Active Participation Of Students Research Articles

A latent class analysis on students' beliefs about teachers' practices enhancing their well-being

Student well-being and student voice are two interrelated concepts that can play a critical role in education. While Student well-being refers to the overall state of students' physical, mental, and emotional health, student voice represents the active involvement and participation of students in shaping their own educational experiences. Notwithstanding the intimate association, there is a limited body of research that explores how students' distinct perceptions of teachers' practices that promote their well-being influence students' actual well-being levels. To address this research gap, a study was conducted involving 486 students. The participants, with an average age of 13.5 years, completed a questionnaire. Among the participants, 51.1% identified as female, and 13.6% had experienced academic retention. The latent class results classified the 7–9 grade student's beliefs about teacher's practices into “few times,” sometimes' and “often.” The model fitting results were as follows: Akaike Information Criterion (AIC) was 2,555.904, Bayesian Information Criterion (BIC) was 2,610.244, Adjusted Bayesian Information Criterion (aBIC) was 2,568.983, and Entropy was 0.802. Compared with the “few times” and “sometimes” class, the “often” class was more prevalent in 8th grade (p = 0.05) and among male students (p = 0.04). Findings show that class membership is a predictor of student well-being (interpersonal, life satisfaction and perceived competence). Students who feel that their teachers are attentive, supportive, and address their needs more frequently are more likely to experience enhanced well-being.

Kreativitas Dan Kepercayaan Diri Siswa Melalui Kegiatan Drama di SMP Muhammadiyah Terpadu

Aims to examine the impact of drama activities at school on increasing students' creativity and self-confidence. Drama is an art form that combines various elements such as acting, expression and social interaction, which can provide a holistic learning experience for students. We provide motivation in the form of student creativity and self-confidence and analyze student participation in drama activities held at Muhammadiyah Integrated Middle School. The results showed that drama activities significantly increased students' creativity. They are better able to express new ideas, improvise, and develop stories and characters better. Additionally, participation in drama also shows a marked increase in students' self-confidence. Students become more confident in public speaking, show courage in trying new things, and participate more actively in class discussions. Drama activities also create an inclusive and collaborative learning environment, where students feel safe to express themselves without fear of judgment. This not only helps in the development of individual skills but also strengthens the sense of togetherness and teamwork among students. Thus, implementing drama activities in schools can be an effective strategy for developing students' creativity and self-confidence. The recommendation from this research is to include drama activities more intensively and structured in the school curriculum as part of efforts to improve the quality of education.

Membangun Generasi Tangguh Bencana Meningkatkan Wawasan Dan Sikap Siswa SMPN 1 Songgon Kabupaten Banyuwangi

Disaster mitigation education in the school environment is becoming increasingly vital in anticipating and responding to the threat of natural disasters. This research explores the impact of disaster mitigation training at SMPN 1 Songgon, Banyuwangi, conducted with the Regional Disaster Management Agency (BPBD) Banyuwangi, focusing on the concept of “Disaster Resilient Schools”. The community service method was to bring about changes in the awareness and preparedness of the school and community towards disasters. The results of the service showed that the training has made a significant contribution in improving the understanding of disaster risks and appropriate mitigation strategies. In addition, close collaboration between the school with UKM. Resima Stikes Banyuwangi and BPBD has been established, strengthening sustainable mitigation efforts. The training also encouraged active participation of students and teachers, and built a strong support network among various stakeholders. This activity not only provided new insights into the importance of disaster mitigation education in schools, but also provided practical guidance for the development of similar programs in other school settings. The implications of this service are very important in improving disaster preparedness and resilience at the local level, as well as contributing to a better understanding of effective disaster mitigation practices. The conclusion of this service is that it is very important and necessary to implement this activity in school environments throughout Banyuwangi district.

TALES IN TECH

Integration of digital storytelling in education has transformed traditional teaching methods to foster active student participation in classroom settings. With the increasing use of digital storytelling, there is a necessity to delve deeper into its effective implementation, effects, and the changing learning environment. The lack of a comprehensive understanding has emphasized the need to fully leverage digital storytelling to enrich students’ learning experiences. Therefore, this scoping review aims to investigate the effectiveness of digital storytelling in different educational settings and explore the challenges related to digital literacy skills met by teachers and students, impacting the efficient implementation of digital storytelling. Using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA), a total of 51 articles from 2019 to 2023 were selected from Scopus in order to illustrate the current state. The articles were analyzed based on their similarities, and the results were tabulated in the following tables. The findings concluded that digital storytelling is an excellent method for improving literacy abilities, enhancing computational thinking and developing digital knowledge and intelligence among students. The findings also implied that longitudinal studies should be conducted more in the future to figure out how digital storytelling affects students' academic and career growth over time.

Flipped classroom as an effective educational tool in teaching physiology for first-year undergraduate medical students.

Flipped classroom (FC) teaching has recently received much attention in medical education. It has been introduced in our institution for 2 years, and we studied the effectiveness and perception of FC teaching in Physiology for first-year undergraduate students. In total, 150 out of 250 first-year MBBS students participated in this study. They were divided into two groups, each consisting of 75 students. Multiple topics in the cardiovascular system were taught to the students by employing traditional classroom (TC) didactic lectures in group A. The same topics were handled using FC in group B, where the students came prepared with the study materials the facilitator provided before class commenced. A well-planned classroom discussion with a formative assessment was conducted at the end. The test scores were compared between the two groups by using an independent t-test. A feedback report was obtained from both groups' students to analyze the teaching-learning methods' accomplishment. FC teaching scores were significantly higher than the traditional lecture among all students. Feedback results showed that 93% of students agreed that the resource materials, group discussions, videos, and exercise tools used in FC were very useful; 95% of students agreed that it provided a good understanding and better appreciation of basic science knowledge in health and disease, and 91% reported that it was well-organized with good interaction, clear explanation, relevant information, and encouraged critical thinking with active student participation. FC proves to be an effective, interesting, and motivating teaching-learning module. It enhances communication skills, clinical thinking, interaction, and active student participation.

Implementasi Amaliyah Aswaja untuk Meningkatkan Sikap Religius Siswa di SD Islamiyah Magetan

The aim of this research is to examine the implementation of Aswaja practices at SD Islamiyah Magetan in enhancing students' religious attitudes and to identify the supporting and inhibiting factors. This study employs a qualitative case study approach. The subjects of this research include the principal, teachers, and students of SD Islamiyah Magetan. Data collection techniques used are interviews, observations, and documentation. Data analysis techniques follow the Miles and Huberman model. The results indicate that Aswaja education at SD Islamiyah Magetan is systematically and comprehensively organized, and has a significant impact on enhancing students' religious attitudes. The curriculum is designed to ensure that students not only understand but also practice the taught amaliyah according to their grade level. The religious environment at the school is also fostered through daily routines and supportive extracurricular activities. The improvement in students' religious attitudes is evident from the increased memorization of verses and prayers, student participation in religious activities, and students' awareness of worship. Supporting factors for the implementation of Aswaja practices at SD Islamiyah Magetan include the teachers' deep understanding of Aswaja teachings, a conducive religious atmosphere, and collaboration between school and home. Inhibiting factors include the lack of facilities and infrastructure, and the lack of innovative teaching methods and media. This research is expected to contribute to the enhancement of religious education at SD Islamiyah Magetan and other schools with similar religious education programs, thereby shaping students with strong religious attitudes.

Interactive Language Learning Apps: Enhancing student motivation and participation in EFL activities at the University

Abstract This article investigates if there are any changes in student motivation and participation in class when using interactive language learning apps to teach English as a foreign language (EFL) at the university level in Tirana, Albania. These applications which provide dynamic and engaging platforms, have become widespread due to the integration of technology in educational settings. The study collected data through a questionnaire that was distributed to 30 university professors who teach English as a foreign language. The questionnaire consisted of 14 questions, with the last one being an open-ended question designed to gather more detailed answers regarding the professors’ experience with language apps. The findings indicate that interactive language learning apps help with students’ motivation and encourage active participation, leading to better educational outcomes. Students who work with these apps demonstrate more willingness to participate in classroom activities. The article concludes by offering recommendations for further research in this area.

CLASSROOM INSTRUCTIONAL PRACTICES AND STUDENTS ENGAGEMENT IN MATHEMATICS SUBJECT IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF NYARUGENGE DISTRICT, RWANDA

The purpose of this research was to examine the connection between classroom instructional practices and students involvement in Mathematics subjects in public day secondary schools in Nyarugenge District, Rwanda. The specific objectives wereto assess the effect of using classroom mathematics toolkits on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda, to assess the effect, teacher feedback and cooperative learning strategies on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda. The sample size comprised 57 teachers, 19 deputy head teachers in charge of studies, 19 head teachers, 10 sector education inspectors, one district education officer in charge of Secondary and TVET schools, and one District Director of the Education Unit totaling 107 respondents. Pearson correlation coefficients were used to determine correlation between dependent and independent. Results indicated teachers use a computer with a projector, 34.0% were strongly agreed, and 30.9% were agreed. Result felt that teachers use provided scripted lesson in class-room instruction. There statistically association between theuse a computer with a projector and active participation (r=.320, p-value=0.001), with asking questions (r=.317, p-value=0.001). Contrary to insignificant correlation between provided scripted lesson and answering teachers questions (r=0.006, p-value=0.950). Results showed the recognizable student effort, 55.9% show a strong agreement. A strong relationship was established between recognizable student effort and active participation (r=0.425**, p-value =0.000), The study felt association between positive interdependence and active participation, asking questions, and answering teachers questions since the p-value was less than 0.05.The study recommends that school make supervision to teachers so as to find out the way that they perform their tasks and to give them some professional advice. Policy makers should elaborate updated professional guidelines which can be used while teaching sciences specifically in mathematics subject so as to improve the students engagement in mathematics. The ministry of education in Rwanda should give training to teachers about strategies which should be used while teaching mathematics and other science subjects so as increase students academic performance.

Analysis of the Needs for Teaching Materials Text Report of Microblog Assisted Observations for Senior High School Students

The study investigates the adequacy and development methods of teaching materials, specifically textbooks, which are essential references for students. Despite their importance, current textbooks exhibit shortcomings in content sufficiency and development techniques. Given the technological inclinations of contemporary students, integrating technology into learning can enhance engagement and enjoyment. This research aims to analyze the necessity of microblog-based teaching materials for observation report texts to boost student enthusiasm and active participation in learning. Employing qualitative research methods, the study involved 96 students from three high schools in Takengon. Data were collected via Google Forms and analyzed descriptively. Findings indicate a significant demand for microblog teaching materials, with 80% of students responding affirmatively to the need for such resources. The study's implications include providing captivating teaching materials to enhance classroom learning and motivating teachers to create more engaging educational resources, thereby fostering greater student enthusiasm and participation.

Edukasi Anti-Bulyying Melalui Strategi Kolaboratif Aliansi Siswa-Guru Dalam Menciptakan Zona Bebas Perundungan di Sekolah Dasar

Bullying in elementary school is a serious problem that can negatively impact children's psychological and academic development. The main problem identified was the high rate of bullying in primary schools which negatively impacted students' emotional and academic well-being. The purpose of this educational seminar is to develop and implement anti-bullying strategies that involve the active participation of students and support from teachers, as well as to evaluate their effectiveness in creating a safe school environment. The method used involves designing a collaboration-based anti-bullying education program, training teachers and students, and implementing related activities. Data was collected through surveys, interviews, and observations to measure changes in bullying rates, student attitudes, and school climate. The results of the study showed that the implementation of collaborative strategies was effective in reducing the incidence of bullying and increasing students' awareness of positive behavior. In addition, there is an increase in student involvement in anti-bullying activities and stronger support from teachers. In conclusion, the collaborative strategy of the student-teacher alliance succeeded in creating a bullying-free zone at Sukaraja Elementary School. The program not only reduces bullying but also improves the overall school climate, demonstrating the importance of the involvement of all parties in bullying prevention efforts

Demokrasi Dalam Menciptakan Pemilu Bersih di Kecamatan Mungka Kabupaten Lima Puluh Kota

Elections are one of the pillars of democracy that enable the realization of the people's right to determine their own destiny in order to form a democratic government. Through the active participation of students, the election guard movement aims to prevent manipulation and fraud, as well as ensure that the votes of each voter are respected and counted correctly. By overseeing the implementation of general elections, the aim is to create a transparent, fair and accountable environment. As for data collection techniques through observation and interviews in an effort to create clean elections, the community in Mungka District may face several obstacles. One of them is the low level of education and political awareness in several regions. This can leave society vulnerable to manipulation and abuse by irresponsible parties. Therefore, voter education and outreach about the importance of clean elections need to be a priority. Apart from that, economic factors can also be an obstacle for society in creating clean elections. The practice of money politics and misuse of resources in campaigns often occurs in environments with high levels of poverty. Effective voter education about their rights, the electoral process, and the importance of fair participation can help reduce election abuses. Socialization of anti-corruption programs and transparency in elections is also important to encourage responsible participation from all parties.

Studi Kasus Implementasi Kurikulum Merdeka Dalam Mata Kuliah Maharatul Istima’ di Program Studi Pendidikan Bahasa Arab FTK UIN Mataram

The current curriculum development utilizes the Merdeka Belajar Kampus Merdeka (MBKM) platform. This program is designed to provide a framework for higher education institutions to prepare students to become experts in the field of science and technology, possess strong character, and be capable of facing challenges in the workforce. This article aims to describe a case study of the implementation of the Merdeka curriculum in the Islamic Studies Methodology course at the Arabic Language Education Study Program of the Faculty of Teaching and Education Sciences (FTK) at UIN Mataram. Data were collected through classroom observations, interviews with lecturers, and curriculum document analysis. The research results indicate that the implementation of the Merdeka Curriculum in the Maharatul Istima' course at the Arabic Language Education Study Program of FTK UIN Mataram has a positive impact on active student participation and the enhancement of learning creativity. Students show increased interest in the material and actively participate in class discussions. Data collection methods include interviews, field notes, memos, and official documents. Research recommendations involve efforts to enhance resources and provide specialized training for lecturers, as well as strengthening institutional support for the implementation of the Merdeka Curriculum. This research is expected to provide insights for higher education institutions, especially in the field of Arabic Language Education, to improve the effectiveness and sustainability of the Merdeka Curriculum, while stimulating further discussions on the integration of curriculum innovation in Maharatul Istima' learning.

Guiando el aprendizaje a través de simulación en salud: el papel transformador del docente

The parameters to define what “a general teaching role” should be have varied in the history of higher education. The existing evidence in favor of generating spaces for controversy, questions, active and greater participation of students, guiding learning and not directing it, is overwhelming. Although the clinical simulation teacher does not escape this definition, there are still controversies as to whether there are true differences in their role compared to other areas of health teaching. In this article we intend to break down some issues that differentiate the teachers in charge of the facilitation process, such as clinical simulation, which stimulates autonomous learning, meaningful learning, vicarious learning, cooperative and reflective learning, learning in action and experiential learning.

Tsunami at school. An experimental strategy to increase students’ risk perception

We tested a methodology for assessing high school students’ tsunami risk perception and knowledge to improve their tsunami awareness. Our objective was to test whether the use of a structured questionnaire on tsunami risk perception could be used as a tool to assess students’ improvement after a lesson on tsunamis. For this purpose, we involved about 100 students from four classes of a high school (Polo Liceale Statale “Lazzaro Spallanzani”) in the town of Tivoli, in central Italy, about 20 km from Rome and 40 km from the seaside. We administered the questionnaire in three subsequent surveys (to 94, 96, and 109 students, respectively), the first of which without providing any information on which subject they would be dealing with. Students were asked to answer the 31 questions individually, each using her/his mobile phone during science class. After two months, all four classes were trained with a frontal lesson and a discussion on tsunami risk. Afterwards, we administered the questionnaire again and ran the second survey. Finally, we met the students one year later and administered the questionnaire again, then we compared the three survey results. The comparison shows that the students’ risk knowledge and perception, which was generally very low in the first survey, improved significantly after the lesson and the relative discussion. Although this result was somewhat expected, it has been possible to confirm and quantify the improvement. According to studies conducted using similar methods [Gray and Di Loreto, 2016; Ayllón et al., 2019], the active participation of students, the collaborative approach provided by teachers and researchers, and the use of a survey tool such as a questionnaire – which, despite being completed individually, fosters an environment of emotional sharing – all contribute to stimulating students’ curiosity and facilitating their learning in traditional educational settings. We then administered the questionnaire to the same classes one year later. The outputs of the third survey show a partial decrease in students’ awareness that nevertheless remains significantly better than in the first survey. This suggests that the students’ involvement in the learning process through the questionnaire and through an active discussion after watching videos and pictures works well, but also that a periodic reminder by the science teachers is needed to maintain a constant level of risk awareness and perception. We propose to replicate this approach by involving teachers in the survey, providing them with a recorded lesson with all the basic elements, to be shown between the first and second administration of the questionnaire, and with periodic (yearly) reminders.

ADVANTAGES AND DISADVANTAGES OF STUDENTS’ GROUP WORK IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY

The aim of the article is analysing the advantages and disadvantages of group work for students while teaching foreign languages at university, showing the feasibility of using group work in higher edu- cation. Methods of analysis and systematization of primary sources, interviews, questionnaires, and focus groups were used during the consideration of the problem. The process of teaching English in higher education has certain features that are associated with dif- ferent initial levels of language training of freshmen; the number of hours to study the subject; the number of groups; and sometimes absent enthusiasm for learning a foreign language. We emphasize that group work plays an important role in the educational process, and its introduction into the educational process should be one of the main tasks for students of philological specialties. Practice has proved that high-quality training in foreign languages for philological specialties can be carried out through the introduction of mod- ern educational technologies, such as: vocational training, project methodology, technology, such as: voca- tional training, project methodology, technology of fixing and distance learning, information and commu- nication technologies, and educational and control work. The study found that the use of interactive learn- ing technology involves seeking help in communication, including cognitive communication and constructiv- ist methods of teaching a foreign language. The facts proved that the use of innovative methods of teach- ing English and multimedia teaching methods can enhance the motivation of students to study foreign lan- guages, provide access to new alternative sources of information, develop independent psychological activ- ity, and develop communication skills, intercultural and professional abilities. Interactive technologies and online resources play an important role in group work while learning for- eign languages, providing an effective and engaging learning process. They promote active interaction be- tween students, stimulate involvement in language learning and improve language skills. To determine the advantages and disadvantages of group work, we conducted interviews with teach- ers and students to collect their impressions and thoughts about group work in the context of teaching for- eign languages. Subsequently, the reviews of teachers and students about their experience in groups dur- ing the study of foreign languages were analysed. Questionnaires were compiled, which included questions about impressions and thoughts about group work in the context of studying foreign languages. The questions concerned the advantages and dis- advantages of this training method, the efficiency from group work, the influence on motivation, etc. Fo- cus groups were held with students and separately with teachers to discuss their impressions and thoughts about group work. This allowed us to gain a deeper understanding of different points of view and identi- fy general trends. In group work during the study of foreign languages, the teacher and students play different roles, each of which has its own importance for successful learning. We will discuss the role of the teacher-facili- tator. The teacher acts as an organizer and leader of group work, promoting structured learning and prob- lem solving. Students actively interact with each other and with the teacher, exchanging ideas and opin- ions, completing tasks and solving problems. Scientists have demonstrated that the active participation of students in group work contributes to the improvement of critical thinking and the development of com- munication skills. The use of group work while teaching foreign languages at university has its advantages and disadvantages. On the one hand, it promotes the development of communication skills, and stimulates cooperation and motivation of students. On the other hand, there may be a risk of social blind steering, problems with the distribution of responsibilities and conflicts between group members. It has been concluded that it is important to properly organize and control the process of group work to achieve maximum efficiency in teaching foreign languages.

Action research: Increasing Turkish EFL Learners’ Speaking Self-Efficacy in English Online Sessions

The main purpose of this study is to investigate the critical role of students' speaking self-efficacy, motivation and engagement during English online sessions. Additionally, the current research aims to provide a fresh perspective on addressing challenges such as low self-efficacy, speaking anxiety, and low motivation among the students, which may hinder effective communication in the target language. This study provides a valuable starting point for language educators and researchers to explore the potential benefits of incorporating interaction with non-native speakers in language learning settings. The action research design employed in this study, guided by the identified sources of self-efficacy proposed by Bandura (1994). The research was successfully carried out in a Compulsory Preparatory Group in Listening & Speaking sessions, where students' proficiency level in English was pre-intermediate (B1). The primary goal of English as a Foreign Language (EFL) learners in compulsory prep classes is to achieve mastery of English language skills. This proficiency is crucial as it enables the students to effectively engage with the extensive number of texts they will encounter, write essays, and, most importantly, communicate orally and deliver presentations in the target language once they transition to their respective faculties. Five guest-speakers from Egypt, Korea, Australia, Iran and Ethiopia were invited to join the sessions. The research procedure incorporates focus group discussions, enabling active student participation and feedback provision on each guest speaker, thereby promoting the development of speaking self-efficacy and boosting students’ motivation. Through this approach, students were exposed to essential opportunities for real-time language performance. The participation of foreigners in these sessions had a positive impact on students' English speaking self-efficacy and their overall performance. The findings of this research support the idea that integrating foreign guest-speakers effectively address challenges such as speaking anxiety, low self-efficacy, and low motivation among students in English online sessions.

IMPLEMENTASI METODE PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) DENGAN MEDIA GURITA PADA PEMBELAJARAN BAHASA INDONESIA MATERI UNSUR INTRINSIK CERITA PENDEK

This research aims to implement the Team Games Tournament (TGT) learning method using an octopus media on the intrinsic elements of short stories and to determine the impact of implementing this teaching method. The study employs the Team Games Tournament (TGT) method with an octopus media to examine its implementation in teaching the intrinsic elements of short stories. It adopts a qualitative approach with a descriptive method. Data collection techniques and sources include classroom observations of XI-2 at SMA Negeri 1 Kepanjen, interviews with teacher, and questionnaires distributed to students. Data analysis employs data reduction techniques, where information is summarized and essential points are identified. The findings are presented descriptively. The implementation of the teaching method with the aid of media encourages active student participation in the learning process, and students do not feel bored when reading materials or short stories presented, which also positively impacts student learning outcomes.

The Relevance of The Independent Learning Curriculum to the 21st Century Learning Model in Development of Society Era 5.0

Society 5.0 is a society that can solve various social challenges and problems by utilizing various innovations that were born in the era of the industrial revolution 4.0, such as the internet of things (internet for everything), artificial intelligence (artificial intelligence), Bit Data (large amounts of data), and robots to improve the quality of human life. This era is a new opportunity and challenge for students to improve their soft skills as preparation for the future. It is generally known that the curriculum is the "soul" of education. The curriculum should need to be evaluated dynamically and periodically following current developments, especially science and technology. The curriculum is also prepared taking into account the competencies needed by society and graduates. Kukirikulm independent learning is one of the new policies of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia (Kemendikbudristek RI) which is aimed at realizing an innovative learning process and following the needs of students (Student-Centered). The era of society 5.0 takes place in the 21st century, which is the glory of the digital world. An innovative learning model is an approach or learning method that uses new, creative ways and prioritizes critical thinking, active involvement and active participation of students in the learning process with the aim of developing students' ability to think independently, creatively and innovatively, so that they can generate new ideas, solve problems, and apply knowledge in real life. Innovative learning models are very relevant in the Merdeka Curriculum because the Merdeka Curriculum emphasizes a studentcentered learning approach, which prioritizes creativity, collaboration and problem-solving abilities. Innovative learning models such as project-based learning, problem-based learning, or technology-based learning can help realize these goals by providing interesting and relevant learning experiences for students.

PENDAMPINGAN MAHASISWA PROGRAM KAMPUS MENGAJAR ANGKATAN 7 DALAM UPAYA PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI DI SDN 3 REJOTANGAN KABUPATEN TULUNGAGUNG

The Campus Teaching Batch 7 program aims to improve students' literacy and numeracy skills through student mentoring at SDN 3 Rejotangan, Tulungagung Regency. This activity examines the effectiveness of the mentoring program in overcoming the problem of low student literacy and numeracy skills. The methods used are observation, interviews, and pre- and post-assistance tests to measure changes in students' abilities. The results show that there is a significant improvement in students' literacy and numeracy skills after receiving intensive assistance from students. This program also had a positive impact on students' learning motivation, as seen from the increased participation and enthusiasm of students in learning activities. The mentoring students acted as facilitators, providing interesting and relevant materials, and using interactive and fun learning methods. In addition, the collaboration between student assistants, teachers, and parents also supports the success of this program. Student assistance in the Teaching Campus Program Batch 7 is effective in improving students' literacy and numeracy skills at SDN 3 Rejotangan. Recommendations are given to develop similar programs in other schools to improve the quality of basic education in Indonesia.

Amplop Misteri: Inovasi Baru Menginspirasi Menulis Narasi di Sekolah Dasar

This study aims to improve the narrative writing skills of fourth grade students at MI Datok Sulaiman Palopo City using the Mystery Envelope (AMIS) media. The research was conducted in two cycles with steps of planning, implementation, observation, and reflection. The results showed that AMIS was effective in improving students' narrative writing skills. In cycle I, the average score of students' writing skills reached 73.8, with 77% of students achieving the learning objectives. In cycle II, the average score increased to 82.10, with all students achieving the learning objectives. Observation showed significant improvement in students' attendance, enthusiasm, and active participation. Student attendance in learning was excellent with an average score of 97.92, and student enthusiasm reached an average score of 84.17. Students' activeness in asking questions, answering questions, and expressing opinions also increased significantly. The use of AMIS created a more interactive and fun learning environment, with student engagement scores reaching 4 out of 4 and interaction and cooperation between students increasing to 3.5 out of 4. In conclusion, AMIS media is effective in improving students' narrative writing skills and creating a more interesting and participatory learning atmosphere. The findings suggest that AMIS is worthy of wider implementation in other schools as an innovative learning strategy to improve writing skills and student engagement.