The rapid evolution of Artificial Intelligence (AI) and programming (coding) necessitates an innovative response from the educational sector to foster a generation that is not only digitally competent but also possesses strong character and ethics. This paper proposes a conceptual model to develop a holistic educational paradigm through the synergy between the Love-Based Curriculum (Kurikulum Berbasis Cinta or KBC) and AI & coding education within the madrasah environment. The objective is to bridge the gap between technological advancement and humanitarian values by establishing KBC as the ethical foundation for the development and utilization of technology. The methodology employed involves a literature analysis and synthesis to integrate the philosophical foundations of KBC, namely ontology, epistemology, and axiology, with the principles of AI ethics. The resulting model focuses on applying "Panca Cinta" (Five Loves) as an ethical framework for AI and coding projects, wherein students learn to create technological solutions that are humanistic, tolerant, and sustainable. The primary contribution of this paper is to offer a theoretical framework that serves as a basis for future empirical research and policy formulation by the Ministry of Religious Affairs of the Republic of Indonesia (Kemenag). Consequently, madrasahs can act as pioneers in cultivating a superior generation that is not only digitally proficient but also empathetic, compassionate, and socially responsible in the global era.
The increasing exposure of students to digital influences has raised concerns about the weakening of religious character in elementary education. Grounded in Thorndike’s learning theory and Bandura’s Social Learning Theory, this study examines how habituation and modeling contribute to the internalization of religious values at Sekolah Rendah Integritas Teras Islam (SRITI) Al-Qawwam. Previous studies have mainly focused on routine practices without exploring the integration of habituation and modeling within a structured system adapted to students’ developmental stages. This study employed a descriptive qualitative design involving a principal, two teachers, and two students selected through purposive sampling. Data were collected through interviews, observations, and documentation, then analyzed using thematic analysis. The findings show that religious values are internalized through structured daily activities such as greetings, congregational prayers, tahfidz, cleanliness practices, and qailullah. These are implemented based on students’ developmental levels and reinforced through teacher modeling. The integration of repetitive practices and observable behaviors fosters discipline, responsibility, and spiritual awareness. This study highlights the synergy between behaviorist and social cognitive approaches and emphasizes the importance of structured habituation supported by teacher modeling in developing sustainable religious character.
This study investigates the relationships between digital literacy, self-efficacy, and decision-making and career adaptability, with learning agility as a mediating variable among vocational high school students. A quantitative design was employed using structural equation modeling (SEM). The sample comprised vocational students majoring in automotive engineering who had completed fieldwork practice. Data were collected through a Likert-scale questionnaire and analyzed using AMOS. The findings reveal that digital literacy, self-efficacy, and decision-making significantly predict learning agility. However, these variables do not exert a significant direct effect on career adaptability. Learning agility fully mediates the relationships between digital literacy, self-efficacy, decision-making, and career adaptability. This study contributes to the literature by highlighting learning agility as a critical mechanism for enhancing career adaptability in vocational education contexts, emphasizing its role in bridging key individual competencies and adaptive career outcomes.
This study employed a quasi-experimental design to analyze the implementation of a collaborative approach combining the Pomodoro Technique and Qur’anic murottal recitation on students’ motivation in Biology learning. The research population comprised all eleventh-grade students, and the sampling technique used was saturation sampling because the population was fewer than 100 students. The sample consisted of three classes: Class XI-C as Experimental Group I, which received the combined treatment of the Pomodoro Technique and Qur’anic murottal recitation; Class XI-B as Experimental Group II, which received the Pomodoro Technique treatment; and Class XI-A as Experimental Group III, which received the Qur’anic murottal recitation treatment. The data were analyzed using descriptive and inferential statistics through an ANCOVA test with the assistance of SPSS at a significance level of 0.05. The results of the analysis indicated that learning motivation yielded a p-value of 0.072. Therefore, it can be concluded that the collaboration between the Pomodoro Technique and Qur’anic murottal recitation did not have a statistically significant effect on students' learning motivation, nor was its implementation substantially different. This finding is influenced by the school environment, which possesses a strong academic and religious atmosphere, thereby familiarizing students with spiritually integrated learning. In addition, all classes demonstrated strong initial motivation, active participation, and enthusiasm throughout the learning process.
This study aims to analyze the transformation of Pancasila and Civic Education (PPKn) learning through the integration of Artificial Intelligence (AI) in enhancing students' civic literacy and critical thinking at SMAN 1 Sleman. The Society 5.0 era requires students to not only be technologically proficient but also possess an ethical filter and strong civic character. This research employs a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation studies. The results indicate that AI integration, synergized with adequate school infrastructure and an innovative vision, accelerates students' digital citizenship understanding. A unique finding of this study is the successful synchronization of global AI technology with Yogyakarta's local wisdom (the LESUNG philosophy and NGAJENI movement), which serves as an ethical compass for students. Despite challenges related to mental health and cyberbullying, critical AI literacy has proven effective as a risk mitigation instrument. The study concludes that strengthening technology-based critical thinking rooted in local culture is key to forming the Pancasila Student Profile in the digital age.
This study addresses the limited attention given to independent practice in primary music education by examining how young students structure drum practice beyond direct instruction in a non-formal setting. A qualitative design was employed involving four students aged seven to nine, using participant observation, semi-structured interviews, and document analysis during thirty-minute sessions. Inductive thematic analysis revealed that students consistently initiated practice by revisiting previously learned 4/4 grooves, using prior material as a structural anchor. Despite tempo instability and coordination challenges between the hi-hat and bass drum, students maintained rhythmic coherence while negotiating motor demands. Problem-solving was predominantly global, relying on whole-pattern repetition rather than segmentation. Practice organization emerged implicitly, progressing from hi-hat stabilization toward full groove integration. These findings highlight early-stage self-structured practice behaviors and extend understanding of independent practice in drum learning. However, the small sample and single-context design limit generalizability. Future research should involve larger samples and longitudinal approaches to examine developmental progression in practice strategies.
The integration of digital technology in education has transformed learning and assessment practices; however, assessment in elementary schools remains largely conventional and less engaging, limiting students’ participation and higher-order thinking skills. Although prior studies have examined digital learning media, limited research has specifically explored gamification-based digital assessment tools in improving elementary science learning outcomes. This study aims to analyze the effect of using Canva Play Edu as a digital assessment tool on students’ learning outcomes. This study employed a quasi-experimental design with a nonequivalent control group involving 38 fourth-grade students at SDN Kemayoran 02 Bangkalan. Data were collected through pretest and posttest and analyzed using the Shapiro–Wilk test, Mann–Whitney U test, and N-gain analysis. The results showed that the experimental group outperformed the control group, with mean scores of 86.63 and 81.68, respectively (p < 0.05). The N-gain score of 0.80 (high category) and N-gain percentage of 80.41% (very effective) indicate a substantial improvement in learning outcomes. These findings suggest that Canva Play Edu is an effective gamification-based digital assessment tool that enhances both learning outcomes and student engagement in elementary science education.
This research aims to examine the implementation of the contextual teaching and learning (CTL) model in science subjects at SD Negeri 28 Bandar Baru and to identify supporting and inhibiting factors in the implementation of the CTL model in science subjects at SD Negeri 28 Bandar Baru. This quantitative research was conducted at SD Negeri 28 Bandar Baru. The results show that the implementation of the Contextual Teaching and Learning (CTL) learning model in science learning at SD Negeri 28 Bandar Baru has run smoothly. In the learning process, the CTL model uses 7 components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. The supporting factors for this CTL model include teachers as educators, student abilities, and facilities and infrastructure. At the same time, the inhibiting factors include teachers' lack of understanding of the material and lack of time.
Digital technology is rapidly advancing, making communication and information access more convenient. This progress is also impacting teaching and learning, making education more efficient and accessible from anywhere. Learning becomes more effective with the appropriate use of learning media. Digital technology helps make learning media more accessible. This study aims to create an interactive digital flipbook titled "KIBAFLO" (Badar Story Flipbook Online). "KIBAFLO" is applied to grade 3 elementary school students. It is created using Canva and Book Creator applications. The flipbook presents Badar War material from the Islamic Religious Education subject effectively and enjoyably. The research method used is descriptive qualitative with a case study approach. The study uses the Design and Development (D&D) approach with the ADDIE model stages. Which includes needs analysis, design, development, implementation, and evaluation. These stages are developed into one integrated whole to produce structured research results.Validation by material and media experts rated the flipbook as 'Very Good'. It is declared feasible and appropriate as a learning medium. The flipbook is expected to increase students' interest, motivation, and understanding. This media also supports better integration of digital technology in education.
Penelitian ini bertujuan untuk mengevaluasi efektivitas integrasi elemen gamifikasi dalam pembelajaran pemrograman CNC berbasis simulator CAMotics terhadap peningkatan performa kognitif, teknis, dan motivasi belajar mahasiswa. Dengan menggunakan desain pra-eksperimental tipe one-group pre-test post-test, sebanyak 28 mahasiswa Teknik Mesin dilibatkan dalam intervensi gamifikasi selama empat minggu. Elemen gamifikasi yang diimplementasikan mencakup leveling, poin, badge, umpan balik instan, dan leaderboard, yang disisipkan ke dalam modul simulasi CNC CAMotics. Evaluasi dilakukan menggunakan tes tertulis, kuesioner motivasi, dan data log simulator (time-on-task, error rate, dan revisi file). Hasil analisis menunjukkan peningkatan signifikan pada skor post-test (p < 0,001), penurunan waktu simulasi dan kesalahan sintaksis dengan efek sangat besar (Cohen’s d > 2,8), serta peningkatan skor motivasi belajar. Korelasi positif antara motivasi intrinsik dan performa teknis juga ditemukan secara signifikan. Temuan ini menegaskan bahwa gamifikasi tidak hanya meningkatkan keterlibatan dan hasil belajar mahasiswa, tetapi juga menghadirkan pendekatan evaluatif berbasis data teknis yang valid dan relevan dalam pembelajaran teknik berbasis simulator. Penelitian ini memberikan kontribusi praktis terhadap penerapan pembelajaran berbasis teknologi digital dalam pendidikan vokasional teknik mesin.
This study investigates the effect of implementing Kahoot digital technology on the cognitive learning outcomes of students at SDN 49/III Koto Baru S. Agung. As technology rapidly advances, game-based platforms such as Kahoot are increasingly recognized for enhancing material comprehension through more interactive pedagogical approaches. This research employs a quantitative approach with a quasi-experimental design, comparing an experimental group that utilizes Kahoot as a learning medium with a control group that uses traditional instructional methods. Results demonstrated that Kahoot yielded statistically significant improvements (p < 0.01) with a substantial practical impact. Effect size analysis (Cohen's d) reached 2.89, indicating a considerable effect, while the Normalized Gain (N-Gain) achieved 0.57, categorized as moderate effectiveness. Kahoot's effectiveness stems from its capacity to trigger intrinsic motivation and foster active engagement, thereby confirming gamification as a superior and adaptive strategy for enhancing cognitive achievement among digital native students at the elementary school level.
Understanding fractions remains challenging for many junior high school students, especially in distinguishing numerators and denominators, identifying equivalent fractions, and converting contextual problems into mathematical models. Conventional learning media often lack interactive and engaging features, causing students to struggle with conceptual understanding. This study introduces a digital comic as an innovative and interactive learning medium designed to make fraction learning more contextual and appealing. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The product, a digital comic in PDF format accessible online, was tested on seventh-grade students at SMP Negeri 9 Banda Aceh. Validation results showed high validity from media (85.90%), content (84.97%), and language experts (100%). Practicality assessments from teachers (93.75%) and students (93.43%) also indicated that the comic is highly practical. These findings highlight the novelty and effectiveness of integrating digital comics into mathematics learning, demonstrating that such media can enhance students’ motivation and conceptual understanding of fractions.
Many lower-grade students, particularly in grade 3 of SD/MI, face difficulties in understanding and applying the Subject, Predicate, Object, and Adverbial (S-P-O-K) structure accurately. This study explores the use of the Adventure Quest strategy, adapted from online role-playing games, as an innovative learning model to enhance students’ comprehension of SPOK through engaging, story-based missions. Using a descriptive qualitative design, the research analyzes classroom interactions and students’ responses during implementation. The findings reveal that the Adventure Quest approach increases students’ motivation, participation, and confidence in constructing structured sentences. Students reported high satisfaction and improved understanding of SPOK concepts. This study contributes a novel pedagogical adaptation by integrating game-based adventure elements into Indonesian language learning, demonstrating its potential to create an active and contextual learning environment.
The implementation of Project-Based Learning (PjBL) in physics instruction is aligned with topics that have direct applications in daily life, such as electricity. One of the projects that students can undertake is constructing a simple household electrical installation. However, PjBL has a limitation in which students only focus on the final product of the project rather than the underlying concepts required to complete it. This condition leads to decreased student engagement during the learning process, which in turn may increase the probability of a decline in learning outcomes. This weakness can be addressed by integrating the Rally Table learning strategy. Therefore, this study aims to measure the effectiveness of PjBL combined with Rally Table in improving the learning outcomes of 12th-grade students on the topic of electricity. The study employed a one-group pretest–posttest design with a sample of 72 students. The findings indicate an improvement in learning outcomes by 37%. In addition, classroom observations revealed that proper time allocation between regular learning activities and project work is essential to foster active student engagement throughout the learning process.
This study examined the effectiveness of TED Talks as a learning tool to enhance listening comprehension among senior English Education majors in Indonesia. The objective was to identify whether TED Talks videos helped enhance the listening proficiency of this particular student group. A mixed-methods research study was employed in order to accomplish the aforementioned objective. Students of the English Education departments in semesters six and eight constituted the target population. A voluntary sample of 30 students was selected for participation. Data were gathered through interviews and questionnaires. Quantitative data from the questionnaire were calculated using IBM SPSS 25, and interview data were examined using thematic analysis. Quantitative data showed mean scores ranging from 2.34 to 3.67, categorized as ‘moderate.’ This indicated the general agreement among respondents that TED Talks videos contributed towards an improvement in listening skills. This represented a favorable perspective on the usefulness of the application; however, the ‘moderate’ categorization signaled a need for a deeper investigation into the practical application and optimization of TED Talks. Further, qualitative interview data provided a richer context, complementing the quantitative findings.
Penelitian ini berfokus pada masalah rendahnya motivasi dan hasil belajar peserta didik kelas V dalam mata pelajaran Sejarah Kebudayaan Islam di MIN 15 Pidie Jaya. Oleh karena itu, penelitian ini bertujuan untuk memberikan bukti empiris mengenai efektivitas media audio visual dalam meningkatkan motivasi dan hasil belajar, sehingga dapat menjadi referensi bagi guru dalam merancang strategi pembelajaran yang lebih efektif. Penelitian ini menggunakan desain penelitian eksperimen (kuantitatif). Sumber data yang digunakan dalam penelitian ini adalah siswa kelas V di MIN 15 Pidie Jaya. Metode pengumpulan data dilakukan melalui angket, tes, dan dokumentasi. Instrumen penelitian yang digunakan adalah tes dan angket yang telah diuji validitas dan reliabilitasnya. Teknik analisis data yang digunakan adalah Uji Validitas, Uji Reliabilitas, Uji Normalitas, Uji Homogenitas, Uji T, dan Uji Manova. Hasil penelitian menunjukkan bahwa penggunaan media audio visual secara signifikan meningkatkan motivasi dan hasil belajar siswa. Rata-rata nilai post-test untuk kelompok eksperimen mencapai 86,71, sedangkan kelompok kontrol hanya 80,00. Oleh karena itu, disarankan agar guru lebih sering mengintegrasikan media audio visual dalam proses pembelajaran dan melakukan pelatihan untuk memaksimalkan penggunaannya dalam pengajaran. Kata Kunci : Media audio visual, motivasi belajar, hasil belajar.
The background of this study stems from the observation that teaching methods, such as problem-based learning using PowerPoint, tend to be less engaging and fail to optimally develop students’ critical thinking abilities. This study aims to analyze the effectiveness of applying the Project Based Learning model supported by Powtoon interactive video media on students' critical thinking skills on water cycle material in elementary schools. The method used was a quasi-experiment with a Non Equivalent Control Group design, involving two classes of 25 students each. The research instrument consisted of pre-test and post-test questions that had been tested for validity and reliability. The results showed that the application of the Project Based Learning model supported by Powtoon significantly improved students' critical thinking, especially in interpretation, analysis, evaluation, inference, explanation, information relate to the water cycle. In the results of Cosen's D analysis, the project-based learning model with powtoon video media has a very significant increase compared to the problem-based model with PPT media on students' critical thinking skills, this shows an effect size of 1.182 which means a very large influence.
At an early age, children's memorization abilities develop rapidly, making this period a crucial time to instill the habit and ability to memorize the Qur'an. At TK Islam Ridho Walidaina, the Qur'an memorization program is one of the main focuses in learning. However, achieving memorization targets is often a challenge due to children's fluctuating motivation and difficulty in maintaining focus. Therefore, this study aims to determine the effectiveness of using the Tsawab (reward) and Iqab (punishment) methods in improving the ability to memorize the Qur'an in children at Ridho Walidaina Islamic Kindergarten. In this study, the researcher used the type of classroom action research (CAR), by conducting case studies to research problems in the classroom during learning with the aim of improving or increasing the quality of learning. The results of the study showed that the Tsawab (reward) and Iqab (punishment) methods were effective in improving students' ability to memorize the Qur'an. In Cycle I, only 66.6% of students successfully completed the memorization, indicating the need for improvement. After the application of more intensive methods in Cycle II, the percentage of success increased significantly to 85.7%. This shows that giving rewards and punishments helps improve children's motivation and discipline in memorizing the Qur'an.
The purpose of this study was to examine the effectiveness of the Ummi Method in enhancing the Quran reading skills of Generation Z students at SMA Wahas Maduran and in fostering a moderate religious character. This generation has grown up in a challenging digital era and often has wide access to mass media for seeking various kinds of information, including about religion. To gain an in-depth understanding of the Ummi Method’s application, this study employed a qualitative approach with a case study design. Data collection methods included observation, in-depth interviews, and document analysis. The findings indicated that the Ummi Method was effective in improving students’ comprehension and skills in reading the Quran in accordance with the rules of tajwid and makhraj. Additionally, the Ummi Method significantly contributed to shaping a moderate religious character, helping students develop attitudes of tolerance and balance in their religious practices, which are relevant to the current religious context. The success of the Ummi Method largely depended on the implementation model, which included guidance and consistent assessment from certified, professional teachers. This study recommends the broader application of the Ummi Method in educational institutions to improve Quran reading skills and foster a moderate religious character among Generation Z
