Diagnostic value and therapeutic contribution of emergency EEGs.

General Background: Teachers’ pedagogical competence within the Merdeka Curriculum is essential for supporting meaningful and student-centered learning processes. Specific Background: In Social Studies education, deep learning requires active student engagement supported by structured pedagogical interaction, which relates to the development of academic resilience. Knowledge Gap: Prior studies have largely examined deep learning, pedagogical competence, and academic resilience separately, with limited integration of these variables, particularly in junior high school Social Studies contexts. Aims: This study aims to analyze the relationship between the quality of deep learning implementation and teachers’ pedagogical competence on students’ academic resilience at SMP Negeri 1 Semarang. Results: The findings reveal that both variables show positive and significant relationships with academic resilience, both partially and simultaneously, where resilience develops through active engagement in structured learning challenges supported by directed pedagogical interaction. Novelty: This study positions academic resilience not merely as an individual attribute but as a construct shaped through the interaction between cognitive demands of deep learning and pedagogical support within classroom practice. Implications: The study highlights the importance of designing cognitively challenging and well-structured learning activities, supported by constructive feedback, appropriate scaffolding, and a non-judgmental classroom environment to sustain student engagement and manage learning difficulties. Highlights• Structured learning challenges with guided interaction relate to student persistence• Teacher capability in classroom design and feedback supports adaptive learning responses• Combined classroom practices explain a measurable portion of resilience variation KeywordsDeep Learning; Pedagogical Competence; Academic Resilience; Social Studies Learning; Merdeka Curriculum

General Background: Indonesia’s multicultural reality, characterized by diverse ethnic, religious, linguistic, and cultural identities, represents both a national asset and a challenge for sustaining social cohesion. Specific Background: Increasing intolerance, discrimination, and socio-cultural disparities indicate that diversity has not been fully optimized as a foundation for national development. Knowledge Gap: Existing studies largely examine multiculturalism in fragmented sectors without systematically linking it to the Indonesia Emas 2045 development roadmap or providing an integrative analytical framework. Aims: This study aims to analyze the role of multicultural Islamic education in strengthening national unity and to formulate a strategic framework supporting inclusive and sustainable development toward Indonesia Emas 2045. Results: The findings demonstrate that multiculturalism functions as strategic social capital by reinforcing Pancasila values, promoting tolerance through education, strengthening social cohesion, and supporting inclusive policies, with additional contributions from family roles, digital literacy, and cross-sector collaboration. Novelty: This study offers an integrative framework connecting multicultural dynamics, national identity formation, and long-term development planning within a unified roadmap aligned with Indonesia Emas 2045. Implications: The study provides a conceptual and practical basis for developing multicultural Islamic education curricula, inclusive governance strategies, and diversity-based development policies to maintain national unity and global competitiveness. Highlights• Multicultural values integrated into education address polarization and identity conflicts• Social capital derived from diversity supports inclusive development strategies• Cross-sector collaboration and digital literacy strengthen cohesive society KeywordsMulticultural Islamic Education; National Unity; Indonesia Emas 2045; Social Capital; Inclusive Development

General Background: International migration of Indonesian Migrant Workers (PMI) to Saudi Arabia has evolved into a complex socio-religious phenomenon requiring the maintenance of ethical behavior within a global diaspora context. Specific Background: Within the Wooden Coffee network, Islamic Religious Education (IRE) and a theocratic religious environment are central factors shaping workers’ moral conduct. Knowledge Gap: Previous studies largely focus on migrant contexts in secular societies, leaving limited empirical evidence on how structured religious education functions within a formally Islamic state environment. Aims: This study aims to empirically analyze the relationship between IRE, religious environment, and the ethical behavior of PMI. Results: Using a causal-associative quantitative approach with 100 respondents and multiple linear regression analysis, findings show that both IRE and the religious environment significantly contribute to ethical behavior (Beta = 0.451; p < 0.05), with IRE emerging as the dominant factor through structured internal reinforcement compared to external social influences. Novelty: The study integrates diaspora Islamic education with a theocratic context, highlighting the interaction between internal cognitive reinforcement and external social conditioning within a behaviorism framework. Implications: The findings underline the importance of structured religious curricula and supportive workplace environments in fostering professional ethics among migrant workers, contributing to SDG 4 on inclusive and quality education for marginalized diaspora communities. Highlights• Internalized religious learning provides stronger ethical control than workplace social pressure• Theocratic environment supports but does not surpass structured educational reinforcement• Combined cognitive and social conditioning explains professional conduct patterns KeywordsIslamic Education; Religious Environment; Migrant Workers; Ethical Behavior; Diaspora

General Background: Civic Education plays a strategic role in developing students’ religious values and social attitudes at the elementary level. Specific Background: However, the learning process often relies on conventional methods, making abstract values difficult for students in the concrete operational stage to understand and internalize. Knowledge Gap: There is limited focus on how Problem Based Learning integrated with audiovisual media supports the internalization of both religious and social values beyond cognitive outcomes. Aims: This study aims to analyze the implementation of video-assisted Problem Based Learning in Civics Education for fostering religious values and social attitudes among third-grade students at MI Darul Ulum Jotosanur. Results: The findings indicate that video-based Problem Based Learning increases student engagement, critical thinking, collaboration, and the ability to relate values to real-life contexts, although challenges arise from teacher readiness, student ability differences, time limitations, and environmental support. Novelty: The study highlights the integration of Problem Based Learning with audiovisual media to emphasize value internalization through real problem-solving experiences in elementary students. Implications: The study suggests that teachers design contextual Problem Based Learning supported by visual media and consistent reflection, along with collaboration between schools and parents, to support character formation in students. Highlights• Video-supported problem scenarios stimulate active participation and classroom interaction• Contextual tasks guide learners to connect moral concepts with daily behavior• Implementation constraints emerge from pedagogical readiness and learning conditions KeywordsCivic Education; Problem Based Learning; Religious Values; Social Attitudes; Video Media

General Background: Technology has become an essential component in contemporary education, supporting teaching and learning practices across diverse contexts. Specific Background: This study explores technology use in schools across three Indonesian islands Sumatra, Kalimantan, and Sulawesi through a holistic review of 34 newspaper and online articles published between 2022 and 2024. Knowledge Gap: Previous studies have rarely utilized newspaper sources to examine region-specific technological issues in Indonesian education, particularly across multiple islands. Aims: The study aims to identify key issues and challenges associated with integrating technology into teaching and learning practices in these regions. Results: The findings reveal that limited infrastructure, including inadequate computers and slow internet access, remains a major challenge, especially in Kalimantan and Sulawesi, while more structured technological initiatives are evident in Sumatra; despite constraints, schools demonstrate adaptive strategies such as digital literacy programs, coding activities, and the use of simple technologies to support learning engagement. Novelty: The study introduces a holistic literature review approach based on newspaper data to map educational technology conditions across geographically diverse regions. Implications: The results highlight the need for collaborative support among schools, government, and private sectors, as well as the importance of preparing pre-service teachers to utilize low-bandwidth and simple technologies suitable for remote educational settings. Highlights• Limited infrastructure remains a central barrier in multiple regions• Rural classrooms adopt adaptive digital practices despite constraints• Teacher education requires focus on simple technology utilization KeywordsEducational Technology; Rural Education; Digital Infrastructure; Teacher Education; Indonesia

General Background: Early childhood is a critical phase for developing social competencies such as empathy, cooperation, and communication. Specific Background: In the digital era, millennial parents adopt teach free parenting, a flexible and communicative approach that allows children to learn through experience within guided boundaries. Knowledge Gap: Empirical evidence on how this parenting model is implemented and its role in early childhood social development in Indonesia remains limited. Aims: This study aims to describe the implementation of teach free parenting by millennial parents and examine its role in children’s social development in Lamongan kindergartens. Results: Using a qualitative case study with interviews involving parents and teachers, findings show that this approach balances autonomy and parental guidance, fostering confidence, empathy, cooperation, and communication skills through open interaction and consistent support. Challenges include environmental factors, gadget use, and differences in family parenting, while collaboration between parents and schools supports its application. Novelty: The study presents teach free parenting as an adaptive form of democratic parenting in the digital context. Implications: The findings provide practical guidance for parents and educators in applying adaptive parenting to support children’s social development. Highlights• Flexible caregiving approach balances autonomy with structured guidance• Social competencies emerge through dialogue and experiential learning• Parent–school synergy supports consistent developmental processes KeywordsTeach Free Parenting; Millennial Parents; Early Childhood; Social Development; Democratic Parenting

The field of cancer glycobiology aims to understand how aberrant glycosylation contributes to the development of cancer. While the significance of glycosylation to normal and pathological cellular functions is widely appreciated, the comprehensive identification of specific aberrant glycan epitopes in cancer and mechanistic understanding of their impact remain limited. In this review, we begin with a brief general background on glycosylation to orient cancer researchers to the field. We next focus on research showcasing the roles that glycosylation plays in cancer, with an emphasis on studies that draw evidence from both clinical samples and mouse models. Finally, we conclude with a brief discussion of the clinical implications of glycosylation research toward improving the diagnosis and treatment of cancer.

General Background: Pancasila education is essential for developing students’ character, particularly tolerance in multicultural contexts. Specific Background: In elementary schools, learning still relies on conventional methods with limited digital media, resulting in low student engagement and inadequate development of tolerance and learning interest. Knowledge Gap: Previous studies mainly emphasize cognitive outcomes, while the integration of Wordwall with e-book media for character development remains limited. Aims: This study aims to develop a Wordwall-assisted Pancasila Education e-book and evaluate its feasibility, practicality, and outcomes on students’ tolerance and learning interest. Results: Using the ADDIE-based Research and Development approach, the e-book demonstrates interactive, collaborative, and contextual features through reflection, discussion, and game-based activities. Expert validation and user responses indicate that the product is valid and practical. The implementation shows increased student participation, respect for differences, and learning motivation compared to conventional methods. Novelty: The study proposes an integrated digital learning model combining Wordwall and e-book media to support both cognitive and character development. Implications: The findings indicate that interactive digital media integrated with character-based content can support meaningful learning and foster affective and cognitive outcomes in elementary education. KeywordsPancasila Education; Digital Learning Media; Wordwall; Tolerance Character; Learning Interest Highlights• Interactive digital module integrates game-based activities with character learning• Student participation and respect for diversity increase in classroom activities• Validation and user responses indicate high usability in elementary settings

General Background: Employment relationships in Indonesian labor law are determined by cumulative elements of work, wages, and orders as the basis for legal protection. Specific Background: Supreme Court Decision Number 656 K/Pdt.Sus-PHI/2024 raises debate on the interpretation of these elements in the context of informal workers with flexible work patterns. Knowledge Gap: There is tension between a formalistic normative approach and the need for substantive legal protection for informal workers in modern labor dynamics. Aims: This study aims to analyze how the Supreme Court interprets the elements of work, wages, and orders and to examine its implications for labor law protection. Results: The Court interprets the elements strictly based on statutory provisions, concluding that wages are not fixed due to a ritase system, the element of orders is absent due to lack of subordination and work regulation, and work is not continuous or structurally integrated, leading to the classification of the relationship as a partnership rather than an employment relationship. Novelty: The study highlights a recent judicial decision within the evolving context of flexible work arrangements and informal labor classification. Implications: Although normatively consistent with labor regulations, the interpretation reflects a formalistic approach that potentially limits substantive legal protection for informal workers, indicating the need for more progressive legal interpretation oriented toward worker protection principles. Highlights• Strict cumulative interpretation determines legal classification as partnership• Flexible work patterns exclude recognition of normative wage structure• Formal legal reasoning constrains protection scope for non-formal labor KeywordsEmployment Relationship; Informal Workers; Legal Protection; Supreme Court Decision; Labour Law

General Background Mathematics learning in elementary schools plays a crucial role in developing logical thinking and problem-solving skills; however, it is often dominated by procedural exercises. Specific Background In the context of learning the greatest common factor (FPB) in class V MI Ma’arif NU Sukolilo, teaching practices remain focused on lectures and written tasks, limiting students’ conceptual understanding and numeracy literacy. Knowledge Gap This condition indicates a gap between concept-oriented mathematics learning and the conventional instructional practices that do not sufficiently engage students in contextual and meaningful experiences. Aims This study aims to describe the implementation of the FPB Fun Day co-curricular program and analyze its role in improving numeracy skills, FPB conceptual understanding, and numeracy literacy. Results Using a descriptive qualitative approach, the findings reveal that FPB Fun Day is implemented through contextual activities such as distributing objects evenly, increasing student participation, conceptual comprehension, and the ability to interpret and communicate mathematical problems. Students with higher abilities tend to apply conventional strategies, while those with difficulties benefit more from contextual approaches. Novelty The study introduces a co-curricular, experience-based learning model integrating FPB concepts with numeracy literacy through real-life activities beyond classroom routines. Implications The findings suggest that contextual and activity-based learning can serve as an alternative strategy for strengthening conceptual understanding and numeracy literacy, supported by teacher creativity, student engagement, and institutional support despite challenges in time management and varying student abilities. Highlights • Contextual activities using real objects support deeper mathematical reasoning• Learners with lower abilities gain clearer understanding through visual practice• Collaborative tasks promote active participation and logical problem solving Keywords FPB Fun Day; Mathematics Learning; Numeracy Literacy; Conceptual Understanding; Contextual Learning

General Background: Social media has become a strategic medium for mass communication in disseminating gender justice issues. Specific Background: Instagram is utilized by Afkaruna Official to communicate gender justice based on Islamic feminist perspectives to diverse audiences. Knowledge Gap: Existing studies rarely analyze communication strategies, message representation, and audience reception within Islamic feminist digital activism. Aims: This study examines the urgency of dissemination, communication strategies, and audience responses. Results: Instagram serves as a strategic space shaped by persistent gender bias and low literacy. Strategies include optimized content distribution, persuasive education, visual storytelling, and inclusive Islamic framing. Audience responses are generally positive through likes, comments, and shares, although active dialogue remains limited. Novelty: The study integrates digital communication strategies with Islamic feminist perspectives in social media activism. Implications: The findings indicate that social media contributes to gender justice literacy and public awareness while requiring more participatory communication approaches. Highlights• Instagram operates as a discourse space connecting religious values with equality narratives• Content strategies rely on narrative depth, visual formats, and inclusive language• Audience engagement shows acceptance through symbolic interaction rather than discussion KeywordsGender Justice; Information Dissemination; Mass Communication; Social Media; Islamic Feminism

General Background: Marriage harmony requires effective interpersonal communication, particularly amid increasing household conflicts in urban communities. Specific Background: The Religious Affairs Office (KUA) in Biringkanaya Makassar provides marriage consultation services where registrars (penghulu) act as mediators through structured communication. Knowledge Gap: Studies have rarely examined the specific interpersonal communication strategies of penghulu in practical consultation contexts. Aims: This study analyzes communication stages, forms, supporting factors, and obstacles in marriage consultation. Results: Findings show a staged process consisting of building trust, exploring problems, clarifying and reflecting issues, and facilitating solutions and commitments. Communication forms include persuasive verbal, empathetic nonverbal, and religious symbolic communication. Supporting factors involve registrar credibility, institutional legitimacy, and alignment with religious values, while obstacles include emotional instability, cultural and educational differences, and limited time. Novelty: The integration of empathetic communication with religious values emerges as a key strategy to foster openness and resolve domestic conflicts. Implications: The study contributes to interpersonal communication theory and provides practical guidance for improving marriage consultation services in religious institutions. Highlights• Structured stages guide consultation toward shared solutions• Combined communication forms address emotional and cognitive aspects• Value-based interaction supports conflict resolution KeywordsInterpersonal Communication; Communication Strategy; Marriage Consultation; Religious Institutions; KUA

General Background: Islamic Religious Education learning faces challenges in responding to digital-era demands and shifting student expectations toward more participatory and contextual learning processes. Specific Background: In private Madrasah Tsanawiyah across Deli Serdang Regency, learning practices show variability in pedagogical approaches, assessment, and institutional support. Knowledge Gap: Existing studies have not sufficiently explained how learning transformation occurs across different institutional contexts nor produced an integrative conceptual model based on multi-site analysis. Aims: This study aims to analyze actual learning conditions, identify forms of transformation, examine supporting and inhibiting factors, and formulate a cross-site conceptual model of learning transformation. Results: Findings indicate that transformation occurs gradually through revisions of instructional documents, a shift from teacher-centered to student-centered learning, implementation of formative assessment, and continuous reflection and feedback practices. The process is influenced by teacher pedagogical competence, digital literacy, leadership, collaborative culture, and infrastructure limitations, alongside administrative burdens and bureaucratic constraints. Novelty: The study proposes an integrative conceptual model positioning learning transformation as a dynamic cycle involving policy implementation, pedagogical practice, reflection, evaluation, and feedback across institutional systems. Implications: Sustainable transformation depends on reconstructing teachers’ professional paradigms and strengthening institutional support systems rather than relying solely on administrative adjustments.

General Background: Communication skills are a core component of 21st-century learning, particularly in integrated Natural and Social Sciences (IPAS), where students are required to actively express ideas and engage in social interaction. Specific Background: Role-playing is applied as an active learning strategy to facilitate communication practice among grade IV students in IPAS learning contexts. Knowledge Gap: Previous studies primarily emphasize general communication outcomes using quantitative approaches, while detailed qualitative exploration of communication processes and indicators remains limited. Aims: This study aims to explore students’ communication skills through role-playing activities in IPAS learning. Results: Using a descriptive qualitative design involving 22 students, findings indicate that most students demonstrate clear pronunciation (90.91%) and fluency (86.36%), alongside increased confidence, appropriate gestures, and improved mastery of subject content. Students also begin to utilize facial expressions, eye contact, and collaborative interaction during group activities. Novelty: The study identifies the emergence of collaborative communication through group discussion, role distribution, and peer feedback, extending beyond traditional communication indicators. Implications: These findings suggest that role-playing supports holistic communication development, integrating verbal, nonverbal, affective, and social dimensions, and provides a practical strategy for fostering interactive and meaningful IPAS learning. Highlights• High clarity and fluency observed in student dialogue performance• Group interaction fosters peer feedback and shared understanding• Learning activities integrate conceptual mastery with expressive behavior KeywordsStudent Communication; Role Playing Method; IPAS Learning; Collaborative Communication; Elementary Education

Training activities in alpine environments, characterized by low temperatures, hypoxia, and high physical demand, predispose individuals to craniomaxillofacial (CMF) complex injuries with potential involvement of the central nervous system in the event of accidents. However, the imaging manifestations and multimodal features of brain injury within this specific environmental context remain insufficiently characterized. This study aimed to retrospectively analyze the brain injury patterns in patients with CMF injuries sustained during alpine training, utilizing multimodal magnetic resonance imaging (MRI) data from the acute phase. It further sought to explore the interrelationships among structural damage, white matter microstructural alterations, and functional brain network abnormalities, thereby providing an imaging foundation for clinical assessment and risk stratification. This retrospective observational imaging study enrolled patients who sustained CMF injuries during alpine training and subsequently underwent multimodal MRI. All imaging data were derived from prior clinical examinations. MRI evaluations were performed during the acute post-injury period, with a median interval from injury to MRI of 2.6 days (interquartile range: 1.8-3.4 d). Short-term clinical follow-up data during the acute hospitalization phase were available for a subset of patients, with the endpoint defined as hospital discharge or completion of acute-phase treatment. No standardized longitudinal imaging follow-up was conducted. The MRI protocol encompassed conventional T1-weighted and T2-weighted imaging, diffusion-weighted imaging (DWI), susceptibility-weighted imaging (SWI), diffusion tensor imaging (DTI), and resting-state functional MRI (rs-fMRI). Primary analysis metrics included cerebral contusion/laceration and structural injury burden, the quantity and spatial distribution of cerebral microbleeds detected by SWI, DTI-derived white matter microstructural parameters, and topological indices of structural and functional brain networks constructed through connectomics methods. Multimodal integrative analysis was used to assess the associative characteristics between structural injury, white matter microstructural changes, and brain network dysfunction. The findings revealed that patients with CMF injuries from alpine training exhibited multilevel brain injury features during the acute phase, including cerebral contusions, microbleeds, and diminished white matter microstructural integrity. Microbleeds were predominantly distributed in the corpus callosum and subcortical deep white matter regions. Their burden was closely associated with reduced white matter fractional anisotropy (FA) and weakened functional network connectivity. Structural and functional connectivity analyses demonstrated a widespread reduction in global network efficiency and clustering coefficient among the injured individuals, alongside a relative enhancement of connectivity in certain frontal lobe-related networks, suggesting the presence of network reorganization and compensation during the acute phase. Multimodal analysis further indicated that, within the alpine training context, structural lesions, white matter injury, and brain network dysfunction exhibited significant coupling. The overall injury phenotype seemed more severe compared with general trauma backgrounds. Craniomaxillofacial complex injuries sustained during training in alpine environments can induce environmentally sensitive, multiscale brain damage in the acute phase, manifesting as coordinated alterations in structural injury, white matter microstructural abnormalities, and brain network functional disruption. Combined multimodal MRI analysis facilitates a comprehensive delineation of the imaging phenotype associated with such injuries, enhances the detection rate of occult brain damage, and provides critical reference for the clinical assessment, risk stratification, and intervention decision-making related to alpine environment-associated brain injury.

General Background: The rapid development of artificial intelligence (AI) has introduced significant transformations in education, particularly in supporting teacher professional competence. Specific Background: AI is increasingly utilized in lesson planning, assessment, feedback, and administrative tasks, yet its integration into teacher professional development remains complex and context-dependent. Knowledge Gap: Existing studies predominantly focus on student outcomes or teacher perceptions, with limited synthesis addressing strategies, challenges, and systemic factors influencing AI integration for teacher competence. Aims: This study aims to synthesize forms of AI utilization, integration strategies, and implementation challenges in strengthening teacher professional competence through a Systematic Literature Review approach. Results: Findings indicate that practice-based professional development is the most consistent strategy, while AI literacy, self-efficacy, and policy support act as key mediating factors; major challenges include literacy gaps, ethical concerns, inadequate infrastructure, and limited policy alignment. Novelty: The study proposes a synthesis framework positioning AI as an object whose effectiveness depends on pedagogical, psychological, and structural policy factors rather than as a standalone technological solution. Implications: The results highlight that strengthening teacher professional competence requires a systematic process integrating teacher readiness, contextual training, and institutional policy support, emphasizing that AI adoption must be aligned with broader educational systems. Highlights• AI utilization centers on planning, assessment, feedback, and administrative support• Practice-based training demonstrates consistent outcomes in competency development• Integration depends on literacy, self-efficacy, infrastructure, and policy alignment KeywordsArtificial Intelligence; Teacher Professional Competence; AI Literacy; Professional Development; Systematic Literature Review

Transition-metal compounds with strong spin-orbit coupling (SOC) have attracted significant attention due to their potential for hosting exotic magnetic states such as frustrated magnetism, as well as their promising optoelectronic applications in hybrid halides. In these systems, the pronounced SOC effects often lead to magnetic behaviors that can not be adequately described by the standard Curie-Weiss law. In this review, based on our recent investigations, we summarize progress on the temperature evolution of magnetic susceptibilities and magnetic moments in SOC-driven systems. We first outline the general background. Using perovskite compounds as representative examples, we then systematically introduce the microscopic origin of the temperature dependence of magnetic susceptibilities for d¹-d^5 electronic configurations. We further discuss the evolution of magnetic moments and susceptibilities in systems based on magnetic clusters, such as dimers or trimers, and introduce modified Curie-Weiss fitting approaches that account for the temperature dependence of magnetic moments. Finally, we summarize current research trends and offer an outlook on potential future developments in this field.

General Background: The Holy Qur’an serves as a fundamental source of moral values, ethics, and social guidance in Islamic societies. Specific Background: In Iraq, characterized by sectarian diversity and strong religious traditions, Qur’anic teachings contribute to shaping individual and collective behaviour. Knowledge Gap: However, integrated social analyses examining how Qur’anic principles guide behavioural formation within the Iraqi context remain limited. Aims: This study aims to analyse the role of the Holy Qur’an in shaping human behaviour in Iraqi society from a social perspective. Results: The findings indicate that the Qur’an provides a behavioural framework through legislative guidance, Qur’anic narratives, moral accountability, and ethical values such as justice, responsibility, cooperation, and spiritual purification. The study also shows that religious authorities, educational institutions, and community initiatives contribute to translating Qur’anic teachings into social practices. Novelty: This research presents an integrated social analysis linking Qur’anic teachings, interpretative diversity between Sunni and Shia traditions, and behavioural formation in Iraq. Implications: Strengthening Qur’anic education and encouraging inter-sectarian dialogue may support the development of ethical conduct and social cohesion in Iraqi society. Highlights• Qur’anic teachings provide a comprehensive ethical system guiding personal and social conduct in Iraq• Religious authorities and institutions contribute to translating scriptural teachings into community practices• Sectarian interpretative diversity shapes the understanding of moral values in Iraqi society KeywordsQur’anic Values; Human Behaviour; Iraqi Society; Social Ethics; Islamic Teachings

General Background: Writing is a fundamental language skill in elementary education that supports communication competence and literacy development. Specific Background: However, many elementary students experience difficulties in descriptive writing, particularly in generating ideas, organizing sentences, and using appropriate vocabulary, while learning materials remain dominated by conventional printed modules. Knowledge Gap: Previous studies on Google Sites learning media have rarely developed structured e-modules specifically designed to guide descriptive writing learning processes. Aims: This study aims to develop a Webgos (Web Google Sites)–based e-module and evaluate its validity, practicality, and effectiveness for fifth-grade elementary students. Results: Using the ADDIE research and development model, the developed e-module obtained high validity scores from media and material experts (87%–97%), demonstrated high practicality based on learning implementation observations (98%) and positive teacher and student responses, and showed improved learning outcomes with average scores increasing from 45 in the pretest to 88 in the posttest with an N-Gain value of 0.79 in the high category. Novelty: The study presents an integrated Webgos e-module combining Google Sites structure, Canva-based materials, and interactive evaluation in a single digital learning system. Implications: The findings indicate that Webgos-based e-modules provide a feasible digital learning medium to support descriptive writing instruction in elementary education. Highlights • Web-based digital module designed through systematic ADDIE development stages• Expert validation confirmed high feasibility of the developed learning media• Student achievement scores increased substantially after module implementation Keywords Webgos E-Module; Google Sites Learning Media; Descriptive Writing Skills; Elementary School Students; ADDIE Development Model