The purpose of this article is to analyze the quality of educational services by parents to choose MI and SD in Temanggung Regency. The facts of the problem are, schools do not have a superior program, schools have not conducted a SWOT test for the dimensions of MI and SD service delivery, cooperation with user partners to oversee the quality of MI and SD is not optimal, schools have not utilized social media or technology as a means of promotional media. This study uses a mix method approach with qualitative and quantitative methods with the type of research correlation of two or more variables between superior educational services and parental decisions, the subjects of this study involved 45 (40 parents and 5 teachers) as samples. The study uses phenomenological facts. The results of the study explain a strong and unidirectional significant relationship between the variables of superior educational services (X1), satisfaction with educational services (X2), and parental decisions (Y) to choose SDN 6 Parakan and MIN 2 Ringianom in Temanggung Regency with the results of the multicollinearity test with a tolerance value of 0.99 greater than 0.10 and VIF less than 10.00, followed by the results of the Spearman rank correlation test with a positive correlation result of 0.673 and a significance value of 0.000 <less than 0.05 or known to be 0.01 which means there is a significant relationship between superior educational services and satisfaction with parental choices in MI and SD Temanggung Regency.

This study aims to develop a poetry writing enrichment book using a mind mapping model integrated with local wisdom to enhance the learning experience of fourth-grade students at MI Kawengen 01 Ungaran Timur, Semarang Regency. The research employed the 4-D development model (Define, Design, Develop, and Disseminate) involving needs analysis, product design, expert validation, and user response testing. Data were collected through questionnaires, expert evaluations, and user feedback from both teachers and students. The findings revealed that both teachers and students expressed strong needs for poetry learning materials that are simple, structured, and contextually relevant to students’ cultural environment. The developed product was validated by experts, with results showing 90% feasibility from design experts and 98.6% from material experts, indicating that the book is highly suitable for use. Furthermore, user responses were highly positive, with 95% approval from teachers and 89.2% from students, suggesting that the enrichment book is practical, engaging, and supportive of students’ creative writing development. The study concludes that combining mind mapping with local wisdom not only enhances cognitive scaffolding but also fosters cultural literacy, making the enrichment book both pedagogically effective and contextually meaningful for primary education.

LMS emerged as a response to the development of information technology and the need to simplify and improve education management. Digital technology in learning refers to using digital tools and systems that facilitate a more interactive and dynamic learning process. The development model used in this study is the ADDIE model The Undergraduate Program in Elementary School Teacher Education (PGSD), Faculty of Education, Yogyakarta State University (FIP UNY), was the subject of this research. The determination of research subjects was carried out purposively. The product trials in this study were conducted in two stages: the main trial, involving 50 trial subjects from undergraduate PGSD students at FIP UNY, and the operational field trial, also involving 100 trial subjects from undergraduate PGSD students at FIP UNY. The developed product underwent validation by subject matter experts and design experts. The obtained data were processed using descriptive percentage techniques and then converted into quantitative descriptive data.. The results of the design expert validation of nine aspects of the interface, user media, navigation, interactivity, feedback, affective considerations, robustness, invisible features, and help and support showed an average score of 3.87 within the range of 3.41 - 4.00, which, according to the assessment criteria, is included in the "Very Good" category. The results of the material validation showed an average score of 4.75 (Very Good category). The lecturer's practicality test produced an average score of 3.9 (Very Good category), indicating that this application is suitable for lecture use. The main trial with 50 students produced an average score of 3.94 (Very Good), and the field trial with 100 students recorded an average score of 3.95 (Very Good), so that the interactive LMS application based on the Litera-tech lecture model can be used to support lectures.

Creativity and innovation are essential competencies for elementary school students; however, learning practices in many Indonesian elementary schools remain teacher-centered and provide limited opportunities for creative and innovative activities. In addition, local cultural values that can support contextual learning are often underutilized. Therefore, this study aims to develop a learning model grounded in Madurese local wisdom that employs STEAM as an integrative instructional approach to enhance students’ creativity and innovation at the elementary school level. This study used a research and development method with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the developed model was tested using a one-group pretest–posttest design. Data were collected through observations, interviews, questionnaires, documentation, pretest–posttest instruments, and product-based assessments. Students’ creativity was measured using Torrance indicators (fluency, flexibility, originality, and elaboration), while innovation was assessed through indicators of idea adaptation, simple implementation, usefulness, and initiative appropriate to elementary students’ developmental levels. Quantitative data were analyzed using descriptive statistics, N-Gain, and paired-sample t-tests, while qualitative data were analyzed through data reduction, display, and verification. The results indicate that the developed learning model is valid, practical, and effective. Students’ creativity increased from 57.3 to 86.6, and innovation increased from 55.8 to 84.1, with moderate-to-high N-Gain scores. The model supports contextual and culture-based learning by strengthening creativity, innovation, and STEAM-related competencies while preserving Madurese local wisdom.

Diorama media is one of the learning facilities that can be used effectively in learning IPAS at the Madrasah Ibtidaiyah level. This medium has the advantage of presenting abstract concepts, such as the water cycle, in be more concrete and easier-to-understand way for students through three-dimensional visualization. The primary purpose of this study is to observe changes in students' understanding of water cycle aterials before and after the use of diorama media. This study uses a quantitative approach with an experimental method that applies to the One Group Pretest-Posttest Design. All students of class V MI, As Salam Karangawen, went through a total sampling technique. Data was collected using written tests in the form of pretests and posttests to measure the improvement of learning outcomes, observations to see the process and involvement of students in learning, and documentation as supporting data. The results of the study show two main findings. First, the use of diorama media has proven to be effective in improving student learning outcomes in science subjects. This is proven by the average N-Gain obtained, which is 0.6764 or the equivalent of 67. 64%. Based on the N-Gain score interpretation table, this value is in the range of 56-75% which is included in the ”fairly effective” category . Second, this media can create more meaningful learning, where students can relate the concepts learned to real phenomena in daily life.

Literacy plays a pivotal role in shaping students’ intellectual, moral, and creative capacities, especially within Islamic elementary education. However, many students in Indonesia still struggle to connect reading and writing literacy with creative expression. This study explores teachers’ strategies in strengthening reading and writing literacy to enhance students’ creative writing skills at Madrasah Ibtidaiyah Negeri (MIN) 4 Demak. Using a qualitative field research design involving observations, interviews, and documentation, the findings reveal that literacy programs at MIN 4 Demak are implemented holistically, that is, integrated across daily routines, classroom instruction, and extracurricular activities. These include morning reading habituation (Gerakan Literasi Madrasah), guided writing sessions, Qur’an-based reflection journals, and creative literacy events such as “Literacy Fridays” and “Writing Corners.” Teachers function as facilitators by modeling expressive reading, scaffolding students’ ideas during brainstorming, and guiding them to express Islamic moral values through stories, poems, and reflective essays. Through these activities, students not only develop linguistic and creative abilities but also strengthen their moral awareness and self-confidence. The results suggest that integrating literacy practices with Islamic educational values fosters a sustainable literacy culture one that nurtures creativity, critical thinking, and character development among elementary students.

Conventional learning practices are often ineffective in building values such as responsibility, honesty, cooperation, and discipline. Meanwhile, normative verbal moral approaches are also unable to touch on students' real experiences. Therefore, alternative learning media are needed that can integrate cognitive and affective learning simultaneously through a contextual and enjoyable approach. This research aims to develop game-based learning based on augmented reality integrated with character values as an alternative learning method that is more interactive, interesting, and easily accessible by teachers and students. The method used in this research is the ADDIE development method (analysis, design, development, implementation, and evaluation). Integrated with NIS, this research was conducted in elementary schools in the Cirebon district. The instruments include validation sheets, observations, literacy and problem-solving tests, and character value measurement questionnaires. The results showed that the augmented reality-based educational game developed met the eligibility criteria in terms of learning content, visual appearance, and integrity of character values. This can be seen from the results of literacy skills obtained, showing that the student's pretest score was 60, which increased to 85 in the posttest, an increase of 41.7%. And problem-solving skills were obtained by students' pretest score of 55, which increased to 80 in the posttest, with a rise of 45.5%. This study presents a novel integration of augmented reality with game-based learning and character Education at the elementary level, which has rarely been explored in previous research. Theoretically, it contributes to the intersection of digital pedagogy and frameworks for character development. Practically, it offers an innovative and empirically tested learning medium that supports literacy and problem-solving enhancement while fostering values such as responsibility, cooperation, and discipline. Thus, the results of game-based learning based on augmented reality prove that this medium is efficacious in improving students' literacy and problem-solving skills while strengthening the character of discipline, responsibility, and cooperation.

This study aims to explore the potential application of the discovery learning method in internalizing the values of religious moderation in Indonesian language learning at Madrasah Ibtidaiyah Negeri Ogan Ilir. Motivated by the importance of religious moderation in the context of socio-cultural diversity in Indonesia, this study uses a qualitative approach with data taken from interviews, observations, and documentation. Data validity was tested using source triangulation, technique triangulation, and method triangulation. The data analysis techniques applied include initial data processing, coding, and data analysis. The results showed that the application of the discovery learning method was effective in improving students' understanding of the values of religious moderation as well as their active involvement in the learning process. Students are trained to appreciate diversity and develop tolerant and empathetic attitudes during interactive learning activities. In addition, the study highlighted the need to strengthen an inclusive curriculum and provide teachers with training to integrate religious moderation into their teaching consistently. The results are expected to contribute to the development of better character education in Indonesia and recommend the application of active learning methods to create a generation that is tolerant and inclusive of differences. The study suggests that further exploration be conducted in various madrasahs to understand the long-term impact of this method.

Education in the 21st century requires students to master higher-order thinking and communication skills to navigate increasingly complex global challenges. In Indonesian primary education, these competencies are emphasized in the Merdeka Curriculum but remain underdeveloped in practice. This study explores the challenges and pedagogical strategies for enhancing questioning and communication skills in elementary science learning. Employing a descriptive qualitative design with a multi-class case study approach, the research was conducted at Madrasah Ibtidaiyah Swasta Nurul Hidayah, Jambi City, involving 24 students and four science teachers purposively selected to represent diverse achievement levels. Data were collected through structured observations, semi-structured interviews, and document analysis, and analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation for validity. The analysis revealed that students’ questioning and communication skills remain basic, constrained by psychological (low self-confidence), pedagogical (teacher-centered instruction), and structural (limited reflective time) factors. Three integrated strategies were identified: (1) question scaffolding to guide students in formulating meaningful questions; (2) dialogic learning environments to encourage open discussion; and (3) authentic assessment and reflective feedback to value students’ inquiry and communication efforts. Fostering these competencies requires a synergistic framework of emotional support, pedagogical scaffolding, and curriculum redesign that strengthens critical thinking and scientific literacy in line with the principles of 21st-century and Merdeka Curriculum education.

This study addresses two main questions: (1) how the development process of combination flash card media for English language learning in Grade IV at MI Al-Huda Karangnongko was carried out, and (2) how the appropriateness of the media was evaluated based on expert validation, teacher feedback, and student responses. The research applied a Research and Development (R&D) approach, adapting the Borg and Gall model into eight stages: identifying problems through interviews and observations, conducting needs analysis and literature review, designing the initial prototype, validating with experts, revising the media, conducting limited trials, refining the product, and implementing a large-scale trial. The flash card media was based on Unit I, “What Are You Doing?” from the Grade IV English module published by the Ministry of Education and Culture. The final product consisted of 50 cards (25 vocabulary and 25 picture cards), sized 8 x 12 cm, designed using CorelDraw X7 with attention to visual design and cognitive suitability for elementary students. Validation results showed high feasibility: subject matter experts (93.33%), media experts (92.73%), and instructional experts (93.33%) rated the media as “highly appropriate.” Teachers also gave a positive response (90%), emphasizing the media’s clarity, ease of use, and relevance. A field trial with 26 students showed strong enthusiasm and engagement, scoring 234 out of 260 (90%). In conclusion, the developed flash card media is technically and pedagogically effective, promoting motivation, focus, and understanding in English learning. It offers an innovative alternative aligned with the Merdeka Curriculum’s emphasis on active, enjoyable, and contextual learning.