Creativity In Drawing For Alpha Generation Children To Enhance Creative Potential

The aim of the study is – to analyse theoretically and to reveal empirically harmonization of relationships between members of student group in the perspective of creating conducive learning environment. To achieve this aim there were set these goals:After the analysis of scientific literature to define theoretically conceptualization of learning in group and with group, the importance of relationships between group members learning in group and with group and the context of creating conducive learning environment as a high school lecturers’ activity. Using qualitative research to reveal the harmonization of relationships between the members of high school group as the conducive learning environment which was created by high school lectures and to separate the main variables. Using quantitative research to reveal students’ attitude to the learning environment which is created by lecturers and which can help to harmonize the relationships between group members.Methods of the research:Analysis of scientific literature in order to analyse conceptions of harmonization of relationships between group members and conducive learning environment revealing their core, peculiarity and links. According to the analysis of scientific literature there was revealed harmonization of group members’ relationships in perspective of the conducive learning environment. Using an interview was intended to reveal the high school lectures’ point of view to the harmonization of relationships between group members in creating the conducive learning environment and to separate the variables of quantitative research. The questionnaire was done in order to find out the high school students’ approach to harmonization of relationships between lecturers and learners in creating the conducive learning environment.In a pooled theoretical and experiential analysis it was confirmed the hypothesis of the research – creating of the conducive learning environment for learners can ensure the harmonization of group members’ relationships if the main measures that are devoted to harmonization of relationships between group members in creating conducive learning environment are assessed. Those are: support / assistance to learners; responsibility and individuality of learners; partnership; communication and collaboration; achievements and the results of activity that the lecturer and the learner are waiting for. KEY WORDS: environment, group, harmonization, learning environment, conducive learning environment and relationships. DOI: http://dx.doi.org/10.15181/andragogy.v8i0.1718

This paper discusses the visibility of infrastructure integration and the interconnectedness of university accountability in the context of generating a sustainable conducive learning environment of an international standard campus in Malaysian Public Universities. The sustainability of a conducive learning environment proves the commitment of the university management in realising the country’s internationalisation policy. The concept of conducive environmental sustainability is centered on the vital functions and effectiveness of the infrastructure system implemented by a university. It has continuity with a system of well-being and welfare support which is an attractive factor in the selection of Malaysia as a study destination for international students. Ideally, the provision of university infrastructure includes three components, (a) learning and teaching infrastructure, (b) Information Technology (IT) infrastructure, and (c) research infrastructure. This study has two main objectives, namely (1) to explore the views of international students on the sustainability of the infrastructure system in Malaysian Public Universities and (2) to assess the views of students on the responsibility of Malaysian Public Universities to provide a conducive learning environment to upgrade its status as an international campus. A qualitative approach using in-depth interview techniques was selected based on the background of an exploratory study. A total of 30 international students studying at four Malaysian Public Universities were interviewed to obtain empirical data. The application of thematic techniques to the transcripts of in-depth interviews was through the process of coding dominant and subdominant themes. The discussion of this paper utilises a selection of narrative from respondents that focus on three dominant themes namely (i) Facilities and Infrastructure (ii) Customer Friendly Services of the Office of International Affairs and (iii) Assurance of International Student Safety at Malaysian Public Universities. It is hoped that this discussion will be able to elevate the image and quality of Malaysian Public Universities in continuing to give a commitment to attracting more international students to further their studies in Malaysia.

This study aimed to explore principals’ perceptions and current practices in schools to build conducive learning environment. The study employed qualitative research method guided by the constructivist paradigm. The study was conducted in Trashigang District, Bhutan, with 22 principals from February 2022 to July 2022. This study was purely exploratory, and the findings were broadly categorized into six themes: perceptions of a conducive learning environment, current practices in creating a conducive learning environment, managing students’ behavior, organizing the physical ambiance, and managing academic activities. Further, this study presents issues and challenges faced by school leaders. The study’s findings showed that school principals have positive perceptions of a conducive learning environment. The school principals in the study had given some methods to tackle academic, behavioral, and social issues. The study findings will help newly recruited principals create a conducive learning environment. Further, the study’s finding recommends Ministry of Education (MoE) and relevant stakeholders provide professional development to school leaders on behavioral management and enhancement of students’ academic performance. Moreover, the study recommends MoE to see if financial autonomy can be provided to the school. However, study’s finding is from the schools of one District and cannot be generalized. Therefore, future researchers can find the attributes of a conducive learning environment with a more excellent sample to validate the findings.

This research was entitled “Conducive Learning Environment: Avenue in Coping Student’s Struggle In The New Normal”. The primary purpose of this study is to build conducive learning environment as an avenue in coping students’ struggle in New Normal. The researcher wanted to utilize conducive learning environment in aiding the struggles of the students. The accomplishment of this study can help greatly the presentation of topic in TLE subjects. Specifically, it assessed the level of conducive learning environment in terms of attainment of learning objectives, use of varied performance tasks, availability of community resources, and managing support system; assessed the level of students’ struggles in terms of evaluation performance, self-instruction, absence of classroom environment and teamwork; and lastly significant difference of conducive learning environment to the level of students’ struggles. The researcher employed descriptive quantitative as its research design. The research respondents of this study composed of one hundred (100) TVL Grade 11 senior high school students who were purposively chosen by the researcher based on the needs of this study. The research locale of this study focused on Camp Vicente Lim Integrated High School. The researcher developed a Likert scale questionnaire as the main research instrument tool. It composed of five statements per indicator assessed on objectives.

This study aims to analyze the relationship between social media activity and the level of trust in digital news, both disseminated through social media and traditional media. With a quantitative approach and explanatory design, data were collected through a survey of 300 social media active respondents in Indonesia and analyzed using the Pearson correlation test and simple linear regression. Results showed a positive and significant relationship between social media activity and trust in news on social media (r = 0.478; β = 0.472; R² = 0.229), but there was no significant association with trust in news in traditional media (r = –0.108; β = –0.094; R² = 0.011). These findings suggest that nearly a quarter of the variation in trust in digital news can be explained by the intensity of users' social activity in digital media, with trust mechanisms driven more by algorithmic exposure, social validation, and echo chamber effects than institutional credibility. This study confirms and contextualizes the media trust model and agenda-setting theory in Indonesia's digital environment, especially considering that 91% of respondents stated that they first encountered news through social media. This study recommends strengthening digital literacy based on social interaction and developing news distribution strategies adaptive to people's digital trust patterns.

This study explores how a conducive learning environment in P.A.U.D. affects early childhood development and public trust in schools. This study aims to identify critical factors that create a positive learning environment and provide practical recommendations for educators and policymakers. This study uses a qualitative approach with a case study method, where data are collected through in-depth interviews, observations, and documentation. The data obtained are analyzed using Milles and Huberman’s interactive analysis technique, which involves the process of data reduction, data presentation, and conclusion. The analysis results show that collaboration between teachers, staff, parents, and children is essential in building a supportive learning atmosphere and increasing parental trust in the quality of education. Emotional support from teachers and the active participation of parents in school activities have proven crucial in creating a conducive environment. The conclusion of this study confirms that a conducive learning environment not only increases children’s motivation and achievement but also strengthens the relationship between schools and the community. The main contribution of this study is to provide an effective strategy for developing collaboration between schools, parents, and the community to create an optimal learning environment.

This study aims to describe the implementation of Cross-Cultural Education in instilling the value of Religious Moderation and to identify supporting factors, obstacles, and strategies for strengthening the Pancasila Student Profile at UPTD SMAN 1 Nosu, Mamasa Regency. The research uses a qualitative approach with a case study method. Data were collected through in-depth interviews, participatory observation, and document analysis of the principal, vice principal for curriculum, teachers, student council president, and students from various religious and cultural backgrounds. Data analysis was conducted interactively through the stages of reduction, presentation, and conclusion drawing using the Miles and Huberman model. The results of the study indicate that the implementation of Cross-Cultural Education is effective through intracurricular, cocurricular, and extracurricular activities that foster the values of mutual cooperation and global diversity. The value of religious moderation is integrated through a contextual approach and cross-curricular projects. Supporting factors include inclusive school policies, teacher competence, student participation, and a conducive learning environment, while the main obstacles are limited facilities, low literacy in moderation, social resistance, and a crowded curriculum.

ABSTRAK. Keterampilan pemecahan masalah sangat penting bagi anak usia dini. Anak usia dini dengan kemampuan pemecahan masalah optimal pada masa prasekolah menunjukkan capaian akademik lebih baik di pendidikan dasar dan menengah. Namun, masih banyak anak usia dini memiliki keterampilan pemecahan masalah yang rendah. Rendahnya keterampilan pemecahan masalah anak usia dini, terlihat dari ketergantungan tinggi terhadap bantuan guru, kesulitan mengidentifikasi masalah sederhana, serta terbatasnya inisiatif mencari solusi alternatif. Penelitian ini bertujuan mengeksplorasi penggunaan metode eksperimen untuk meningkatkan keterampilan pemecahan masalah anak usia dini melalui analisis proses kognitif selama kegiatan eksperimen serta mengidentifikasi faktor-faktor yang mempengaruhi efektivitas metode tersebut. Jenis penelitian adalah kualitatif deskriptif yang melibatkan 15 anak usia 4-6 tahun, 3 guru kelas, dan 5 orang tua selama delapan minggu. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, serta analisis dokumentasi. Hasil penelitian mengungkapkan peningkatan keterampilan pemecahan masalah anak usia dini melalui tiga tahapan: (1) tahap awal ditandai ketergantungan pada bantuan guru, (2) tahap perkembangan memperlihatkan kemampuan mengajukan pertanyaan spesifik dan mencoba solusi mandiri, (3) tahap akhir menunjukkan penerapan pendekatan sistematis saat menyelesaikan masalah. Peran guru sebagai fasilitator melalui teknik scaffolding terstruktur serta program "Eksperimen di Rumah" yang melibatkan orang tua berhasil mendukung perkembangan keterampilan pemecahan masalah pada aspek kognitif, sosial, dan praktis. Faktor pendukung keberhasilan mencakup dukungan orang tua dan lingkungan belajar yang kondusif.Kata Kunci: Metode Eksperimen, Pemecahan Masalah, Pendidikan Anak Usia DiniABSTRACT. Problem-solving skills are essential competencies for early childhood. Research shows that early childhood students with optimal problem-solving abilities during preschool demonstrate better academic achievement in primary and secondary education. However, many early childhood students still possess low problem-solving skills. This deficiency manifests through high dependency on teacher assistance, difficulty identifying simple problems, and limited initiative in seeking alternative solutions. This study aims to explore the use of experimental methods to enhance early childhood problem-solving skills by analyzing cognitive processes during experimental activities and identifying factors affecting the method's effectiveness. This descriptive qualitative research involved 15 children aged 4-6 years, 3 classroom teachers, and 5 parents over eight weeks. Data were collected through participant observation, in-depth interviews, and documentation analysis. The results revealed improvements in early childhood problem-solving skills through three stages: (1) initial stage marked by dependence on teacher assistance, (2) developmental stage showing ability to ask specific questions and attempt independent solutions, (3) final stage demonstrating systematic approach application in problem-solving. The teacher's role as facilitator through structured scaffolding techniques and the "Experiments at Home" program involving parents successfully supported problem-solving skill development across cognitive, social, and practical aspects. Supporting factors included parental support and a conducive learning environment. Keyword: Experimental Method, Problem-Solving, Early Childhood Education

A conducive learning atmosphere or environment will affect the child's learning and teaching process. A conducive learning environment tends to encourage children to learn calmly and concentrate. This research method utilizes literature by looking for theoretical references that are relevant to existing cases and problems. The results of this study indicate that; (1) The concept of managing a preschool educational environment: an environment that encourages and helps children explore and experiment, Optimizing meaningful objects and play equipment (2) in indoor and outdoor activities must pay attention to the Utilization of the PAUD environment in indoor and outdoor spatial planning. for example, an indoor learning environment Make sure to pay attention to the child's freedom of movement and the outdoor learning environment must pay attention to a very enjoyable learning environment for children. Outdoors give children more freedom to move because the outdoors are very conducive to the development of children's gross motor skill

School culture plays a crucial role in creating a conducive learning environment for students. A conducive learning environment can help improve the quality of education and student learning outcomes. This study aims to explain how school culture can influence the formation of a conducive learning environment, as well as to explore the factors that affect the formation of such a school culture. The research method used in this study is a literature review by collecting data from relevant and reliable sources. The collected data is analyzed using qualitative analysis techniques (content analysis) to then be categorized and analyzed in identifying main patterns/themes. The results of data analysis are interpreted to find the relationship between school culture, the formation of a conducive learning environment, and the factors that affect the formation of such a school culture. The results of the study indicate that an inclusive, collaborative, and student-centered school culture can create a conducive learning environment. Factors such as leadership, communication, and student and parental participation also play important roles in shaping such a school culture.

Every child is born with unique characteristics that are viewed favorably by the Creator. No child is born without a life plan from God. The presence of a child brings happiness to parents who have longed for their arrival. Each child has different abilities and characteristics, even twins. This uniqueness requires parents to provide treatment that is appropriate for the child's condition. Children with above-average abilities are known as gifted children. In the field of education, especially in elementary schools, it is important for teachers to identify gifted children. A teacher's knowledge of the criteria for gifted children is crucial for determining the appropriate handling, as gifted children require special treatment to optimally develop their talents. Gifted children often exhibit unique learning styles, talents, and characteristics that necessitate individualized learning approaches. Despite their high intelligence, gifted children may also experience difficulties with social and emotional tasks. Therefore, they need a conducive learning environment and counseling services to support their social-emotional development. The development of creativity and moral education also plays a significant role in shaping the personality of gifted children.

Team-Based Learning (TBL) is an interactive instructional approach characterized by collaborative peer teaching in both large and small group settings. The study aims to assess usefulness of the TBL in enhancing student learning outcomes and engagement in graduate classes. This mixed method study was conducted from January 2023 till July 2023 at the Department of Biological & Biomedical Sciences at Aga Khan University, Karachi, Pakistan, a questionnaire was distributed to graduate students in Endocrine and Reproductive course after TBL on 'Hormonal changes in Pregnancy'. Focus group discussion (FGD) was held with facilitator of this TBL and the students; results of both arms were then triangulated. All (four) students responded affirmatively regarding guided self-preparation, quality of application exercises, satisfaction in terms of student's engagement, a positive attitude and self-accountability. Themes identified by FGD of both students and facilitators were 'Students Engagement in Peer Learning, 'Conducive Learning Environment', "Time is Capital in TBL' and 'Conceptual learning.' The pilot study confirmed the utility of TBL by students as well as the facilitators. Students came with prior preparation, got engaged in problem-solving activities and received feedback from peers and the expert facilitators. The conducive environment enhanced their engagement, enabled them to actively apply the content and benefit from guided supervision.


 The purpose of this study was to determine the conducive learning environment for the Siroh subject in grades IV, V and VI at SDIT Al Hikmah Depok through the application of Reward and Punishment. This research is a qualitative research "case study". The research subjects were students in grades IV, V and VI of SDIT Al Hikmah Depok, totaling 78 students. Sources of data come from teachers, data and documents. Data collection techniques are by observation, interviews and documentation. The data validation technique uses triangulation of data sources. Data analysis used descriptive analysis techniques and qualitative analysis techniques. The results of this study indicate that through the application of the Reward and Punishment learning method it can create a conducive learning environment, especially in the Siroh subject. The conclusion of this study is that the application of the Reward and Punishment learning method can create a conducive environment for learning the Siroh subject for grades IV, V and VI SDIT Al Hikmah Depok. The results of the research are: 1) The effectiveness and efficiency of reward and punishment, 2) The teacher can manage the class well through reward and punishment, 3) A conducive environment supports students' comfort. The conclusion of the results of research conducted at SDIT AL-HIKMAH using a case study approach and applying the Reward and Punishment method yielded quite good results. student.
 Keywords: reward and punishment, conducive learning environment

Improving the quality of education in Indonesia requires schools to continue to optimize the whole potential of the learning environment as an effort to support student motivation and learning outcomes. The conducive learning environment has proven to be one of the important factors that influences intellectual development, creativity, and student motivation. This study aims to describe the management of the learning environment and its relationship with students’ learning motivation at MA Al-Khoziny. Employing a qualitative approach with phenomenological methods, data were collected through participatory observation and structured interviews with teachers and students during the even semester of the 2024–2025 academic year. The results show that a conducive learning environment—physically, socially, and psychologically—plays a crucial role in enhancing students’ learning motivation. Classroom management, the availability of facilities, and positive interactions between teachers and students have a significant positive impact on learning quality. These findings emphasize that optimizing the learning environment in madrasahs should be a priority to support the improvement of student motivation and learning outcomes.

This study focuses on examining the effectiveness of integrating situational leadership with traditional values to enhance student discipline in Islamic boarding schools. The primary objective is to explore how a holistic leadership training program, tailored to the unique cultural context of pesantren, can improve student adherence to school regulations and foster self-discipline. A qualitative case study method was employed, involving in-depth interviews, participatory observations, and document analysis. Data were collected from school administrators, teachers, and students at Nurul Jadid Middle School in Probolinggo, East Java. The findings indicate that the integration of situational leadership principles with the values of pesantren significantly improves student discipline, resulting in a more orderly and conducive learning environment. The study's implications suggest that this model can be adopted by similar institutions to enhance student behavior and academic outcomes. The research contributes to the growing body of literature on educational leadership and discipline, particularly within the context of Islamic education.