were analyzed through stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that the implementation of the Pasambahan Dance extracurricular at SMP Negeri 27 Padang has been carried out well through the stages of planning, implementation, and evaluation conducted systematically. The planning includes setting the training schedule, the content for the Pasambahan Kreasi Dance, learning methods, as well as supporting facilities and infrastructure. The activities are carried out once a week for five sessions using lectures, demonstrations, and peer tutoring methods. Evaluation is done by observing the students’ ability to master movement techniques, coordination, timing with the music, and the overall dance performance. This extracurricular activity has a positive impact on improving dance skills, discipline, responsibility, teamwork, as well as students’ appreciation of Minangkabau culture. Although there are still challenges such as limited facilities and infrastructure and not all students attend regularly, the activities can still run well thanks to the support from the school, coaches, and the students' enthusiasm.

هدف این پژوهش توصیف اجرای فعالیت فوق‌برنامه رقص پاسامباهان در دبیرستان دولتی شماره ۲۷ پادانگ است. نوع پژوهش به‌کاررفته، پژوهش کیفی با روش توصیفی می‌باشد. موضوع پژوهش، فعالیت‌های فوق‌برنامه رقص است و آزمودنی‌های پژوهش شامل مربی و ۲۵ دانش‌آموز دختر عضو فوق‌برنامه رقص در پایه‌های هفتم و هشتم دبیرستان دولتی شماره ۲۷ پادانگ هستند. گردآوری داده‌ها از طریق مشاهده، مصاحبه، اسناد و مطالعات کتابخانه‌ای انجام شده است. داده‌ها از طریق مراحل گردآوری داده، کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شدند. نتایج پژوهش نشان می‌دهد که اجرای فوق‌برنامه رقص پاسامباهان در دبیرستان دولتی شماره ۲۷ پادانگ به‌خوبی و از طریق مراحل برنامه‌ریزی، اجرا و ارزیابی به‌صورت نظام‌مند انجام می‌شود. برنامه‌ریزی شامل تعیین زمان‌بندی تمرین، محتوای رقص پاسامباهان کریاسی، روش‌های یادگیری و همچنین امکانات و زیرساخت‌های پشتیبان است. فعالیت‌ها هفته‌ای یک بار در پنج جلسه با استفاده از روش‌های سخنرانی، نمایش و آموزش همسالان برگزار می‌شود. ارزیابی از طریق مشاهده توانایی دانش‌آموزان در تسلط بر تکنیک‌های حرکتی، هماهنگی، زمان‌بندی با موسیقی و اجرای کلی رقص انجام می‌شود. این فعالیت فوق‌برنامه تأثیر مثبتی بر بهبود مهارت‌های رقص، انضباط، مسئولیت‌پذیری، کار گروهی و همچنین افزایش قدردانی دانش‌آموزان از فرهنگ میننگکاباو دارد. اگرچه چالش‌هایی مانند محدودیت امکانات و زیرساخت‌ها و عدم حضور منظم همه دانش‌آموزان وجود دارد، اما این فعالیت‌ها به‌واسطه حمایت مدرسه، مربیان و اشتیاق دانش‌آموزان همچنان به‌خوبی اجرا می‌شود.

This study aims to describe the implementation of Rantak Dance training in extracurricular activities at SMK Negeri 9 Padang. This research used a qualitative method with a descriptive approach. The object of the study was the implementation of Rantak Dance training involving 16 students participating in dance extracurricular activities. Data were collected through observation, documentation, and literature study. Data analysis was conducted through data collection, reduction, presentation, and conclusion drawing. The results showed that the training was implemented through several stages, namely preparing and organizing training groups, identifying learning needs and training objectives, designing training programs, demonstration methods, practice activities, movement observation, evaluation, repetitive exercises, and performance simulation. The training process was carried out gradually from movement variation 1 to movement variation 13. The implementation of the training improved students’ mastery of movement, rhythm, expression, energy control, ability to follow musical accompaniment, and group cohesiveness. Therefore, the implementation of Rantak Dance training in extracurricular activities at SMK Negeri 9 Padang was carried out successfully and contributed to improving students’ dance abilities.

هدف این پژوهش توصیف اجرای آموزش رقص رانتاک در فعالیت‌های فوق‌برنامه در دبیرستان دولتی شماره ۹ پادانگ است. این پژوهش با روش کیفی و رویکرد توصیفی انجام شده است. موضوع پژوهش، اجرای آموزش رقص رانتاک با مشارکت ۱۶ دانش‌آموز شرکت‌کننده در فعالیت فوق‌برنامه رقص بود. داده‌ها از طریق مشاهده، مستندسازی و مطالعه منابع گردآوری شد. تحلیل داده‌ها از طریق گردآوری، کاهش، ارائه و نتیجه‌گیری داده‌ها صورت گرفت. نتایج نشان داد که آموزش از طریق چندین مرحله اجرا شد، از جمله آماده‌سازی و سازماندهی گروه‌های آموزشی، شناسایی نیازهای یادگیری و اهداف آموزشی، طراحی برنامه آموزشی، روش‌های نمایش، فعالیت‌های تمرینی، مشاهده حرکات، ارزیابی، تمرینات تکراری و شبیه‌سازی اجرا. فرایند آموزش به‌صورت تدریجی از تنوع حرکتی ۱ تا تنوع حرکتی ۱۳ انجام شد. اجرای آموزش موجب بهبود تسلط دانش‌آموزان بر حرکات، ریتم، بیان، کنترل انرژی، توانایی پیروی از همراهی موسیقی و انسجام گروهی شد. بنابراین، اجرای آموزش رقص رانتاک در فعالیت‌های فوق‌برنامه در دبیرستان دولتی شماره ۹ پادانگ با موفقیت انجام شد و به ارتقای توانایی‌های رقص دانش‌آموزان کمک کرد.

This study aims to describe the implementation of the demonstration method in Drum Band extracurricular activities at SMK Negeri 4 Kerinci and to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving the instructor, students, and school representatives. Data was analyzed through data reduction, data display, and conclusion drawing. The findings show that the demonstration method was implemented through planning, instructor demonstrations, student practice, guidance during training, and evaluation of learning outcomes. This method helped students understand drum band playing techniques more effectively because they were able to observe and imitate the instructor directly. Supporting factors included the instructor's competence, students' motivation, school support, and adequate facilities and equipment. Inhibiting factors included the limited number of musical instruments, restricted practice time, and differences in students' abilities to understand the training materials.

هدف این پژوهش توصیف اجرای روش نمایش در فعالیت فوق‌برنامه درام‌بند در دبیرستان دولتی شماره ۴ کرینچی و شناسایی عوامل تسهیل‌کننده و بازدارنده مؤثر بر اجرای آن است. این پژوهش با رویکرد توصیفی-کیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی با مشارکت مربی، دانش‌آموزان و نمایندگان مدرسه گردآوری شد. تحلیل داده‌ها از طریق کاهش داده، نمایش داده و نتیجه‌گیری صورت گرفت. یافته‌ها نشان می‌دهد که روش نمایش از طریق برنامه‌ریزی، نمایش مربی، تمرین دانش‌آموزان، راهنمایی در حین آموزش و ارزیابی نتایج یادگیری اجرا شده است. این روش به دانش‌آموزان کمک کرد تا تکنیک‌های نواختن درام‌بند را مؤثرتر درک کنند، زیرا قادر بودند مربی را به طور مستقیم مشاهده و تقلید نمایند. عوامل تسهیل‌کننده شامل شایستگی مربی، انگیزه دانش‌آموزان، حمایت مدرسه و امکانات و تجهیزات کافی بود. عوامل بازدارنده شامل محدودیت تعداد سازهای موسیقی، زمان محدود تمرین و تفاوت در توانایی دانش‌آموزان برای درک مطالب آموزشی بود.

This study aims to describe the reasons teachers choose audio-visual media and its use in teaching music appreciation in class IX.2 at SMP Negeri 7 Padang. The study uses a qualitative research method with a descriptive approach. The research object is the use of audio-visual media in music appreciation lessons. Data was obtained through observation, interviews, and documentation. The research informants consisted of the Music Arts teacher and two students from class IX.2 at SMP Negeri 7 Padang. Data was analysed through the stages of data reduction, data presentation, data classification, and drawing conclusions. The results showed that teachers choose audio-visual media because it can combine sound and visuals, helping convey music appreciation material more concretely. The use of audio-visual media is carried out in three stages, namely planning, implementation, and evaluation. In the planning stage, the teacher prepares a PPT, music performance videos, a laptop, an LCD projector, and speakers. During the implementation stage, the teacher uses the PPT to deliver the material and the music performance videos for appreciation, then the students observe, discuss, and work on worksheets. In the evaluation stage, the teacher reviews the use of media and devices used during the learning process. Thus, the use of audio-visual media in music appreciation lessons in class IX.2 at SMP Negeri 7 Padang has been carried out in a planned manner using various integrated media and learning devices.

هدف این پژوهش توصیف دلایل انتخاب رسانه‌های صوتی‌تصویری توسط معلمان و نحوه استفاده از آن در آموزش درس قدردانی موسیقی در کلاس IX.2 مدرسه متوسطه دولتی شماره ۷ پادانگ است. این پژوهش با روش کیفی و رویکرد توصیفی انجام شده است. موضوع پژوهش، استفاده از رسانه‌های صوتی‌تصویری در درس قدردانی موسیقی است. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری شده‌اند. مشارکت‌کنندگان پژوهش شامل معلم هنرهای موسیقی و دو نفر از دانش‌آموزان کلاس IX.2 مدرسه متوسطه دولتی شماره ۷ پادانگ بودند. داده‌ها از طریق مراحل کاهش داده، ارائه داده، طبقه‌بندی داده و نتیجه‌گیری تحلیل شدند. نتایج نشان داد که معلمان رسانه‌های صوتی‌تصویری را انتخاب می‌کنند زیرا این رسانه‌ها می‌توانند صدا و تصویر را ترکیب کرده و به انتقال ملموس‌تر مطالب قدردانی موسیقی کمک کنند. استفاده از رسانه‌های صوتی‌تصویری در سه مرحله برنامه‌ریزی، اجرا و ارزیابی انجام می‌شود. در مرحله برنامه‌ریزی، معلم فایل پاورپوینت، ویدئوهای اجرای موسیقی، لپ‌تاپ، ویدئو پروژکتور و بلندگو را آماده می‌کند. در مرحله اجرا، معلم برای ارائه مطالب از پاورپوینت و برای قدردانی از ویدئوهای اجرای موسیقی استفاده می‌کند و سپس دانش‌آموزان به مشاهده، بحث و انجام برگه‌های کاری می‌پردازند. در مرحله ارزیابی، معلم استفاده از رسانه و ابزارهای به‌کاررفته در فرایند یادگیری را مرور می‌کند. بنابراین، استفاده از رسانه‌های صوتی‌تصویری در درس قدردانی موسیقی کلاس IX.2 مدرسه متوسطه دولتی شماره ۷ پادانگ به‌صورت برنامه‌ریزی‌شده و با بهره‌گیری از رسانه‌ها و ابزارهای یادگیری متنوع و یکپارچه انجام شده است.

This study was motivated by the low learning outcomes of students in dance education in Class VII.2 at SMP Negeri 40 Padang. The study aimed to improve students' learning outcomes through the implementation of the Problem Based Learning (PBL) model. This research employed Classroom Action Research (CAR), which was conducted in two cycles consisting of four stages: planning, implementation, observation, and reflection. The participants of this study were 30 students of Class VII.2 at SMP Negeri 40 Padang. The research instruments included learning activity observation sheets, written tests, and documentation. The results showed that the implementation of the Problem Based Learning (PBL) model successfully improved students' learning activities. The average percentage of students' learning activities increased from 49% in Cycle I to 85% in Cycle II. Students' learning outcomes also improved, as indicated by the increase in the average class score from 70 in Cycle I to 83 in Cycle II. Furthermore, the percentage of students achieving learning mastery increased from 23.3% (7 students) in Cycle I to 93.3% (28 students) in Cycle II. Based on these findings, it can be concluded that the implementation of the Problem Based Learning (PBL) model is effective in improving both students' learning activities and learning outcomes in dance education for Class VII.2 at SMP Negeri 40 Padang.

این پژوهش با انگیزه نتایج پایین یادگیری دانش‌آموزان در آموزش رقص در کلاس VII.2 مدرسه متوسطه دولتی ۴۰ پادانگ انجام شد. هدف پژوهش، بهبود نتایج یادگیری دانش‌آموزان از طریق اجرای مدل یادگیری مبتنی بر مسئله (PBL) بود. این پژوهش از روش پژوهش اقدام در کلاس (CAR) بهره برد که در دو چرخه و شامل چهار مرحله برنامه‌ریزی، اجرا، مشاهده و تأمل انجام شد. شرکت‌کنندگان پژوهش ۳۰ نفر از دانش‌آموزان کلاس VII.2 مدرسه متوسطه دولتی ۴۰ پادانگ بودند. ابزارهای پژوهش شامل برگه‌های مشاهده فعالیت یادگیری، آزمون‌های کتبی و مستندسازی بود. نتایج نشان داد که اجرای مدل یادگیری مبتنی بر مسئله (PBL) به طور موفقیت‌آمیزی فعالیت‌های یادگیری دانش‌آموزان را بهبود بخشید. میانگین درصد فعالیت‌های یادگیری دانش‌آموزان از ۴۹٪ در چرخه اول به ۸۵٪ در چرخه دوم افزایش یافت. نتایج یادگیری دانش‌آموزان نیز بهبود یافت، به طوری که میانگین نمره کلاس از ۷۰ در چرخه اول به ۸۳ در چرخه دوم افزایش پیدا کرد. علاوه بر این، درصد دانش‌آموزانی که به تسلط یادگیری دست یافتند از ۲۳.۳٪ (۷ دانش‌آموز) در چرخه اول به ۹۳.۳٪ (۲۸ دانش‌آموز) در چرخه دوم افزایش یافت. بر اساس این یافته‌ها، می‌توان نتیجه گرفت که اجرای مدل یادگیری مبتنی بر مسئله (PBL) در بهبود فعالیت‌های یادگیری و نتایج یادگیری دانش‌آموزان در آموزش رقص کلاس VII.2 مدرسه متوسطه دولتی ۴۰ پادانگ مؤثر است.

This study aims to describe the implementation of the Ciek Duo Tigo Dance extracurricular at SMP Negeri 18 Padang by following the steps that already exist in the extracurricular program. This activity is driven by students' interest and talent in dancing as a place to develop their potential. This type of research uses a descriptive qualitative method. The informants consist of the dance extracurricular instructor and the vice principal of student affairs at SMP Negeri 18 Padang. Data was collected through observation, interviews, and documentation, and then described through reduction, presentation, and drawing conclusions using source triangulation. The research results show that the implementation went well. Planning included program preparation, member recruitment, scheduling, as well as facilities and infrastructure. The execution took place over five meetings, namely introduction, review and memorization of movements, technique improvement, floor pattern practice, and performance simulation carried out based on aspects of wiraga, wirama, and wirasa, which showed significant improvement. This activity concluded with a performance at the farewell event for 9th-grade students and retired teachers of SMP Negeri 18 Padang on May 29, 2026. The challenges faced included limited practice space and inconsistent student attendance, but the activity still ran optimally as a platform for talent development.

هدف این پژوهش توصیف اجرای فوق‌برنامه رقص Ciek Duo Tigo در دبیرستان دولتی شماره ۱۸ پادانگ با پیروی از مراحل موجود در برنامه فوق‌برنامه است. این فعالیت با انگیزه علاقه و استعداد دانش‌آموزان در رقص به‌عنوان بستری برای پرورش توانمندی‌های آنان انجام می‌شود. نوع پژوهش حاضر، کیفی توصیفی است. مطلعان شامل مربی فوق‌برنامه رقص و معاون پرورشی دبیرستان دولتی شماره ۱۸ پادانگ هستند. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری و سپس با استفاده از کاهش داده، ارائه و نتیجه‌گیری با بهره‌گیری از مثلث‌سازی منابع توصیف شده‌اند. نتایج پژوهش نشان می‌دهد که اجرای برنامه به‌خوبی انجام شده است. برنامه‌ریزی شامل تهیه برنامه، جذب اعضا، زمان‌بندی و تأمین امکانات و زیرساخت‌ها بوده است. اجرا در پنج جلسه شامل معرفی، مرور و حفظ حرکات، بهبود تکنیک، تمرین الگوی حرکتی و شبیه‌سازی اجرا بر اساس جنبه‌های ویرگا، ویراما و ویرسا که پیشرفت قابل‌توجهی را نشان دادند، صورت گرفته است. این فعالیت با اجرای برنامه در مراسم خداحافظی دانش‌آموزان پایه نهم و معلمان بازنشسته دبیرستان دولتی شماره ۱۸ پادانگ در تاریخ ۲۹ مه ۲۰۲۶ به پایان رسید. چالش‌های پیش‌رو شامل محدودیت فضای تمرین و حضور نامنظم دانش‌آموزان بود، اما این فعالیت همچنان به‌عنوان بستری برای پرورش استعدادها به‌طور بهینه اجرا شد.

This study aims to describe and analyze the implementation of the Merdeka Curriculum in Dance Art learning for class IX.1 at SMP Islam Terpadu Budi Mulia Padang, focusing on the suitability of planning, implementation, and evaluation with the principles of the Merdeka Curriculum. A qualitative method with a phenomenological approach was used, with the Dance Art teacher of class IX.1 as the primary data source. Data were collected through observation, semi-structured interviews, teaching module document analysis, and documentation, then processed through data collection, data reduction, data display, and conclusion drawing. The results show that: (1) lesson planning through the teaching module generally aligns with the principles of the Merdeka Curriculum, although the Creating element of the learning outcomes was not explicitly stated; (2) implementation followed a Project Based Learning (PjBL) model across three meetings, engaging students in observing, discussing, designing, and performing a group creative dance work, although the three-meeting time allocation was not yet sufficient for the ideal PjBL stages, and some male students showed limited confidence; and (3) evaluation was carried out through diagnostic, formative, and summative assessments, with 95% of students achieving mastery on the theoretical aspect but only 65% on the practical aspect. The findings indicate that the implementation of the Merdeka Curriculum in Dance Art learning has generally been consistent with its guiding principles, while time allocation and equitable student participation remain aspects that require further attention.

هدف این پژوهش توصیف و تحلیل اجرای برنامهٔ درسی مردکا در آموزش هنر رقص برای کلاس IX.1 در مدرسهٔ اسلامی تلفیقی بُدی مولیا پادانگ با تمرکز بر میزان انطباق برنامه‌ریزی، اجرا و ارزشیابی با اصول برنامهٔ درسی مردکا است. این پژوهش با روش کیفی و رویکرد پدیدارشناختی انجام شده است و معلم هنر رقص کلاس IX.1 به‌عنوان منبع اصلی داده‌ها انتخاب گردید. داده‌ها از طریق مشاهده، مصاحبه‌های نیمه‌ساختاریافته، تحلیل اسناد ماژول آموزشی و مستندسازی گردآوری و سپس از طریق گردآوری داده، کاهش داده، نمایش داده و نتیجه‌گیری پردازش شدند. نتایج نشان می‌دهد: (۱) برنامه‌ریزی درسی از طریق ماژول آموزشی به‌طور کلی با اصول برنامهٔ درسی مردکا هم‌راستا است، هرچند عنصر «خلق» در نتایج یادگیری به‌طور صریح بیان نشده بود؛ (۲) اجرا بر اساس مدل یادگیری مبتنی بر پروژه (PjBL) در سه جلسه انجام شد و دانش‌آموزان در مشاهده، بحث، طراحی و اجرای یک اثر رقص گروهی خلاقانه مشارکت داشتند، هرچند تخصیص زمان سه جلسه برای مراحل ایده‌آل PjBL کافی نبود و برخی دانش‌آموزان پسر اعتمادبه‌نفس محدودی نشان دادند؛ و (۳) ارزشیابی از طریق ارزیابی تشخیصی، تکوینی و پایانی انجام شد و ۹۵٪ دانش‌آموزان در بُعد نظری به تسلط رسیدند اما تنها ۶۵٪ در بُعد عملی موفق بودند. یافته‌ها نشان می‌دهد که اجرای برنامهٔ درسی مردکا در آموزش هنر رقص به‌طور کلی با اصول راهنمای آن منطبق بوده است، در حالی که تخصیص زمان و مشارکت برابر دانش‌آموزان همچنان نیازمند توجه بیشتر است.

This study aims to describe the implementation of scale and interval exercises using a drill method during the choir extracurricular activities at SMP Negeri 16 Padang. Studying employs a qualitative approach with a descriptive method. Research informants consisted of the choir extracurricular instructor (as the primary informant) and five students (as supporting informants) selected through purposive sampling. Data was collected via observation, interviews, and documentation. The results indicate that the scale and interval exercises were conducted systematically, comprising planning, implementation, and evaluation stages. The exercises were carried out in a gradual and repetitive manner before being applied to the song "Indonesia Pusaka." The implementation of these exercises yielded positive results regarding the students' ability to distinguish between high and low pitches and execute pitch transitions more accurately, as well as boosting their confidence in participating in choir activities.

هدف این پژوهش توصیف اجرای تمرینات گام و فاصله با استفاده از روش دریل در فعالیت فوق‌برنامه گروه کر در دبیرستان دولتی شماره ۱۶ پادانگ است. این مطالعه با رویکرد کیفی و روش توصیفی انجام شده است. مطلعان پژوهش شامل مربی فوق‌برنامه گروه کر (به عنوان مطلع اصلی) و پنج دانش‌آموز (به عنوان مطلعان پشتیبان) بودند که به روش نمونه‌گیری هدفمند انتخاب شدند. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری شد. نتایج نشان داد که تمرینات گام و فاصله به صورت نظام‌مند و شامل مراحل برنامه‌ریزی، اجرا و ارزیابی انجام شده است. این تمرینات به صورت تدریجی و تکراری پیش از اجرای قطعه «Indonesia Pusaka» صورت گرفت. اجرای این تمرینات نتایج مثبتی در توانایی دانش‌آموزان برای تمایز بین زیر و بمی صدا و اجرای دقیق‌تر انتقال بین نت‌ها به همراه داشت و همچنین اعتماد به نفس آن‌ها را در شرکت در فعالیت‌های گروه کر افزایش داد.

This study aims to describe the implementation of music education using the demonstration method for the topic of musical transposition in class XI F1 at SMA Negeri 1 2×11 Enam Lingkung. Studying employs a qualitative approach with a descriptive method. The research subjects were the Arts and Culture (Music) teacher and the students of class XI F1 at SMA Negeri 1 2×11 Enam Lingkung. The object of the study was the implementation of music instruction using the demonstration method for the topic of musical transposition. Data was collected through observation, interviews, and documentation, and subsequently analyzed using techniques comprising data reduction, data presentation, and conclusion drawing. The results indicate that the demonstration method in music instruction was implemented through preparation, execution, and evaluation stages. Supporting factors for the implementation included teacher competence, the availability of instructional media, student enthusiasm, and a conducive learning environment. Meanwhile, inhibiting factors included limited instructional time, variations in students' musical abilities, incomplete musical instruments brought by students, and a lack of focus among some students during the learning process.

هدف این پژوهش توصیف اجرای آموزش موسیقی با استفاده از روش نمایش برای موضوع ترانسپوزیسیون موسیقی در کلاس یازدهم F1 دبیرستان دولتی ۱ ۲×۱۱ انام لینگونگ است. این مطالعه با رویکرد کیفی و روش توصیفی انجام شده است. شرکت‌کنندگان پژوهش شامل معلم هنر و فرهنگ (موسیقی) و دانش‌آموزان کلاس یازدهم F1 دبیرستان مذکور بودند. موضوع پژوهش، اجرای آموزش موسیقی با استفاده از روش نمایش برای موضوع ترانسپوزیسیون موسیقی بود. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری و سپس با استفاده از تکنیک‌های کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شدند. نتایج نشان می‌دهد که روش نمایش در آموزش موسیقی از طریق مراحل آمادگی، اجرا و ارزیابی پیاده‌سازی شده است. عوامل حمایتی برای اجرای این روش شامل شایستگی معلم، در دسترس بودن رسانه‌های آموزشی، اشتیاق دانش‌آموزان و محیط یادگیری مساعد بود. در مقابل، عوامل بازدارنده شامل محدودیت زمان آموزشی، تفاوت در توانایی‌های موسیقایی دانش‌آموزان، کامل نبودن سازهای موسیقی آورده‌شده توسط دانش‌آموزان و عدم تمرکز برخی دانش‌آموزان در فرایند یادگیری می‌شود.

Background and Objectives: Legal recognition of same-sex marriage is prohibited in most Southeast Asian countries. This has led a Philippine local government to pass the Right to Care ordinance, allowing LGBTQIA+ individuals to make medical decisions for their partners. In the development of local policy, community engagement is essential (Dada et al., 2023); however, there is limited understanding of how communication enables such engagement. Therefore, this study aims to answer how the Quezon City Local Government and MullenLowe TREYNA engaged the community in developing the Right to Care Card (RTCC) and how LGBTQIA+ couples and implementers describe their experiences and challenges in accessing and implementing the RTCC. Methodology: This paper utilizes a qualitative research design, specifically a case study. Considering that this study focuses on community engagement, it is also anchored in the sociocultural tradition of communication, thus, emphasizing the importance of understanding community dynamics in a social and cultural context (Craig, 1999). The data were gathered through semi-structured interviews with stakeholders of the RTCC, selected through purposive sampling. For the first coding cycle, the researchers used Descriptive and Process Coding, while Pattern Coding was employed to determine the themes. Results: It can be inferred that MullenLowe TREYNA and the QC LGU substantially engaged the LGBTQIA+ community, including other sectors, in developing the RTCC, with the forms of Modified Spectrum of Public Participation as the basis. Through the validation provided by the implementers and end-users of the RTCC, stakeholders can understand the expectations and limitations of the policy, specifically regarding the protection of their respective interests. In effect, as evidenced by the LGBTQIA+ representative's eagerness to push the passage of the ordinance to protect the lives of their partners, this eagerness demonstrates their empowerment. It reflects their ability to express their gender identity and their same-sex relationship, which aligns with the final form of public participation. Discussions: The researchers propose that the first form of public participation, Inform, has become in the case of RTCC, less applicable in the current context of public participation, given how governments engage the public for policy development. They suggest that Inform may be replaced with Identify. The researchers also suggest the placement of Participatory Communication and Transformative Communication in the proposed framework, as it was also found that the proponents and adopters' responses focused on grassroots mobilization and RTCC adoption in other cities. Conclusions: The QC LGU and MullenLowe TREYNA have strengthened their image as an inclusive local government and agency, respectively, because they were able to consult various sectors and make it possible to implement the RTCC within the city. The implementation of the RTCC also showed that the LGBTQIA+ couples are empowered in securing the RTCC and protecting the lives of their partners. Empowerment should not be understood only in terms of access but should also be evaluated based on whether local government processes enable beneficiaries to realize the intended benefits of the policy. These findings recommend further studies on other cities that recently implemented the RTCC, as well as a quantitative study for further validation.

زمینه و اهداف: شناسایی قانونی ازدواج همجنس‌گرایان در اکثر کشورهای جنوب شرق آسیا ممنوع است. این امر منجر به تصویب آیین‌نامه حق مراقبت توسط یک دولت محلی در فیلیپین شده است که به افراد LGBTQIA+ اجازه می‌دهد تصمیمات پزشکی برای شریک زندگی خود اتخاذ کنند. در تدوین سیاست‌های محلی، مشارکت جامعه ضروری است (Dada و همکاران، 2023)؛ با این حال، درک محدودی از چگونگی نقش ارتباطات در تسهیل این مشارکت وجود دارد. بنابراین، این مطالعه با هدف پاسخ به این پرسش انجام شده است که چگونه دولت محلی Quezon City و شرکت MullenLowe TREYNA جامعه را در توسعه کارت حق مراقبت (RTCC) مشارکت داده‌اند و زوج‌های LGBTQIA+ و مجریان، تجربیات و چالش‌های خود را در دسترسی و اجرای RTCC چگونه توصیف می‌کنند. روش‌شناسی: این مقاله از طرح پژوهش کیفی و به طور خاص مطالعه موردی استفاده می‌کند. با توجه به تمرکز مطالعه بر مشارکت جامعه، این پژوهش در سنت جامعه‌شناختی ارتباطات ریشه دارد و بر اهمیت درک پویایی‌های جامعه در بستر اجتماعی و فرهنگی تأکید می‌کند (Craig، 1999). داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با ذینفعان RTCC که به روش نمونه‌گیری هدفمند انتخاب شده‌اند، گردآوری شد. در چرخه اول کدگذاری، پژوهشگران از کدگذاری توصیفی و فرایندی استفاده کردند و برای تعیین مضامین از کدگذاری الگویی بهره بردند. یافته‌ها: می‌توان استنباط کرد که شرکت MullenLowe TREYNA و دولت محلی QC به طور قابل توجهی جامعه LGBTQIA+ و سایر بخش‌ها را در توسعه RTCC مشارکت داده‌اند و اشکال طیف اصلاح‌شده مشارکت عمومی مبنای این کار قرار گرفته است. از طریق اعتبارسنجی ارائه‌شده توسط مجریان و کاربران نهایی RTCC، ذینفعان می‌توانند انتظارات و محدودیت‌های سیاست را، به ویژه در خصوص حفاظت از منافع خود، درک کنند. در نتیجه، همان‌طور که اشتیاق نماینده LGBTQIA+ برای تصویب آیین‌نامه به منظور حفاظت از جان شرکای خود نشان می‌دهد، این اشتیاق بیانگر توانمندسازی آن‌ها است. این امر توانایی آن‌ها را در ابراز هویت جنسیتی و رابطه همجنس‌گرایانه‌شان منعکس می‌کند که با شکل نهایی مشارکت عمومی همسو است. بحث: پژوهشگران پیشنهاد می‌کنند که نخستین شکل مشارکت عمومی، اطلاع‌رسانی (Inform)، در مورد RTCC در بستر کنونی مشارکت عمومی کمتر قابل اجرا است، با توجه به نحوه مشارکت دولت‌ها با مردم در توسعه سیاست. آنان پیشنهاد می‌کنند که اطلاع‌رسانی می‌تواند با شناسایی (Identify) جایگزین شود. همچنین پژوهشگران جایگاه ارتباط مشارکتی و ارتباط تحول‌آفرین را در چارچوب پیشنهادی مطرح می‌کنند، چرا که مشخص شد پاسخ‌های پیشنهاددهندگان و پذیرندگان بر بسیج مردمی و پذیرش RTCC در شهرهای دیگر متمرکز بوده است. نتیجه‌گیری: دولت محلی QC و شرکت MullenLowe TREYNA به ترتیب تصویر خود را به عنوان یک دولت محلی و نهاد فراگیر تقویت کرده‌اند، زیرا توانسته‌اند با مشورت با بخش‌های مختلف، امکان اجرای RTCC را در شهر فراهم کنند. اجرای RTCC همچنین نشان داد که زوج‌های LGBTQIA+ در دریافت RTCC و حفاظت از جان شرکای خود توانمند شده‌اند. توانمندسازی نباید صرفاً از منظر دسترسی درک شود، بلکه باید بر اساس این‌که آیا فرایندهای دولت محلی به ذینفعان امکان تحقق منافع مورد نظر سیاست را می‌دهد یا خیر، ارزیابی شود. این یافته‌ها انجام مطالعات بیشتر در سایر شهرهایی که اخیراً RTCC را اجرا کرده‌اند و همچنین پژوهش کمی برای اعتبارسنجی بیشتر را توصیه می‌کند.

This study aims to determine the implementation of the use of the Daily Journal Book 7 Habits of Great Indonesian Children, the formation of Islamic character of grade 5B students of SD Quran Terpadu Nurul Islam Karawang, as well as supporting and inhibiting factors in its implementation. The study used a qualitative approach with a descriptive method. Data collection techniques were carried out through observation, semi-structured interviews, and documentation, with research subjects consisting of the principal, homeroom teacher 5B, and grade 5B students. Data analysis was carried out through data reduction, data presentation, and drawing conclusions, while the validity of the data was tested using triangulation. The results of the study indicate that the implementation of the Daily Journal Book 7 Habits of Great Indonesian Children is carried out through habits that are integrated with school culture and students' daily activities. This program contributes to the formation of Islamic character in the form of piety, responsibility, trustworthiness, ukhuwah, istiqomah, and patience. Based on the analysis of Bloom's Taxonomy of the affective domain, student character development takes place through the stages of accepting, responding, appreciating, organizing values, and making values part of personality. Supporting factors for the program include school support, teacher involvement, parental involvement, a conducive environment, and student motivation. While inhibiting factors include lack of student consistency, boredom, limited parental guidance, the influence of technology, and differences in student character. Therefore, the use of the 7 Habits of Great Indonesian Children Daily Journal effectively supports the formation of Islamic character in students through a continuous process of habituation.

این پژوهش با هدف تعیین نحوه اجرای استفاده از دفترچه روزانه هفت عادت کودکان بزرگ اندونزیایی، شکل‌گیری شخصیت اسلامی دانش‌آموزان پایه ۵B دبستان قرآن‌محور نورالاسلام کاراوانگ و همچنین عوامل حمایت‌کننده و بازدارنده در اجرای آن انجام شده است. این پژوهش با رویکرد کیفی و روش توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه نیمه‌ساختاریافته و مستندسازی گردآوری شده‌اند و شرکت‌کنندگان پژوهش شامل مدیر مدرسه، معلم راهنمای کلاس ۵B و دانش‌آموزان پایه ۵B بوده‌اند. تحلیل داده‌ها از طریق کاهش داده، ارائه داده و نتیجه‌گیری صورت گرفته و روایی داده‌ها با استفاده از مثلث‌سازی مورد بررسی قرار گرفته است. نتایج پژوهش نشان می‌دهد که اجرای دفترچه روزانه هفت عادت کودکان بزرگ اندونزیایی از طریق عادت‌هایی که با فرهنگ مدرسه و فعالیت‌های روزانه دانش‌آموزان ادغام شده‌اند، انجام می‌شود. این برنامه در شکل‌گیری شخصیت اسلامی به صورت تقوا، مسئولیت‌پذیری، امانت‌داری، اخوت، استقامت و صبر نقش دارد. بر اساس تحلیل طبقه‌بندی بلوم در حوزه عاطفی، رشد شخصیت دانش‌آموزان از مراحل پذیرش، پاسخ‌دهی، ارزش‌گذاری، سازماندهی ارزش‌ها و درونی‌سازی ارزش‌ها در شخصیت فردی عبور می‌کند. عوامل حمایت‌کننده برنامه شامل حمایت مدرسه، مشارکت معلمان، مشارکت والدین، محیط مناسب و انگیزه دانش‌آموزان است. عوامل بازدارنده نیز شامل عدم ثبات دانش‌آموزان، احساس کسالت، محدودیت راهنمایی والدین، تأثیر فناوری و تفاوت‌های شخصیتی دانش‌آموزان می‌باشد. بنابراین، استفاده از دفترچه روزانه هفت عادت کودکان بزرگ اندونزیایی به طور مؤثری از طریق فرایند مستمر عادت‌سازی به شکل‌گیری شخصیت اسلامی دانش‌آموزان کمک می‌کند.

The implementation of the Tilawati method as a method of learning the Qur'an requires the support of an organizational system capable of ensuring effective, efficient, and sustainable learning. However, studies on the relationship between organizational design based on Islamic educational management and the implementation of the Tilawati method are still relatively limited. This study aims to formulate an organizational design based on Islamic educational management that is effective and efficient in supporting the implementation of the Tilawati method by strengthening the functions of planning, organizing, implementing, and controlling to improve the quality of Qur'an learning. The study used a qualitative approach with a literature study (library research). Data were obtained from scientific articles, books, proceedings, and various relevant academic sources, then analyzed using content analysis techniques. The results show that the successful implementation of the Tilawati method is determined not only by the competence of educators and learning methods, but also by organizational governance that is able to systematically integrate the functions of Islamic educational management. This study resulted in the concept of Tilawati Organizational Design Based on Integrative Islamic Educational Management that emphasizes the synergy between planning, organizing, implementing, and controlling in managing Qur'an learning. Thus, organizational design becomes a strategic factor in supporting the continuous improvement of the quality of Qur'an learning.

اجرای روش تلاوتی به‌عنوان روشی برای آموزش قرآن نیازمند پشتیبانی یک نظام سازمانی است که قادر به تضمین یادگیری مؤثر، کارآمد و پایدار باشد. با این حال، پژوهش‌ها درباره رابطه بین طراحی سازمانی مبتنی بر مدیریت آموزشی اسلامی و اجرای روش تلاوتی هنوز نسبتاً محدود است. هدف این پژوهش، تدوین یک طراحی سازمانی مبتنی بر مدیریت آموزشی اسلامی است که به‌طور مؤثر و کارآمد از اجرای روش تلاوتی با تقویت کارکردهای برنامه‌ریزی، سازماندهی، اجرا و کنترل به‌منظور ارتقای کیفیت آموزش قرآن حمایت کند. این پژوهش با رویکرد کیفی و با استفاده از مطالعه کتابخانه‌ای (پژوهش اسنادی) انجام شده است. داده‌ها از مقالات علمی، کتاب‌ها، مجموعه مقالات و منابع علمی مرتبط گردآوری و با استفاده از فنون تحلیل محتوا مورد تجزیه و تحلیل قرار گرفت. نتایج نشان می‌دهد که موفقیت اجرای روش تلاوتی نه‌تنها به شایستگی مربیان و روش‌های یادگیری، بلکه به حاکمیت سازمانی که بتواند کارکردهای مدیریت آموزشی اسلامی را به‌صورت نظام‌مند یکپارچه سازد، بستگی دارد. این پژوهش به مفهوم طراحی سازمانی تلاوتی مبتنی بر مدیریت آموزشی اسلامی تلفیقی دست یافته است که بر هم‌افزایی میان برنامه‌ریزی، سازماندهی، اجرا و کنترل در مدیریت آموزش قرآن تأکید دارد. بنابراین، طراحی سازمانی به‌عنوان عاملی راهبردی در حمایت از بهبود مستمر کیفیت آموزش قرآن مطرح می‌شود.

Based on the results of the initial observation, several problems in the science learning process were identified, showing that during the learning process, the teacher used less varied teaching models. As a result, students only received information passively; they did not understand the material concepts deeply, so the cognitive development of active and curious students was not fulfilled. Based on data obtained from the initial observation results, the number of students who completed their learning based on their learning outcomes was only 2 out of 6 students in that class, so the percentage of students' learning completeness only reached 33%. This study aims to improve the critical thinking skills of fifth-grade students at UPT SPF SD Inpres Minasa Upa. The method used is Classroom Action Research (CAR), which is carried out in 2 cycles, each cycle consisting of four stages: planning, action implementation, observation, and reflection. The research subjects were The fifth-grade class consists of 6 students, made up of 1 girl and 5 boys. The data collection techniques used by the researcher in this study were non-test techniques (observation), tests, and documentation. The research results showed that the implementation of the project-based learning (PJBL) model was able to improve the critical thinking skills of the fifth-grade students at UPT SPF SD Inpres Minasa Upa. Based on the evaluation results of the students in the first cycle, the number of students who reached the critical criteria was 66.67% with an average score of 75% (moderately critical category), while in the second cycle, all students achieved scores meeting the critical criteria at 100% with an average of 83.33%.

بر اساس نتایج مشاهده اولیه، چندین مشکل در فرایند یادگیری علوم شناسایی شد که نشان می‌دهد در طول فرایند یاددهی، معلم از الگوهای تدریس متنوع کمتری استفاده کرده است. در نتیجه، دانش‌آموزان تنها به صورت منفعل اطلاعات دریافت کردند؛ آن‌ها مفاهیم مطالب را به طور عمیق درک نکردند و بنابراین رشد شناختی دانش‌آموزان فعال و کنجکاو تحقق نیافت. بر اساس داده‌های به‌دست‌آمده از نتایج مشاهده اولیه، تعداد دانش‌آموزانی که بر اساس نتایج یادگیری خود موفق به اتمام یادگیری شدند، تنها ۲ نفر از ۶ دانش‌آموز آن کلاس بود و بنابراین درصد تکمیل یادگیری دانش‌آموزان تنها به ۳۳٪ رسید. هدف این پژوهش، بهبود مهارت‌های تفکر انتقادی دانش‌آموزان پایه پنجم در UPT SPF SD Inpres Minasa Upa است. روش مورد استفاده، پژوهش اقدام کلاسی (CAR) است که در دو چرخه اجرا می‌شود و هر چرخه شامل چهار مرحله برنامه‌ریزی، اجرای عمل، مشاهده و تأمل است. جامعه پژوهش شامل کلاس پنجم با ۶ دانش‌آموز (۱ دختر و ۵ پسر) بود. تکنیک‌های گردآوری داده‌ها شامل روش‌های غیرآزمونی (مشاهده)، آزمون و مستندسازی بود. نتایج پژوهش نشان داد که اجرای مدل یادگیری مبتنی بر پروژه (PJBL) توانست مهارت‌های تفکر انتقادی دانش‌آموزان پایه پنجم UPT SPF SD Inpres Minasa Upa را بهبود بخشد. بر اساس نتایج ارزیابی دانش‌آموزان در چرخه اول، تعداد دانش‌آموزانی که به معیار انتقادی رسیدند ۶۶٫۶۷٪ با میانگین نمره ۷۵٪ (دسته نسبتاً انتقادی) بود، در حالی که در چرخه دوم، همه دانش‌آموزان با میانگین ۸۳٫۳۳٪ به معیار انتقادی ۱۰۰٪ رسیدند.

Community service through the university’s fieldwork program (Kuliah Kerja Nyata/KKN) provides students with an opportunity to integrate academic knowledge with community needs at the village level. This article describes the 2026 KKN program of Universitas Islam Negeri Sultan Syarif Kasim Riau in Meranti Village, Pangkalan Kuras District, Pelalawan Regency, under the theme “Strengthening Communities Based on Local Wisdom”. The activities were conducted from late July to late August 2026 through observation, mapping, discussion, implementation, and continuous communication. Activity data were obtained through field observation, communication with village officials and residents, activity documentation, and reflection on program outputs. The core programs consisted of producing cemetery and hamlet direction signs, establishing QRIS-based digital payment access, and installing road reflectors. Discipline-based programs included bullying awareness, Maghrib Qur’an learning, MDA teaching, education on unhealthy social relationships, public speaking education, and saving education. Supporting activities included creative and basic learning activities at TK Pertiwi, participation in the DEWI (Tourism Village) event, Independence Day activities, volleyball, and futsal competitions. The results indicate that the programs produced practical outputs in the form of village information facilities, digital payment access, road visibility markers, educational activities for children and adolescents, and spaces for social interaction and preservation of local practices. The implementation also strengthened communication among students, village government, educational institutions, and residents. The experience demonstrates that needs-based community service can integrate practical interventions, education, and community participation within a village development context.

خدمت‌رسانی به جامعه از طریق برنامه کار میدانی دانشگاه (Kuliah Kerja Nyata/KKN) فرصتی را برای دانشجویان فراهم می‌کند تا دانش آکادمیک خود را با نیازهای جامعه در سطح روستا ادغام کنند. این مقاله به توصیف برنامه KKN سال ۲۰۲۶ دانشگاه اسلامی دولتی سلطان شریف قاسم ریائو در روستای مرانتی، بخش پانگکالان کوراس، شهرستان پلاوان با محوریت «تقویت جوامع مبتنی بر حکمت محلی» می‌پردازد. فعالیت‌ها از اواخر ژوئیه تا اواخر اوت ۲۰۲۶ از طریق مشاهده، نقشه‌برداری، بحث، اجرا و ارتباط مستمر انجام شد. داده‌های فعالیت‌ها از طریق مشاهده میدانی، ارتباط با مسئولان و ساکنان روستا، مستندسازی فعالیت‌ها و بازتاب نتایج برنامه جمع‌آوری گردید. برنامه‌های اصلی شامل تولید تابلوهای راهنمای قبرستان و محله، ایجاد دسترسی به پرداخت دیجیتال مبتنی بر QRIS و نصب رفلکتورهای جاده‌ای بود. برنامه‌های مبتنی بر رشته شامل آگاهی‌بخشی درباره قلدری، آموزش قرآن مغرب، تدریس در MDA، آموزش درباره روابط اجتماعی ناسالم، آموزش سخنرانی عمومی و آموزش پس‌انداز بود. فعالیت‌های پشتیبان شامل فعالیت‌های خلاقانه و آموزشی پایه در مهدکودک Pertiwi، مشارکت در رویداد DEWI (روستای گردشگری)، فعالیت‌های روز استقلال، مسابقات والیبال و فوتسال بود. نتایج نشان می‌دهد که برنامه‌ها خروجی‌های عملی به شکل امکانات اطلاع‌رسانی روستا، دسترسی به پرداخت دیجیتال، نشانگرهای دید جاده، فعالیت‌های آموزشی برای کودکان و نوجوانان و فضاهایی برای تعامل اجتماعی و حفظ سنت‌های محلی ایجاد کردند. اجرای برنامه همچنین ارتباط میان دانشجویان، دولت روستا، نهادهای آموزشی و ساکنان را تقویت نمود. این تجربه نشان می‌دهد که خدمت‌رسانی به جامعه مبتنی بر نیاز می‌تواند مداخلات عملی، آموزش و مشارکت اجتماعی را در بستر توسعه روستا ادغام کند.

This study aims to determine whether the Problem-Based Learning (PBL) model assisted by Canva has an effect on the IPAS learning outcomes of fifth-grade students at SD Muhammadiyah 2 Kota Sorong. The study used a quantitative approach with a pre-experimental method and a One Group Pretest-Posttest Design. The subjects were 23 fifth-grade students. Data were collected through learning outcome tests in the form of pretests and posttests and an observation sheet of the implementation of the PBL model assisted by Canva. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a Paired Sample t-test. The results showed that the mean pretest score was 45.65, while the mean posttest score was 83.48. The implementation of the five PBL stages obtained a score of 100% and was categorized as very good. The Shapiro-Wilk test showed that the pretest and posttest data were normally distributed. The Paired Sample t-test resulted in t = -15.062, df = 22, and Sig. (2-tailed) < 0.001. Because the significance value was less than 0.05, H0 was rejected and Ha was accepted. These findings indicate a significant difference between students' IPAS learning outcomes before and after the implementation of PBL assisted by Canva. The increase in learning outcomes was accompanied by active student involvement in identifying problems, discussing, completing LKPD, and presenting the results of group work.

این پژوهش با هدف تعیین تأثیر مدل یادگیری مبتنی بر مسئله (PBL) با کمک نرم‌افزار Canva بر نتایج یادگیری IPAS دانش‌آموزان پایه پنجم دبستان Muhammadiyah 2 شهر سورونگ انجام شده است. این مطالعه با رویکرد کمی و روش شبه‌آزمایشی و طرح یک گروهی پیش‌آزمون-پس‌آزمون انجام شد. جامعه پژوهش شامل ۲۳ دانش‌آموز پایه پنجم بود. داده‌ها از طریق آزمون‌های نتایج یادگیری به صورت پیش‌آزمون و پس‌آزمون و همچنین برگه مشاهده اجرای مدل PBL با کمک Canva گردآوری شد. داده‌ها با استفاده از آمار توصیفی، آزمون نرمالیتی Shapiro-Wilk و آزمون t زوجی تحلیل شدند. نتایج نشان داد میانگین نمره پیش‌آزمون ۴۵.۶۵ و میانگین نمره پس‌آزمون ۸۳.۴۸ بود. اجرای پنج مرحله مدل PBL امتیاز ۱۰۰٪ را کسب کرد و در دسته بسیار خوب قرار گرفت. آزمون Shapiro-Wilk نشان داد که داده‌های پیش‌آزمون و پس‌آزمون دارای توزیع نرمال هستند. آزمون t زوجی با مقدار t = -15.062، درجه آزادی df = 22 و مقدار معناداری Sig. (2-tailed) < 0.001 به دست آمد. از آنجا که مقدار معناداری کمتر از ۰.۰۵ بود، فرض صفر (H0) رد و فرض مقابل (Ha) پذیرفته شد. این یافته‌ها نشان‌دهنده تفاوت معنادار بین نتایج یادگیری IPAS دانش‌آموزان پیش و پس از اجرای مدل PBL با کمک Canva است. افزایش نتایج یادگیری با مشارکت فعال دانش‌آموزان در شناسایی مسئله‌ها، بحث، تکمیل LKPD و ارائه نتایج کار گروهی همراه بود.

This study aims to analyze the implementation of Problem Based Learning (PBL) in fostering deep learning on the human digestive system topic among fifth-grade students at SD Negeri Bulakan 02 and to identify its supporting and inhibiting factors. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed through data collection, data condensation, data presentation, and conclusion drawing. The results showed that the implementation of PBL through the stages of problem orientation, learning organization, investigation, presentation of results, and analysis and evaluation supported the development of mindful, meaningful, and joyful learning. Students were able to relate the digestive system concepts to everyday life, collaborate in groups, conduct investigations, and reflect on the learning process. Supporting factors included teacher preparedness, learning media, worksheets, group collaboration, and teacher guidance. Meanwhile, inhibiting factors included limited learning time, uneven student participation, and the need for guidance during the investigation process. Therefore, PBL can support deep learning, although students’ understanding has not yet been evenly achieved.

هدف این پژوهش تحلیل اجرای یادگیری مبتنی بر مسئله (PBL) در پرورش یادگیری عمیق در موضوع دستگاه گوارش انسان در میان دانش‌آموزان پایه پنجم دبستان SD Negeri Bulakan 02 و شناسایی عوامل حمایتی و بازدارنده آن است. این پژوهش با رویکرد کیفی توصیفی انجام شده و داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری شده‌اند. تحلیل داده‌ها از طریق جمع‌آوری داده، تلخیص داده، ارائه داده و نتیجه‌گیری صورت گرفته است. نتایج نشان داد که اجرای PBL از طریق مراحل جهت‌دهی به مسئله، سازماندهی یادگیری، تحقیق، ارائه نتایج و تحلیل و ارزیابی، به توسعه یادگیری آگاهانه، معنادار و لذت‌بخش کمک کرده است. دانش‌آموزان توانستند مفاهیم دستگاه گوارش را به زندگی روزمره مرتبط سازند، در گروه‌ها همکاری کنند، به تحقیق بپردازند و فرایند یادگیری را بازتاب دهند. عوامل حمایتی شامل آمادگی معلم، رسانه‌های آموزشی، برگه‌های کار، همکاری گروهی و راهنمایی معلم بودند. در مقابل، عوامل بازدارنده شامل محدودیت زمان یادگیری، مشارکت نامتوازن دانش‌آموزان و نیاز به راهنمایی در فرایند تحقیق بود. بنابراین، PBL می‌تواند از یادگیری عمیق حمایت کند، هرچند درک دانش‌آموزان هنوز به طور یکنواخت حاصل نشده است.

The implementation of discovery learning in physics education is an approach that encourages students to actively engage in discovering and understanding concepts. Research findings on its implementation vary according to the learning materials, educational levels, supporting media, and research designs employed. This study aims to analyze the implementation of discovery learning in physics education during the 2024–2026 period and identify research trends regarding students’ learning outcomes. This study employed a systematic literature review (SLR) by analyzing fifteen relevant scientific articles. The data were analyzed descriptively and thematically based on research characteristics, forms of discovery learning implementation, supporting media or strategies, and students’ learning outcomes. The results show that discovery learning has been implemented across various physics topics and can be combined with supporting learning media and strategies, such as PhET, LKPD, E-LKPD, kahoot, vee map, lumio by smart. Overall, the studies indicate an increase or effect on students’ physics learning outcomes following the implementation of discovery learning. Studies using experimental designs demonstrated differences or effects on learning outcomes, while studies using pretest–posttest designs and classroom action research showed improvements in learning outcomes following the implementation of the learning model. The variation in research findings indicates that the implementation of discovery learning needs to be adapted to the characteristics of the learning materials, students, supporting media or strategies, and instructional design.

اجرای یادگیری اکتشافی در آموزش فیزیک رویکردی است که دانش‌آموزان را به مشارکت فعال در کشف و درک مفاهیم ترغیب می‌کند. یافته‌های پژوهشی درباره اجرای این رویکرد بسته به محتوای آموزشی، سطوح تحصیلی، رسانه‌های پشتیبان و طرح‌های پژوهشی به‌کاررفته متفاوت است. هدف این مطالعه تحلیل اجرای یادگیری اکتشافی در آموزش فیزیک طی دوره ۲۰۲۴ تا ۲۰۲۶ و شناسایی روندهای پژوهشی مرتبط با پیامدهای یادگیری دانش‌آموزان است. این پژوهش با استفاده از مرور نظام‌مند ادبیات (SLR) و تحلیل پانزده مقاله علمی مرتبط انجام شده است. داده‌ها به‌صورت توصیفی و تماتیک بر اساس ویژگی‌های پژوهش، اشکال اجرای یادگیری اکتشافی، رسانه‌ها یا راهبردهای پشتیبان و پیامدهای یادگیری دانش‌آموزان تحلیل شدند. نتایج نشان می‌دهد که یادگیری اکتشافی در موضوعات مختلف فیزیک اجرا شده و می‌تواند با رسانه‌ها و راهبردهای یادگیری پشتیبان مانند PhET، LKPD، E-LKPD، kahoot، vee map و lumio by smart ترکیب شود. به‌طور کلی، مطالعات افزایش یا تأثیر بر پیامدهای یادگیری فیزیک دانش‌آموزان را پس از اجرای یادگیری اکتشافی نشان می‌دهند. مطالعات با طرح‌های آزمایشی تفاوت یا تأثیر بر پیامدهای یادگیری را نشان دادند، در حالی که مطالعات با طرح پیش‌آزمون–پس‌آزمون و پژوهش اقدام کلاسی بهبود پیامدهای یادگیری را پس از اجرای مدل یادگیری نشان دادند. تنوع یافته‌های پژوهشی نشان می‌دهد که اجرای یادگیری اکتشافی باید با ویژگی‌های محتوای آموزشی، دانش‌آموزان، رسانه‌ها یا راهبردهای پشتیبان و طراحی آموزشی سازگار شود.

Lesotho has enacted the Lesotho Inclusive Education Policy (LIEP) to guide the conduct of inclusive education. However, the extent of the implementation of the policy on inclusive schooling in the rural communities of Lesotho is yet to be ascertained. Two research questions were raised and answered in this qualitative study. The study adopted the bioecological system theory as a theoretical lens. Data was collected using a discursive semi-structure interview from 21 participants who were the key stakeholders in inclusive education in rural schools `and communities in Lesotho. The participants were recruited using a purposive sampling procedure. The data gathered was analysed using the inductive-deductive thematic data analysis approach. Findings revealed five themes. Three themes addressed the current state of inclusive education practices: overcrowded classrooms, limited supplies and teaching capacity, and limited implementation of the LIEP. Two themes addressed stakeholder concerns: geographical challenges and limited government interventions. Based on the findings, the study advanced the need for the government of Lesotho to establish and adequately equip more inclusive schools so that stress on teachers and learners can reduced significantly.

لسوتو سیاست آموزش فراگیر لسوتو (LIEP) را به منظور هدایت اجرای آموزش فراگیر تصویب کرده است. با این حال، میزان اجرای این سیاست در مدارس فراگیر در جوامع روستایی لسوتو هنوز مشخص نشده است. در این مطالعه کیفی، دو پرسش پژوهشی مطرح و پاسخ داده شد. این پژوهش نظریه نظام زیست‌بوم‌شناختی را به عنوان چارچوب نظری اتخاذ کرد. داده‌ها با استفاده از مصاحبه نیمه‌ساختاریافته گفتمانی از ۲۱ مشارکت‌کننده که ذی‌نفعان کلیدی آموزش فراگیر در مدارس و جوامع روستایی لسوتو بودند، جمع‌آوری شد. مشارکت‌کنندگان با روش نمونه‌گیری هدفمند انتخاب شدند. داده‌های گردآوری‌شده با رویکرد تحلیل داده‌های تماتیک استقرایی-قیاسی تحلیل شدند. یافته‌ها پنج مضمون را آشکار ساختند. سه مضمون به وضعیت فعلی شیوه‌های آموزش فراگیر پرداختند: کلاس‌های شلوغ، منابع و ظرفیت تدریس محدود، و اجرای محدود LIEP. دو مضمون به نگرانی‌های ذی‌نفعان اشاره داشتند: چالش‌های جغرافیایی و مداخلات محدود دولت. بر اساس یافته‌ها، پژوهش بر ضرورت تأسیس و تجهیز مناسب مدارس فراگیر بیشتر توسط دولت لسوتو تأکید می‌کند تا فشار بر معلمان و دانش‌آموزان به طور قابل توجهی کاهش یابد.

Arabic language communication skills have become an important competence for madrasah students, not only as an academic ability but also as a means of understanding Islamic knowledge and developing cultural identity. However, Arabic language learning at the elementary level still faces challenges in transforming vocabulary and grammatical knowledge into real communication practices. This study aims to analyze the implementation of an Arabic Language Program in improving students’ communicative competence at MIN Wonosobo. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving 13 participants consisting of the head of the madrasah, curriculum coordinator, Arabic language teacher, program mentors, and students. The data were analyzed using thematic analysis. The findings revealed four main themes: Arabic as a madrasah identity, the transition from vocabulary mastery to communication practice, students’ emotional experiences in speaking Arabic, and challenges in developing a language environment. The study demonstrates that communicative competence is shaped through the interaction between school programs, pedagogical practices, and students’ social experiences. These findings contribute to the development of more contextual and communicative Arabic language programs in Islamic elementary education.

مهارت‌های ارتباطی زبان عربی به عنوان یکی از شایستگی‌های مهم برای دانش‌آموزان مدارس، نه تنها به عنوان یک توانایی علمی بلکه به عنوان ابزاری برای فهم دانش اسلامی و توسعه هویت فرهنگی اهمیت یافته است. با این حال، آموزش زبان عربی در سطح ابتدایی همچنان با چالش‌هایی در تبدیل دانش واژگان و دستور زبان به کاربرد واقعی در ارتباطات مواجه است. هدف این پژوهش، تحلیل اجرای برنامه زبان عربی در بهبود شایستگی ارتباطی دانش‌آموزان در MIN Wonosobo است. این پژوهش با رویکرد کیفی و با طرح مطالعه موردی انجام شده است. داده‌ها از طریق مصاحبه‌های عمیق، مشاهده و تحلیل اسناد با مشارکت ۱۳ نفر شامل رئیس مدرسه، هماهنگ‌کننده برنامه درسی، معلم زبان عربی، مربیان برنامه و دانش‌آموزان گردآوری شد. داده‌ها با استفاده از تحلیل تماتیک مورد بررسی قرار گرفت. یافته‌ها چهار مضمون اصلی را نشان داد: زبان عربی به عنوان هویت مدرسه، گذار از تسلط واژگانی به تمرین ارتباطی، تجارب هیجانی دانش‌آموزان در صحبت کردن به زبان عربی و چالش‌های توسعه محیط زبانی. این مطالعه نشان می‌دهد که شایستگی ارتباطی از طریق تعامل میان برنامه‌های مدرسه، شیوه‌های آموزشی و تجارب اجتماعی دانش‌آموزان شکل می‌گیرد. این یافته‌ها به توسعه برنامه‌های زبان عربی زمینه‌مندتر و ارتباطی‌تر در آموزش ابتدایی اسلامی کمک می‌کند.

Formal compliance with centralized education standards does not guarantee that policy intent reaches the classroom. This study examines this implementation gap by integrating Instructional Leadership Theory with Street-Level Bureaucracy to explain how managerial behavior shapes the translation of centralized policy into localized institutional performance. Using a quantitative descriptive-correlational design analyzed through one-way ANOVA with Scheffé post hoc tests, Pearson product-moment correlation, and multiple regression, the study analyzes multi-stakeholder data from 678 administrators, teachers, and students across the Schools Divisions of Samar Island, Philippines. The findings reveal significant divergence in stakeholder assessments of school conditions, particularly between administrators' evaluations and students' perceptions of the learning environment. More importantly, adaptive managerial behaviors—including decentralized decision-making, flexible problem-solving, and instruction-focused supervision—emerged as the strongest correlates of perceived managerial effectiveness within the competency framework, more so than tenure- or compliance-based indicators, although this association is partly definitional given that managerial effectiveness is itself derived from the same competency ratings. These findings challenge the assumption that successful decentralization can be inferred from administrative compliance with centrally prescribed standards. Instead, they indicate that the effectiveness of decentralized education systems depends on administrators' capacity to exercise adaptive discretion while maintaining instructional alignment. The study extends Instructional Leadership and Street-Level Bureaucracy perspectives by positioning managerial discretion and stakeholder perception as mechanisms through which policy intent is translated—or fails to translate—into school-level outcomes in resource-constrained settings.

تبعیت رسمی از استانداردهای متمرکز آموزشی تضمین نمی‌کند که هدف سیاست به کلاس درس منتقل شود. این پژوهش با ادغام نظریه رهبری آموزشی و بوروکراسی سطح خیابان، به بررسی این شکاف اجرایی می‌پردازد تا تبیین کند چگونه رفتار مدیریتی، ترجمه سیاست متمرکز به عملکرد نهادی محلی را شکل می‌دهد. با بهره‌گیری از طرح توصیفی-همبستگی کمی و تحلیل از طریق آزمون ANOVA یک‌طرفه با آزمون پس از hoc Scheffé، همبستگی حاصل‌ضرب-لحظه‌ای پیرسون و رگرسیون چندگانه، داده‌های چندذینفعی از ۶۷۸ نفر از مدیران، معلمان و دانش‌آموزان در بخش‌های مدارس جزیره سامار، فیلیپین مورد بررسی قرار گرفت. یافته‌ها نشان‌دهنده تفاوت معنادار در ارزیابی شرایط مدرسه توسط ذینفعان است، به‌ویژه بین ارزیابی مدیران و ادراک دانش‌آموزان از محیط یادگیری. مهم‌تر آنکه، رفتارهای مدیریتی انطباقی ـ از جمله تصمیم‌گیری غیرمتمرکز، حل مسئله انعطاف‌پذیر و نظارت متمرکز بر آموزش ـ به عنوان قوی‌ترین همبسته‌های اثربخشی مدیریتی ادراک‌شده در چارچوب شایستگی ظاهر شدند، بیش از شاخص‌های مبتنی بر سابقه یا تبعیت، هرچند این ارتباط تا حدی تعریفی است چرا که اثربخشی مدیریتی خود از همان ارزیابی‌های شایستگی استخراج می‌شود. این یافته‌ها فرض رایج مبنی بر اینکه موفقیت غیرمتمرکزسازی را می‌توان از تبعیت اداری با استانداردهای تجویزی مرکزی استنباط کرد، به چالش می‌کشد. در عوض، نشان می‌دهد که اثربخشی نظام‌های آموزش غیرمتمرکز به ظرفیت مدیران در اعمال اختیار انطباقی در عین حفظ همسویی آموزشی وابسته است. این پژوهش با قرار دادن اختیار مدیریتی و ادراک ذینفعان به عنوان سازوکارهایی که از طریق آن‌ها هدف سیاست به نتایج سطح مدرسه در شرایط محدودیت منابع ترجمه می‌شود یا نمی‌شود، دیدگاه‌های رهبری آموزشی و بوروکراسی سطح خیابان را گسترش می‌دهد.

Abstract The Baka people, an indigenous forest community in Cameroon's East Region, hold a distinct body of social practices, ecological knowledge, and cultural values shaped by their historical relationship with the forest environment. This study examines the influence of social practices of the Baka people on the implementation of the geography curriculum in schools within the East Region of Cameroon. The study adopted a mixed-methods research design, combining quantitative and qualitative approaches. The target population comprised of Geography teachers and students especially Baka students enrolled in secondary schools in selected Baka community of the East region in the study area. Two instruments were used to collect data which were questionnaires and interview guides. Quantitative data obtained from the questionnaires were coded and analysed using descriptive and inferential statistics. Descriptive statistics included frequencies, percentages, means and standard deviations. These statistics were used to describe the prevalence of particular Baka social practices and participants' perceptions of their influence on Geography curriculum implementation. Inferential analysis was used to examine relationships between selected dimensions of Baka social practices and indicators of curriculum implementation. The findings indicate that Baka social practices have significant implications for curriculum implementation, although their influence should not be understood exclusively in negative terms. Baka livelihood practices, language, cultural values, traditional learning processes and Indigenous environmental knowledge interact with formal schooling in complex ways. Some practices may contribute to irregular attendance or difficulties in adapting to conventional classroom routines, while others provide valuable knowledge and experiences that can enrich Geography education. The study contributes to broader debates on curriculum relevance, indigenous knowledge integration, and educational equity for marginalized populations in Cameroon, and offers recommendations for curriculum policy and teacher training that better reflect the sociocultural realities of indigenous learners. Based on the findings, the researcher recommends that Geography teachers should incorporate local examples into classroom instruction. Lessons on ecosystems, natural resources, agriculture, environmental conservation, settlement and human–environment relationships should make use of geographical features and activities familiar to Baka learners. Teacher-training institutions should strengthen preparation in culturally responsive pedagogy. Curriculum developers should provide greater flexibility for the inclusion of Indigenous and local knowledge. schools should make greater use of experiential learning. Keywords Baka people, social practices, curriculum implementation, geography education, indigenous knowledge, East Region Cameroon

چکیده مردم Baka، جامعه‌ای بومی و جنگل‌نشین در منطقه شرق کامرون، دارای مجموعه‌ای متمایز از کنش‌های اجتماعی، دانش بوم‌شناختی و ارزش‌های فرهنگی هستند که توسط رابطه تاریخی آن‌ها با محیط جنگل شکل گرفته است. این پژوهش به بررسی تأثیر کنش‌های اجتماعی مردم Baka بر اجرای برنامهٔ درسی جغرافیا در مدارس منطقه شرق کامرون می‌پردازد. این مطالعه از طرح پژوهش آمیخته، با ترکیب رویکردهای کمی و کیفی، بهره گرفته است. جامعه هدف شامل دبیران جغرافیا و دانش‌آموزان، به ویژه دانش‌آموزان Baka ثبت‌نام‌شده در مدارس متوسطه منتخب جامعه Baka در منطقه مورد مطالعه بوده است. برای گردآوری داده‌ها از دو ابزار پرسشنامه و راهنمای مصاحبه استفاده شد. داده‌های کمی به‌دست‌آمده از پرسشنامه‌ها کدگذاری و با استفاده از آمار توصیفی و استنباطی تحلیل شدند. آمار توصیفی شامل فراوانی، درصد، میانگین و انحراف معیار بود. این آمار برای توصیف شیوع کنش‌های اجتماعی خاص Baka و ادراک شرکت‌کنندگان از تأثیر آن‌ها بر اجرای برنامهٔ درسی جغرافیا به‌کار رفت. تحلیل استنباطی برای بررسی روابط میان ابعاد منتخب کنش‌های اجتماعی Baka و شاخص‌های اجرای برنامهٔ درسی استفاده شد. یافته‌ها نشان می‌دهد که کنش‌های اجتماعی Baka پیامدهای معناداری برای اجرای برنامهٔ درسی دارند، هرچند تأثیر آن‌ها نباید صرفاً منفی تلقی شود. شیوه‌های معیشتی، زبان، ارزش‌های فرهنگی، فرایندهای یادگیری سنتی و دانش بومی محیط‌زیستی Baka به‌شیوه‌هایی پیچیده با آموزش رسمی تعامل دارند. برخی از این کنش‌ها ممکن است به حضور نامنظم یا دشواری در سازگاری با روال‌های کلاسیک منجر شود، در حالی که برخی دیگر دانش و تجربیات ارزشمندی را فراهم می‌کنند که می‌تواند آموزش جغرافیا را غنی سازد. این پژوهش به مباحث گسترده‌تر دربارهٔ ارتباط برنامهٔ درسی، ادغام دانش بومی و عدالت آموزشی برای جمعیت‌های به‌حاشیه‌رانده‌شده در کامرون کمک می‌کند و پیشنهادهایی برای سیاست‌گذاری برنامهٔ درسی و آموزش معلمان ارائه می‌دهد که بازتاب‌دهنده واقعیت‌های اجتماعی‌فرهنگی فراگیران بومی باشد. بر اساس یافته‌ها، پژوهشگر توصیه می‌کند که دبیران جغرافیا نمونه‌های محلی را در آموزش کلاس درس بگنجانند. درس‌هایی دربارهٔ اکوسیستم‌ها، منابع طبیعی، کشاورزی، حفاظت محیط‌زیست، سکونتگاه و روابط انسان و محیط باید از ویژگی‌ها و فعالیت‌های جغرافیایی آشنا برای فراگیران Baka بهره گیرند. مؤسسات تربیت معلم باید آمادگی در زمینهٔ آموزش پاسخگو به فرهنگ را تقویت کنند. تدوین‌کنندگان برنامهٔ درسی باید انعطاف‌پذیری بیشتری برای گنجاندن دانش بومی و محلی فراهم آورند. مدارس باید از یادگیری تجربی بیشتر بهره ببرند.

This study aims to describe and analyze the implementation of training to improve teacher and education personnel competencies by Balai Besar Guru dan Tenaga Kependidikan (BBGTK) South Sulawesi Province, as well as to identify supporting and inhibiting factors. The study used a descriptive qualitative approach with the Miles and Huberman interactive analysis model. Data collection was conducted through interviews, observations, and documentation with five informants. Data validity was tested through source triangulation and method triangulation. The results of the study indicate that the implementation of training at BBGTK South Sulawesi Province has been carried out systematically, namely: (a) input, participants are determined through needs mapping, facilitators are selected through selection and are nationally certified, and supported by planned infrastructure and budget; (b) process, learning is carried out with an andragogical approach through blended learning, accompanied by continuous monitoring and evaluation through pre-tests and post-tests; (c) output, the training results in increased knowledge and skills of participants with good achievement of learning objectives indicated by the ability of participants to understand the material, complete assignments, participate actively, and prepare follow-up plans (RTL); and (d) outcome, participants apply learning outcomes through Follow-up Action Plans (RTL) and share good practices with fellow teachers. Supporting factors include internal coordination, facilitator competence, participant motivation, and support for facilities and policies. Inhibiting factors include inaccurate participant data, budget limitations, technical constraints on facilities, and suboptimal post-training monitoring. In general, the implementation of training has made a positive contribution to improving the competence of teachers and education personnel, although strengthening is still needed in the aspects of equalizing targets, budget support, and post-training monitoring.

هدف این پژوهش توصیف و تحلیل اجرای دوره‌های آموزشی به منظور ارتقای شایستگی معلمان و کارکنان آموزشی توسط Balai Besar Guru dan Tenaga Kependidikan (BBGTK) استان سولاوسی جنوبی و شناسایی عوامل حمایت‌کننده و بازدارنده است. این پژوهش با رویکرد کیفی توصیفی و با استفاده از مدل تحلیل تعاملی مایلز و هابرمن انجام شده است. گردآوری داده‌ها از طریق مصاحبه، مشاهده و اسناد با پنج نفر مطلع صورت گرفته است. روایی داده‌ها از طریق مثلث‌سازی منبع و روش مورد ارزیابی قرار گرفته است. نتایج پژوهش نشان می‌دهد که اجرای دوره‌های آموزشی در BBGTK استان سولاوسی جنوبی به صورت نظام‌مند انجام شده است، به این صورت که: (الف) ورودی، شرکت‌کنندگان از طریق نقشه‌برداری نیازها تعیین می‌شوند، تسهیل‌گران از طریق فرایند انتخاب و با گواهینامه ملی برگزیده می‌شوند و زیرساخت‌ها و بودجه به صورت برنامه‌ریزی‌شده حمایت می‌شوند؛ (ب) فرایند، آموزش با رویکرد آندراگوژیک و به صورت یادگیری ترکیبی انجام می‌شود و با پایش و ارزیابی مستمر از طریق پیش‌آزمون و پس‌آزمون همراه است؛ (ج) خروجی، نتیجه آموزش افزایش دانش و مهارت شرکت‌کنندگان با تحقق مطلوب اهداف یادگیری است که با توانایی شرکت‌کنندگان در درک مطالب، انجام تکالیف، مشارکت فعال و تهیه برنامه‌های پیگیری (RTL) نشان داده می‌شود؛ و (د) پیامد، شرکت‌کنندگان نتایج یادگیری را از طریق برنامه‌های اقدام پیگیری (RTL) به کار می‌گیرند و تجارب موفق را با سایر معلمان به اشتراک می‌گذارند. عوامل حمایت‌کننده شامل هماهنگی داخلی، شایستگی تسهیل‌گران، انگیزه شرکت‌کنندگان و حمایت از امکانات و سیاست‌ها است. عوامل بازدارنده شامل داده‌های نادرست شرکت‌کنندگان، محدودیت بودجه، موانع فنی مربوط به امکانات و پایش پس از آموزش کمتر از حد مطلوب است. به طور کلی، اجرای دوره‌های آموزشی سهم مثبتی در ارتقای شایستگی معلمان و کارکنان آموزشی داشته است، هرچند تقویت در زمینه‌های همسان‌سازی اهداف، حمایت بودجه‌ای و پایش پس از آموزش همچنان مورد نیاز است.

This study examined the effectiveness of Outcomes-Based Education (OBE) in teaching Grade 8 English and provided a basis for crafting an instructional guide during the academic year 2014–2015. Specifically, it described OBE in terms of objectives, approaches, content, and evaluation; assessed the extent to which these areas were attained and developed; identified instructional activities; and examined their perceived contributions to learners’ competencies. A descriptive research design was employed involving 20 permanent secondary English teachers with at least three years of experience from Cluster/North III, Caloocan City, selected through purposive sampling. Data were collected through questionnaires, supplemented by informal interviews and documentary analysis, and analyzed using frequency, percentage, weighted mean, and ranking. Findings indicated that the four areas of OBE were attained and developed to a high extent. The approach emphasized shared responsibility for learning, student-centered activities, alignment of intended learning outcomes with teaching activities and assessment tasks, and criteria-based evaluation. Teachers identified visual aids, rewards, drills, training, classroom assessments, and challenging learning tasks among the activities supporting implementation. Respondents perceived OBE activities as contributing to communication, critical thinking, creative thinking, and other Grade 8 English learning competencies. The study concluded that OBE practices addressed the identified instructional areas and contributed to improved learning competencies. Based on these findings, an instructional guide was developed to enhance OBE implementation. The study recommended clearer learning outcomes, high expectations, varied opportunities to demonstrate learning, teacher training, administrative support, and improved instructional resources to strengthen classroom instruction and support effective learning.

این پژوهش اثربخشی آموزش مبتنی بر نتایج (OBE) را در تدریس زبان انگلیسی پایه هشتم مورد بررسی قرار داد و مبنایی برای تدوین یک راهنمای آموزشی در سال تحصیلی ۲۰۱۴–۲۰۱۵ فراهم آورد. به طور خاص، OBE از نظر اهداف، رویکردها، محتوا و ارزشیابی توصیف شد؛ میزان تحقق و توسعه این حوزه‌ها ارزیابی گردید؛ فعالیت‌های آموزشی شناسایی شد؛ و نقش ادراک‌شده آن‌ها در ارتقای شایستگی‌های یادگیرندگان بررسی گردید. این پژوهش با طرح توصیفی و با مشارکت ۲۰ معلم رسمی زبان انگلیسی متوسطه با حداقل سه سال سابقه از منطقه Cluster/North III شهر Caloocan که به روش نمونه‌گیری هدفمند انتخاب شدند، انجام شد. داده‌ها از طریق پرسشنامه، مصاحبه‌های غیررسمی و تحلیل اسناد گردآوری و با استفاده از فراوانی، درصد، میانگین وزنی و رتبه‌بندی تحلیل شد. یافته‌ها نشان داد که چهار حوزه OBE در سطح بالایی تحقق یافته و توسعه یافته‌اند. رویکرد مورد نظر بر مسئولیت مشترک در یادگیری، فعالیت‌های دانش‌آموزمحور، همسویی اهداف یادگیری مورد انتظار با فعالیت‌های آموزشی و وظایف ارزشیابی و ارزشیابی مبتنی بر معیار تأکید داشت. معلمان، وسایل بصری، پاداش‌ها، تمرین‌ها، آموزش‌ها، ارزشیابی‌های کلاسی و تکالیف یادگیری چالش‌برانگیز را از جمله فعالیت‌های مؤثر در اجرای OBE شناسایی کردند. پاسخ‌دهندگان فعالیت‌های OBE را در ارتقای شایستگی‌های ارتباطی، تفکر انتقادی، تفکر خلاق و سایر شایستگی‌های یادگیری زبان انگلیسی پایه هشتم مؤثر دانستند. نتیجه‌گیری پژوهش نشان داد که شیوه‌های OBE به حوزه‌های آموزشی شناسایی‌شده پاسخ داده و به بهبود شایستگی‌های یادگیری کمک کرده‌اند. بر اساس این یافته‌ها، یک راهنمای آموزشی برای ارتقای اجرای OBE تدوین شد. پژوهش پیشنهاد کرد که برای تقویت آموزش کلاسی و حمایت از یادگیری مؤثر، اهداف یادگیری شفاف‌تر، انتظارات بالا، فرصت‌های متنوع برای نشان دادن یادگیری، آموزش معلمان، حمایت اداری و منابع آموزشی بهبود یافته فراهم شود.

This study describes the implementation of the Ummi method in improving students’ Qur’an-reading skills at MI Plus Al-Hamid Banjarmasin and identifies the factors that support or hinder its implementation. It uses a qualitative field-research design, drawing on observation, interviews, and documentation as reported in the underlying thesis. The findings indicate that instruction follows seven stages: opening, apperception or muroja’ah, concept introduction, concept understanding, skills practice, evaluation, and closing. Teachers use Ummi books and visual teaching aids, model correct recitation, provide repeated practice, listen to students individually, and record progress. The process is associated in the reported field findings with better fluency, more careful recitation, increased confidence, and learning discipline, although the study does not provide standardized pre- and post-test scores from which a numerical effect can be calculated. Supporting factors include trained teachers, an integrated learning system, learning resources, student motivation, peer encouragement, and parental support. The main constraints are differences in students’ initial abilities and student absence. The study’s contribution is a context-specific account of how standardized instructional stages, formative correction, and school–family cooperation work together in an Islamic elementary-school setting

این پژوهش به توصیف اجرای روش اُمّی در بهبود مهارت‌های قرائت قرآن دانش‌آموزان در مدرسه MI Plus Al-Hamid Banjarmasin می‌پردازد و عوامل مؤثر یا بازدارنده در اجرای آن را شناسایی می‌کند. این مطالعه با رویکرد کیفی و مبتنی بر پژوهش میدانی انجام شده و از مشاهده، مصاحبه و اسناد، مطابق با گزارش پایان‌نامه مربوطه، بهره گرفته است. یافته‌ها نشان می‌دهد که آموزش بر اساس هفت مرحله شامل: آغاز، ادراک یا مُراجعه، معرفی مفهوم، درک مفهوم، تمرین مهارتی، ارزشیابی و پایان‌بندی صورت می‌گیرد. معلمان از کتاب‌های اُمّی و وسایل کمک‌آموزشی بصری استفاده می‌کنند، قرائت صحیح را الگو قرار می‌دهند، تمرین‌های تکراری ارائه می‌دهند، به صورت فردی به قرائت دانش‌آموزان گوش می‌دهند و پیشرفت آن‌ها را ثبت می‌کنند. بر اساس یافته‌های میدانی گزارش‌شده، این فرایند با روان‌خوانی بهتر، دقت بیشتر در قرائت، افزایش اعتماد به نفس و انضباط یادگیری همراه است، هرچند مطالعه حاضر نمرات استاندارد پیش‌آزمون و پس‌آزمون جهت محاسبه اثر عددی ارائه نمی‌دهد. عوامل حمایتی شامل معلمان آموزش‌دیده، نظام یادگیری یکپارچه، منابع یادگیری، انگیزه دانش‌آموزان، تشویق همسالان و حمایت والدین است. مهم‌ترین محدودیت‌ها تفاوت در توانایی اولیه دانش‌آموزان و غیبت آن‌ها می‌باشد. سهم این پژوهش ارائه گزارشی زمینه‌محور از نحوه تعامل مراحل استاندارد آموزش، اصلاحات تکوینی و همکاری مدرسه و خانواده در محیط مدرسه ابتدایی اسلامی است.

This study aims to describe the implementation of the Problem Based Learning (PBL) model assisted by Wordwall and its process in improving students’ learning outcomes and learning motivation on the topic “Forces Around Us” in Grade IV elementary school. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted at SD Negeri Banjaran 1 Kota Kediri with 31 fourth-grade students. Data were collected through observation and tests, while the data were analyzed using quantitative and qualitative approaches. The learning outcomes were analyzed based on the achievement of three learning objectives, while students’ motivation was observed through five assessment aspects. The results showed that the implementation of PBL improved throughout the research cycles, with an average implementation score increasing from 91.67% in Cycle I Meeting 1 to 100% in Cycle II Meeting 2. Students’ learning outcomes also increased from 71.61% to 91.29%, while learning motivation increased from 80.07% to 92.41%. These findings indicate that the implementation of PBL assisted by Wordwall can support active student involvement and contribute to the improvement of learning outcomes and motivation in learning the topic “Forces Around Us”. However, the individual contribution of PBL and Wordwall could not be quantitatively separated in this study.

هدف این پژوهش توصیف اجرای مدل یادگیری مبتنی بر مسئله (PBL) با کمک Wordwall و فرایند آن در بهبود نتایج یادگیری و انگیزش دانش‌آموزان در مبحث «نیروها در اطراف ما» در پایه چهارم دبستان است. این پژوهش از نوع پژوهش اقدام کلاسی (CAR) بر اساس مدل Kemmis و McTaggart بوده و شامل مراحل برنامه‌ریزی، اقدام، مشاهده و تأمل است. پژوهش در دبستان دولتی Banjaran 1 شهر Kediri با حضور ۳۱ دانش‌آموز پایه چهارم انجام شد. داده‌ها از طریق مشاهده و آزمون گردآوری و با رویکردهای کمی و کیفی تحلیل شدند. نتایج یادگیری بر اساس تحقق سه هدف یادگیری تحلیل شد و انگیزش دانش‌آموزان از طریق پنج جنبه ارزیابی مورد مشاهده قرار گرفت. یافته‌ها نشان داد که اجرای مدل PBL در طول چرخه‌های پژوهش بهبود یافته است، به‌طوری که میانگین امتیاز اجرا از ۹۱٫۶۷٪ در چرخه اول جلسه اول به ۱۰۰٪ در چرخه دوم جلسه دوم افزایش یافت. نتایج یادگیری دانش‌آموزان نیز از ۷۱٫۶۱٪ به ۹۱٫۲۹٪ و انگیزش یادگیری از ۸۰٫۰۷٪ به ۹۲٫۴۱٪ افزایش یافت. این یافته‌ها نشان می‌دهد که اجرای مدل PBL با کمک Wordwall می‌تواند مشارکت فعال دانش‌آموزان را تقویت کرده و به بهبود نتایج یادگیری و انگیزش در یادگیری مبحث «نیروها در اطراف ما» کمک کند. با این حال، سهم فردی مدل PBL و Wordwall در این پژوهش به صورت کمی قابل تفکیک نبود.

This Classroom Action Research (CAR) aimed to examine the implementation of growth mindset-oriented differentiated learning to improve movement skills and active participation in forward roll and backward roll learning among Class VIII.2 students at SMP Negeri 23 Bandar Lampung. The study involved 32 students (15 boys and 17 girls) across pre-cycle, Cycle I, and Cycle II stages, following the Kemmis & McTaggart model (planning, acting, observing, and reflecting). Data were collected using movement skill rubrics, active participation observation sheets, growth mindset questionnaires, and reflective interviews. Initial assessment during the pre-cycle stage showed that classical mastery reached only 31.25% (10 students) with a class average of 64.50, and active participation was categorized as low (37.50%). Following the implementation of differentiated learning (content, process, and product differentiation) integrated with growth mindset principles in Cycle I, classical mastery increased to 59.38% (19 students) with a class average of 73.20, and active participation rose to 62.50%. In Cycle II, through refined dynamic grouping, incline mat variations, peer tutoring, and process-oriented feedback, classical mastery significantly reached 87.50% (28 students) with a class average of 84.10. Concurrently, active participation surged to 87.50% (very high category). These results demonstrate that growth mindset-oriented differentiated learning is highly effective in improving movement skills and active participation in gymnastics instruction.

این پژوهش اقدام‌پژوهی کلاسی با هدف بررسی اجرای یادگیری تمایزی مبتنی بر نگرش رشد جهت ارتقای مهارت‌های حرکتی و مشارکت فعال در آموزش رول جلو و رول عقب در میان دانش‌آموزان کلاس هشتم‌۲ دبیرستان دولتی ۲۳ بندر لامپونگ انجام شد. در این مطالعه، ۳۲ دانش‌آموز (۱۵ پسر و ۱۷ دختر) در مراحل پیش‌چرخه، چرخه اول و چرخه دوم بر اساس مدل Kemmis & McTaggart (برنامه‌ریزی، اقدام، مشاهده و تأمل) شرکت داشتند. داده‌ها با استفاده از روبریک‌های مهارت حرکتی، برگه‌های مشاهده مشارکت فعال، پرسشنامه نگرش رشد و مصاحبه‌های تأملی گردآوری شد. ارزیابی اولیه در مرحله پیش‌چرخه نشان داد که تسلط کلاسیک تنها به ۳۱٫۲۵٪ (۱۰ دانش‌آموز) با میانگین کلاسی ۶۴٫۵۰ رسیده و مشارکت فعال در دسته پایین (۳۷٫۵۰٪) قرار داشت. پس از اجرای یادگیری تمایزی (تمایز محتوا، فرایند و محصول) همراه با اصول نگرش رشد در چرخه اول، تسلط کلاسیک به ۵۹٫۳۸٪ (۱۹ دانش‌آموز) با میانگین کلاسی ۷۳٫۲۰ افزایش یافت و مشارکت فعال به ۶۲٫۵۰٪ رسید. در چرخه دوم، از طریق گروه‌بندی پویا، تنوع تشک شیب‌دار، آموزش همتایان و بازخورد فرایندمحور، تسلط کلاسیک به طور معناداری به ۸۷٫۵۰٪ (۲۸ دانش‌آموز) با میانگین کلاسی ۸۴٫۱۰ رسید. همزمان، مشارکت فعال به ۸۷٫۵۰٪ (دسته بسیار بالا) افزایش یافت. این نتایج نشان می‌دهد که یادگیری تمایزی مبتنی بر نگرش رشد در بهبود مهارت‌های حرکتی و مشارکت فعال در آموزش ژیمناستیک بسیار مؤثر است.

This study aims to describe the implementation of the Service Learning model and analyze the improvement in student learning outcomes in Islamic Religious Education at MTs An-Nahdlah Makassar. The research employs Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted through pre-cycle, Cycle I, and Cycle II stages. Each cycle consists of four phases: planning, action, observation, and reflection. The research subjects were 33 seventh-grade students at MTs An-Nahdlah Makassar. Data collection techniques included observation, interviews, multiple-choice tests, and documentation. Research data were analyzed quantitatively to determine the improvement in student learning outcomes following the implementation of the Service Learning model. The results indicate that the Service Learning model successfully improved student learning outcomes. In the pre-cycle stage, the average score was 66.66, with a mastery rate of 30.30%. In Cycle I, the average score rose to 75.15 with a mastery rate of 54.54%, and in Cycle II, it increased to 89.09 with a mastery rate of 90.90%. Quantitatively, there was an increase in mastery of 24.24% and an average score increase of 8.49 from the pre-cycle to Cycle I, followed by an increase in mastery of 36.36% and an average score increase of 13.94 from Cycle I to Cycle II. Thus, the implementation of the Service Learning model improved student learning outcomes in Islamic Religious Education and met the established success indicators.

هدف این پژوهش توصیف اجرای مدل یادگیری خدمت‌محور و تحلیل بهبود نتایج یادگیری دانش‌آموزان در آموزش دینی اسلامی در مدرسه MTs An-Nahdlah Makassar است. این پژوهش با بهره‌گیری از روش پژوهش اقدام کلاسی (CAR) مبتنی بر مدل Kemmis و McTaggart، در سه مرحله پیش‌چرخه، چرخه اول و چرخه دوم انجام شده است. هر چرخه شامل چهار مرحله برنامه‌ریزی، اقدام، مشاهده و بازتاب است. جامعه پژوهش شامل ۳۳ دانش‌آموز پایه هفتم مدرسه MTs An-Nahdlah Makassar بود. روش‌های گردآوری داده شامل مشاهده، مصاحبه، آزمون چندگزینه‌ای و مستندسازی بوده است. داده‌های پژوهش به صورت کمی برای تعیین بهبود نتایج یادگیری دانش‌آموزان پس از اجرای مدل یادگیری خدمت‌محور تحلیل شدند. نتایج نشان داد که مدل یادگیری خدمت‌محور به طور موفقیت‌آمیزی نتایج یادگیری دانش‌آموزان را بهبود بخشیده است. در مرحله پیش‌چرخه، میانگین نمره ۶۶٫۶۶ با نرخ تسلط ۳۰٫۳۰٪ بود. در چرخه اول، میانگین نمره به ۷۵٫۱۵ با نرخ تسلط ۵۴٫۵۴٪ افزایش یافت و در چرخه دوم، به ۸۹٫۰۹ با نرخ تسلط ۹۰٫۹۰٪ رسید. به طور کمی، افزایش تسلط ۲۴٫۲۴٪ و افزایش میانگین نمره ۸٫۴۹ از مرحله پیش‌چرخه تا چرخه اول مشاهده شد و پس از آن، افزایش تسلط ۳۶٫۳۶٪ و افزایش میانگین نمره ۱۳٫۹۴ از چرخه اول تا چرخه دوم به دست آمد. بنابراین، اجرای مدل یادگیری خدمت‌محور نتایج یادگیری دانش‌آموزان در آموزش دینی اسلامی را بهبود بخشیده و شاخص‌های موفقیت تعیین‌شده را محقق ساخته است.