Background: Language is a system of verbal symbols agreed upon by a community for communication and interaction, grounded in a shared culture. In instruction, relevant strategies are needed to strengthen students’ communication skills. Objective: To determine the effect of applying the storytelling (fairy-tale) method through video media on communication skills in Indonesian language learning for second-grade students at MIN 1 Bengkulu City. Method: A quasi-experimental design was employed with 26 second-grade students at MIN 1 Kota Bengkulu, as participants. The intervention consisted of Indonesian language lessons using a storytelling method supported by video media. Result: Findings indicate that the application of storytelling through video media has a positive effect on students’ communication skills in Indonesian language learning. Conclusion: The conclusion reveals that video-assisted storytelling is a worthwhile consideration as an alternative learning strategy to enhance the communication skills of elementary school students. Contribution: This study provides empirical evidence on the effectiveness of storytelling through video media in the context of Indonesian language learning in elementary schools, offering practical insights for teachers and informing curriculum design.

Background: This study examines the effectiveness of gamification in improving biology achievement among senior secondary students in Delta State, Nigeria, where context-specific evidence is still limited. Objective: To evaluate the impact of gamification on academic performance, motivation, engagement, and knowledge retention. Method: A quasi-experimental design involved 80 students from four schools, divided into an experimental group (n=40) receiving gamified biology lessons and a control group (n=40) taught with traditional methods; data were collected via pre- and post-tests, motivation and engagement questionnaires, a delayed retention test administered several weeks after the intervention, and observational checklists. Result: The experimental group significantly outperformed the control group on the post-test and showed higher motivation, engagement, and retention of biological concepts. Conclusion: Gamification effectively enhances this level's learning experiences and academic outcomes in biology. Contribution: The study provides context-specific evidence from Delta State that supports integrating high-tech and low-tech gamification into the curriculum alongside teacher training, particularly in resource-limited settings.

Background: Practical activities in Chemistry are vital for students' scientific skills, but the lack of laboratory equipment in Nigerian secondary schools hinders effective teaching and learning. Objective: This study investigated the availability and use of laboratory equipment for Chemistry learning in public secondary schools in Onitsha North, Anambra State, focusing on equipment availability and its usage during lessons. Methods: A descriptive survey research design was adopted. The sample consisted of 200 Chemistry students selected from 10 randomly chosen public secondary schools in the study area. Data were collected using a validated questionnaire with a reliability coefficient 0.72, determined using Cronbach's alpha. Data analysis was conducted using mean and standard deviation to answer three research questions. Results: The study revealed that laboratory equipment is not adequately available, and that the available laboratory equipment is poorly utilized in the learning of Chemistry in the selected schools. As a result, these students encounter difficulty in learning Chemistry, and lack the ability required to acquire scientific knowledge and skills. Conclusions: The study concluded that the limited availability and poor utilization of laboratory equipment negatively impact Chemistry's effective teaching and learning. Without sufficient resources, students are deprived of hands-on experiences vital for understanding scientific concepts. Contributions: This research highlights the infrastructure challenges public secondary schools face in practical science education, emphasizing the need for policymakers and educators to prioritize laboratory equipment and create an environment that supports students' scientific skill development.

Background: In recent years, the use of rubrics in educational assessment has gained significant attention due to their potential to enhance transparency, consistency, and learning outcomes. However, debates persist regarding their practical implementation, effectiveness, and limitations in various educational contexts. Objective: This study reviews the literature on rubrics, focusing on their role in learning facilitation, fair assessment, reliability, and validity. Method: The research follows a literature study approach, analyzing data from journals, scientific articles, and literature reviews. The analysis process includes data collection, classification, presentation, and conclusion drawing, with data triangulation used for validation. Results: Teachers should have the flexibility to decide whether to use rubrics. If adopted, rubrics must be well-designed and implemented by incorporating essential characteristics, avoiding common pitfalls, and continuously improving them to ensure fairness, reliability, and validity. Conclusion: Rubrics can be effective assessment tools when properly designed and implemented, but they require ongoing refinement to maximize their benefits. Contribution: This study provides insights into best practices for rubric use, highlighting key factors for effective implementation in educational settings.

Background: Teacher professionalism, particularly in pedagogical competence, plays a critical role in the quality of the learning process and student outcomes. Understanding how teachers apply and develop their pedagogical skills is essential for enhancing educational effectiveness. Objective: This study aims to assess the professionalism of teacher performance in the learning process at SMP Negeri 1 Kepung, with a specific focus on pedagogical competence. Method: A qualitative-descriptive approach was employed. Data were gathered through observations, interviews, and documentation involving teachers and the principal. The data analysis process included data reduction, presentation, verification, and conclusion drawing. Result: The study identified three key aspects of pedagogical competence among teachers: (1) efforts to improve students' abilities, (2) effective performance during the learning process, and (3) strategic approaches to developing pedagogical skills. Conclusion: Teachers at SMP Negeri 1 Kepung exhibit professional pedagogical competence through various strategies aimed at improving student learning and instructional quality.Contribution: This study offers both theoretical and practical contributions by providing insights into the development of teacher professionalism, serving as a reference for future educational practices and policy improvements related to pedagogical competence.

Background: The rapid shift to digital learning during the COVID-19 pandemic has compelled educators to adopt innovative teaching strategies, particularly through the integration of e-learning-based media. One such approach involves the use of audio-visual media to enhance the effectiveness of science education. Objective: This study aims to determine the teacher's strategy in utilizing e-learning-based audio-visual media at SMP Negeri 12 Cimahi in learning Natural Sciences. Method: This study used a qualitative approach with a field research method. Data collection was done through observation, interview, and documentation. Data validity was tested through credibility, transferability, dependability, and confirmability tests. The data obtained were analyzed through data processing, classification, interpretation, and conclusion drawing. Results: The use of audio-visual media during the COVID-19 pandemic at SMP Negeri 12 Cimahi has been running well in online and offline learning. Conclusion: E-learning-based audio-visual media has proven effective in increasing student engagement, clarifying complex concepts, and increasing learning motivation. Contribution: This study contributes insight into the importance of using e-learning-based audio-visual media in improving the effectiveness of science learning, especially in emergencies such as a pandemic.

Background: Competence is the ability or proficiency of a person that still exists in the form of self-potential. In the context of education, teacher competence plays a vital role in influencing student learning outcomes. Objective: The purpose of this study was to determine the effect of the professional and pedagogical competence of teachers on student learning outcomes in Madrasah Ibtidaiyah Negeri 02 Lebong. Method: This research used an ex post facto approach and was conducted in 2023. The sample consisted of 24 students. Data were collected through questionnaires and documentation. Data analysis included normality tests, homogeneity tests, and paired t-tests. Result: The results revealed that teachers' professional and pedagogical competencies significantly affect students' mathematics learning outcomes. Conclusion: Teacher competence, both professional and pedagogical, has a measurable impact on improving student learning outcomes at Madrasah Ibtidaiyah Negeri 02 Lebong. Contribution: The findings of this study are expected to provide useful insights and scientific contributions to the field of education, particularly in Madrasah Ibtidaiyah, by enriching knowledge about the influence of teacher competence on student academic achievement.

Background: In recent years, there has been a renewed emphasis on history education in Nigeria’s basic education curriculum, driven by the recognition of its role in fostering national identity, civic responsibility, and critical thinking among young learners. However, the reintroduction of history as a standalone subject has presented several pedagogical challenges for teachers, particularly in terms of content delivery and resource availability. Objective: This study aims to identify the pedagogical challenges faced by teachers in delivering the reintroduced basic education history curriculum in the Awka Education Zone, Nigeria. Method: A descriptive research design was used, involving 53 history teachers from 53 public secondary schools. Since the population was manageable, no sampling was conducted. 50 completed questionnaires were analyzed using descriptive statistics (Mean and Standard Deviation), and internal consistency was measured using Cronbach Alpha, yielding a reliability score of 0.91. Result: Teachers faced difficulties in teaching differences among pre-colonial Nigerian civilizations, the evolution of the Nigerian state, and the centralization of power and authority. Conclusion: Addressing these teaching challenges requires enhanced support and resources for history educators. Contribution: The study highlights the need for government funding, financial support, and budget allocation to provide materials for student assessment and improve history education quality.

Background: The rapid advancement of technology in the 21st century has significantly influenced various aspects of education, particularly in assessment practices. Traditional assessment methods, often limited by time and scope, are increasingly being supplemented or even replaced by innovative digital tools that offer greater flexibility, accessibility, and interactivity. Objective: This study explores the role of digital tools in assessment and their impact on educational practices, focusing on how they transform traditional methods and enhance learning outcomes. Method: The study examines key technologies such as LMS, online quizzes, e-portfolios, and AI, emphasizing their role in personalized learning, real-time feedback, and data-driven decision-making. Result: Digital tools improve efficiency and student engagement while reshaping assessment practices, shifting from summative to formative approaches, and fostering collaboration among educators, administrators, and EdTech developers. Conclusion: While digital tools offer numerous benefits, challenges such as equity, data privacy, and technology dependence must be addressed. The responsible use of these tools is crucial for maximizing positive outcomes. Contribution: This study provides insights into the evolving landscape of digital assessment, highlighting future trends such as AI, gamification, and blockchain, and their potential to further transform education.

Background: The development of the art profession in Nigeria has been shaped by various socio-cultural factors, including deep-rooted cultural values, traditional practices, and prevailing societal perceptions of art. Despite Nigeria's rich artistic heritage, the profession continues to face persistent challenges that hinder its growth and broader societal recognition. Objective: This study aims to examine how cultural values, traditions, and societal attitudes have influenced the development of the art profession in Nigeria. Method: The research employed a systematic literature review, involving the identification and selection of credible sources such as peer-reviewed journal articles, academic books, and authoritative online materials. The data were analyzed using thematic analysis to extract key patterns and insights. Result: The results indicate that the Nigerian art profession is confronted with significant challenges, including financial constraints, inadequate infrastructure, limited access to arts education, and a lack of public exposure. Conclusion: The study concludes that with progressive reforms and strategic support, the art profession in Nigeria has the potential to achieve greater recognition and sustainability. Contribution: This research contributes to a deeper understanding of the structural and cultural barriers faced by Nigerian artists and provides a basis for informed policy recommendations and development initiatives.