General Background: The growing integration of Artificial Intelligence (AI) in higher education has introduced new opportunities for digital learning and academic support. Specific Background: Along with AI adoption, students’ academic achievement is also associated with internal learning capacity such as self-regulated learning, digital literacy, and the management of study load. Knowledge Gap: However, limited studies examine these variables simultaneously within a single analytical framework to understand their relationship with academic achievement. Aims: This study analyzes the relationship between Artificial Intelligence usage frequency, self-regulated learning, digital literacy, study load, and student academic achievement. Results: The findings indicate that the frequency of AI usage does not show a significant relationship with academic achievement, while self-regulated learning, digital literacy, and study load show significant positive relationships with student academic achievement. Digital literacy and study load also do not moderate the relationship between AI usage frequency and academic achievement. Novelty: This study proposes an integrated conceptual examination of Artificial Intelligence usage together with self-regulated learning, digital literacy, and study load in explaining student academic achievement. Implications: The results suggest that universities should prioritize strengthening self-regulated learning, improving critical digital literacy, and designing proportional study loads to support the optimal use of AI in the academic learning process. Highlights • Self-regulated learning shows a positive relationship with student academic performance.• Digital literacy and study load are associated with higher academic achievement levels.• Artificial intelligence usage frequency is not the primary determinant of academic scores. Keywords Artificial Intelligence; Self-Regulated Learning; Digital Literacy; Study Load; Academic Achievement

General Background: Moral degradation among elementary school students in the era of globalization has raised concerns about the alignment between character education goals and curriculum practices. Specific Background: In Indonesia, character education has been formally integrated into the 2013 Curriculum and the Independent Curriculum as part of national educational reform. Knowledge Gap: However, the implementation of character education often remains administrative and symbolic, while classroom practices still emphasize cognitive assessment rather than experiential moral development. Aims: This study examines the philosophy of progressivism as an analytical framework for reconstructing character education within Indonesian curriculum policy. Results: Through qualitative literature analysis and comparative philosophical examination of Dewey, Neill, Lickona, and Freire, the study finds that progressive principles such as reflective learning, dialogical interaction, and experiential participation are partially reflected in national curriculum design. The Independent Curriculum shows a stronger progressive orientation than the 2013 Curriculum, yet its implementation remains constrained by teacher preparedness, institutional culture, and assessment systems. Novelty: This study proposes a synthesis of classical progressivism and critical pedagogy to construct a holistic–reflective model of character education. Implications: The proposed framework supports the development of reflective, experience-based, and socially aware character education within Indonesian curriculum reform. Highlights • Progressive principles appear in Indonesian curriculum policy but rarely shape classroom practice• Independent Curriculum introduces experiential and participatory moral learning structures• Dewey–Freire theoretical synthesis frames reflective and socially aware character formation Keywords Progressivism Philosophy; Character Education; Indonesian Curriculum Policy; Critical Pedagogy; Moral Education

This study responds to the integration of digital technology in elementary education. General Background: Twenty-first-century learning requires interactive and student-centered instructional media supported by technology. Specific Background: In many elementary classrooms, learning media remain static, while puzzle-based learning and Augmented Reality (AR) platforms such as Assemblr EDU are often applied separately. Knowledge Gap: Research integrating puzzle-based problem-solving activities with AR technology into a single structured medium using Assemblr EDU at the elementary level remains limited. Aims: This study aims to develop and evaluate the feasibility of an Assemblr EDU–based augmented reality puzzle learning media using the ADDIE Research and Development model. Results: Expert validation showed material suitability (87%), visual design (83%), AR interaction (85%), and ease of use (82%), with an overall feasibility score of 84.25% categorized as appropriate to very appropriate. Student responses were highly positive in attractiveness (90%), usability (85%), conceptual support (88%), and thinking activation (87%). Novelty: The study integrates structured puzzle activities with AR visualization within one interactive instructional product. Implications: The developed media demonstrates pedagogical relevance and provides a viable technology-based alternative for elementary learning aligned with 21st-century education principles. Highlights• Achieved high validation scores across content, design, interaction, and usability criteria.• Generated strong learner approval in attractiveness, clarity, and cognitive activation aspects.• Combined structured game mechanics with three-dimensional visualization in one instructional product. KeywordsAugmented Reality; Assemblr EDU; Puzzle Based Learning; Elementary Education; Instructional Media Development

This paper examines how cultural industry policy orientations interact with grassroots public engagement in shaping rural football culture in contemporary China, using the Guizhou Village Super League (Cun Chao) in Rongjiang County as a focal case. Rather than treating policy as a general background, the paper conceptualizes it as an enabling condition that legitimizes local cultural initiatives, expands access to resources and visibility, and creates institutional space for collective participation under the broader agenda of rural revitalization. The Village Super League illustrates a participatory cultural form characterized by community-based organization, non-commercial norms, and locally embedded cultural practices. By analyzing the policy–participation linkage reflected in this case, the paper argues that sustainable rural sports culture is more likely to emerge when policy support reinforces, rather than replaces, grassroots autonomy and everyday communal involvement. The study contributes to discussions on rural cultural governance and cultural industry development by clarifying the mechanisms through which public participation can be amplified within a supportive policy environment.

This study examines cross-cultural student adaptation within an educational affirmation context. General Background: Educational equity remains a major challenge in Indonesia, particularly in Papua, prompting the establishment of the Secondary Education Affirmation Program (ADEM) to expand access to quality secondary education outside the region. Specific Background: Papuan students at SMA Negeri 1 Ngemplak Boyolali face linguistic, academic, social, and cultural challenges during their transition. Knowledge Gap: Although ADEM implementation has been discussed in prior research, limited studies analyze students’ adaptation strategies using John William Bennett’s adaptation framework within a specific school setting. Aims: This study analyzes behavioral, strategic, and process-based adaptation strategies of Papuan students and examines the role of schools and teachers in supporting integration. Results: Using a qualitative case study with interviews, observation, and documentation, findings show that students apply behavioral adjustments, tactical learning strategies, and gradual adaptive processes consistent with Bennett’s model, supported by peer networks, inclusive instruction, differentiated learning, and structured mentoring. Novelty: This study contextualizes Bennett’s adaptation theory within an affirmation-based secondary education setting. Implications: The findings provide practical guidance for strengthening institutional support, culturally responsive pedagogy, and mentoring systems to sustain equitable integration of culturally diverse learners. Highlights• Learners navigate cross-regional transition through observable social and classroom adjustments.• Independent learning planning and collaborative networks support academic participation.• Institutional inclusivity and mentoring structures foster sustainable integration. Keywords: Strategies; Secondary Education Affirmation Program; Papuan Students; Cross Cultural Education; Inclusive School Environment

Aim. To provide an ethnolinguistic description of the funeral and commemoration rites of the Old Believers of Kunicha village (Moldova), to investigate the specifics of lexicographic fixation of the church and folk terminology of the ritual (pre-burial actions, the funeral day, and the cycle of commemoration). Methodology. The study is based on field interview notes with native speakers of the idiom and cultural tradition (July – August 2022 and 2023). Methods of linguistic analysis (semantic, comparative) of dialect vocabulary and ethnographic reconstruction of ritual features were applied. The noted ethnographic lexicon was examined in its historical and dialectal aspects, drawing on information from I. I. Sreznevsky’s Dictionary (Slovar’ drevnerusskogo yazyka), as the only existing dictionary that contains data on the lexemes across the entire alphabetical list of picked vocabulary. Additionally, the vocabulary of the funeral rite in the Kunicha village was studied using extensive data from regional dialectal dictionaries. Results. A sequential description of the archaic and strictly regulated funeral and commemoration rite is provided. This includes pre-burial actions such as confession, reading the otkhodnaya prayer (prayer for the departing soul), preparation of the body for burial (washing, dressing the deceased, preparing the shroud, placing in the coffin), and reading of the Psalter. It also covers the proceedings of a funeral day such as the removal of the body, the offering of kutia, the ritual of the last kiss, the farewell letter (or “commemorative epistle”), and the commemoration cycle ( tretinki, devyatinki, the fortieth day , and godovshchinki (anniversaries)). A high degree of ritual preservation was identified, which is attributed to the cultural isolation characteristic of the Old Believer population in relation to their surrounding interethnic and interconfessional environment. It was established that most of the analyzed ritual vocabulary (e. g., bozhnitsa, gaytan, kut, mogilki, rushnik ) is widely represented in the modern consolidated dialect dictionary, as well as in the dictionaries of Don, Oryol, Smolensk, and Kursk dialects, indicating its affiliation with the general Russian dialectal background. Research implications. The research fills a gap in the study of the funeral and memorial rites of the Kunicha Old Believers, enriching the overall body of current information for dialectology and ethnolinguistics. The data obtained make a significant contribution to the study of the geography of Russian dialects, confirming the Southern Russian origin of the Kunicha Old Believers, and demonstrate the deep interconnection of language and culture in the context of the preservation of archaic forms. The practical significance of the research is related both to the development and scholarly study of ethnolinguistics and to the teaching of dialectology, lexicology, ethnography, and ethnolinguistics in higher education institutions.

This study outlines the General Background that education in the disruption era requires systematic soft skill formation alongside academic learning, particularly in Islamic schools emphasizing character development. The Specific Background focuses on the Student Talent Project (Proyek Bakat Siswa/PBS) implemented at Madrasah Aliyah An-Nur Prima Medan through Fardhu Kifayah, Calligraphy, Arabic Class, Silat, and Archery. The Knowledge Gap concerns the limited research explicitly examining PBS activities, student experiences, developed soft skills, and determining factors within this madrasah context. The Aims are to analyze the role of PBS in developing students’ soft skills and to identify factors influencing its implementation using a descriptive qualitative approach with interviews, observation, documentation, and interactive data analysis. The Results show that PBS fosters communication, teamwork, leadership, creativity, responsibility, and discipline, supported by mentor competence, student motivation, institutional facilities, religious culture, consistent implementation, and evaluation systems. The Novelty lies in its integrated analysis of PBS programs, student experiences, specific soft skill outcomes, and contextual determinants within one Islamic senior high school. The Implications indicate that structured religious extracurricular programs can serve as practical platforms for holistic soft skill and character formation in madrasah education. Highlights• Structured religious extracurricular activities cultivate interpersonal and social competencies among participants.• Experiential and project-based practices foster leadership, collaboration, and self-regulation.• Mentor quality, institutional support, and consistent scheduling determine program sustainability. KeywordsStudent Talent Project; Soft Skills Development; Islamic Education; Extracurricular Activities; Experiential Learning

Abstract General Background: Hypertension in older adults is frequently accompanied by anxiety that may interfere with daily functioning and chronic disease management. Specific Background: Elderly patients with hypertension often experience psychological distress related to long-term treatment and risk of complications, while self efficacy and family support are considered important psychosocial factors in coping with illness. Knowledge Gap: Previous findings regarding the association between self efficacy and anxiety are inconsistent, and limited studies analyze self efficacy and family support simultaneously in primary health care settings. Aims: This study examined the relationship between self efficacy and family support with anxiety levels among elderly hypertensive patients in the Kragan II Community Health Center area. Results: Using a cross sectional correlational design with 98 respondents and Spearman Rank analysis, significant negative correlations were found between self efficacy and anxiety (p < 0.001; r = -0.580) and between family support and anxiety (p < 0.001; r = -0.370). Novelty: This study integrates two psychosocial variables within one analytical framework in a primary care context. Implications: The findings provide a basis for family-based nursing strategies, including hypertension self management education and structured family involvement to address anxiety among elderly patients. Highlights • Majority of participants experienced moderate anxiety despite high perceived personal capability.• Insufficient household assistance was reported by nearly half of respondents.• Significant inverse correlation identified through Spearman Rank statistical testing. Keywords Self Efficacy; Family Support; Anxiety Level; Elderly Hypertension; Primary Health Care

General Background: Lifelong education is increasingly recognized as a vital component of human development, including in later life, as older adults experience physical, psychological, and social transitions. Specific Background: In Muslim communities, mosques function not only as places of worship but also as nonformal educational spaces that accommodate religious learning for elderly congregants. Knowledge Gap: Despite the growing participation of older adults in mosque-based religious activities, structured descriptions of gerontological education practices adapted to their conditions remain limited. Aims: This study aims to describe and analyze the planning, implementation, and evaluation of gerontological education for elderly congregants at the Sultan Ahmadsyah Grand Mosque in Tanjungbalai as a form of mosque-based lifelong education. Results: Using a qualitative case study approach through observation, interviews, and document analysis, the findings show that educational activities are conducted regularly through recitations and majelis taklim, applying simple, practice-oriented religious materials, adaptive teaching methods, and accessible learning media suited to elderly participants. Program evaluation is carried out informally and continuously by observing attendance, participation, and changes in religious attitudes and practices. Novelty: The study documents a community-driven gerontological education model rooted in local religious practices rather than formal curricula. Implications: These findings indicate that mosque-based gerontological education can support religious understanding, inner tranquility, and social relationships among elderly worshippers, while highlighting the need for further development in facilities and management to sustain such programs. Highlights: Educational activities are organized through regular religious gatherings adapted to physical and psychological conditions of older participants. Learning relies on simple materials, practical demonstrations, and repetitive methods to support understanding and participation. Continuous informal assessment is used to observe attendance, engagement, and changes in religious behavior among participants. Keywords: Gerontological Education, Elderly, Mosque, Lifelong Education

General Background: Work readiness is a central issue in human capital development, particularly in the context of Sustainable Development Goals and youth employment in emerging regions. Specific Background: In West Nusa Tenggara Province, open unemployment remains dominated by tertiary-educated graduates, indicating a mismatch between higher education outcomes and labor market demands among Generation Z fresh graduates. Knowledge Gap: Although prior studies have examined internship experience, work motivation, and grit separately, limited research has integrated these variables within a comprehensive model of work readiness grounded in Human Capital and Employability Capital theories. Aims: This study analyzes the relationships between internship experience, work motivation, and grit and their contribution to work readiness among 101 Gen Z fresh graduates using a quantitative survey and multiple linear regression. Results: The findings demonstrate that internship experience and grit have positive and statistically significant associations with work readiness, whereas work motivation does not show a significant partial relationship; collectively, the three variables significantly explain 53.3% of the variance in work readiness (R² = 0.533). Novelty: This study positions grit as the most dominant predictor within an integrated human capital framework combining experiential and psychological dimensions. Implications: The results underscore the importance of structured industry-relevant internship programs and the integration of grit-based character development in higher education curricula to strengthen graduate competitiveness in regional labor markets. Highlights: Practical workplace exposure shows a statistically significant positive association with graduate preparedness for employment. Psychological perseverance emerges as the strongest predictor within the regression model. The combined model accounts for 53.3% of variance in employment preparedness among respondents. Keywords: Gen Z, Grit, Work Readiness, Internship Experience, Work Motivation

General Background: Measles remains a significant public health problem despite the availability of safe and effective vaccination programs, particularly among children under five years of age. Specific Background: The success of measles immunization at community-based health services such as Posyandu is associated with maternal knowledge and family support as key determinants of child health decisions. Knowledge Gap: However, empirical evidence at the rural primary healthcare level, especially in Gayam Village Posyandu, remains limited regarding how these factors relate to measles immunization provision. Aims: This study aimed to analyze the relationship between maternal knowledge and family support with measles immunization among children aged 9–18 months in Gayam Village Posyandu. Results: Using a quantitative cross-sectional design with 33 randomly selected mothers, data were collected through structured questionnaires and analyzed using the Chi-square test. Most respondents demonstrated high maternal knowledge (97%), whereas 69.7% reported poor family support. Statistical analysis showed no significant association between maternal knowledge and measles immunization (p = 0.179) nor between family support and measles immunization (p = 0.364). Novelty: This study provides localized empirical evidence from a rural Posyandu setting, highlighting the contextual dynamics of maternal and family-related factors in measles vaccination decisions. Implications: These findings indicate that high knowledge levels alone are insufficient to ensure immunization uptake and underscore the need for family-centered and community-based strategies to strengthen measles immunization coverage at the primary healthcare level. Highlights: The majority of respondents demonstrated high cognitive understanding of measles vaccination. Most participants reported inadequate household encouragement in child health decisions. Statistical testing identified no significant relationship between the examined variables and vaccine administration. Keywords: Maternal Knowledge, Family Support, Measles Immunization, Toddler, Posyandu.

General Background Regional head elections represent a core mechanism of local democracy in Indonesia, intended to facilitate political participation and power circulation at the subnational level. Specific Background In practice, post-election phases frequently generate socio-political tensions, particularly in communities with strong kinship structures and identity-based affiliations, as observed in Polewali Mandar following the 2024 regent election. Knowledge Gap Existing studies often approach post-election conflict through legalistic or security-centered perspectives, leaving limited understanding of conflict as a prolonged social process embedded in everyday relations and digital interactions. Aims This study aims to analyze the dynamics of post-election socio-political conflict in Polewali Mandar, identify structural, cultural, and communicative factors driving the conflict, and examine its social consequences. Results Using a qualitative descriptive approach through interviews, observation, and documentation, the findings reveal polarized supporter groups, non-physical and symbolic conflicts, the circulation of hoaxes and hate speech in digital spaces, weakened family and community interactions, and declining trust in democratic institutions. Contributing factors include identity politicization, money politics, questioned neutrality of village officials and civil servants, elite rivalries, and low political literacy. Novelty This study conceptualizes post-Pilkada conflict not merely as an electoral event but as a socially embedded process shaped by kinship, local identity, patronage networks, and digital communication. Implications The findings underscore the need for participatory and local-wisdom-based conflict resolution strategies to support democratic consolidation and restore social cohesion at the local level. Highlights: Post-election tensions manifested predominantly through symbolic, non-violent, and latent social frictions. Identity-based alignments and elite rivalries intensified polarization within families and local communities. Digital communication spaces played a central role in sustaining distrust and prolonged social tension. Keywords: Socio-Political Conflict, Pilkada, Local Democracy, Polewali Mandar, Conflict Resolution.

General Background Corporate reporting has shifted toward integrated disclosure to address rising demands for transparency, accountability, and long-term value creation. Specific Background Within state-owned enterprises, complex ownership structures and restructuring programs intensify information asymmetry, making credible reporting mechanisms increasingly relevant. Knowledge Gap Prior empirical evidence on the links between corporate governance, capital structure, reporting practices, and firm value remains inconsistent, while studies rarely apply a quality-based measure of Integrated Reporting or examine its mediating role in emerging market SOEs. Aims This study examines whether Integrated Reporting quality mediates the relationships between corporate governance mechanisms, leverage, and firm value in Indonesian state-owned enterprises. Results Using panel data from 21 firms during 2021–2024 and multiple regression with Sobel testing, the findings show that board of directors, board of commissioners, audit committee, and leverage are positively associated with Integrated Reporting quality. Integrated Reporting quality is positively related to firm value and partially mediates the relationships between governance mechanisms, leverage, and firm value, while institutional ownership shows a weaker direct role. Novelty The study introduces a quality-based Integrated Reporting measurement emphasizing coherence, connectivity, and decision usefulness, extending signaling theory within the SOE context. Implications The results underscore Integrated Reporting quality as a strategic transmission mechanism linking governance and financial structure to market valuation, highlighting its relevance for transparency and long-term value creation in state-owned enterprises. Highlights: Internal oversight structures are closely associated with higher coherence and connectivity of corporate disclosures. Reporting quality functions as a transmission mechanism linking oversight arrangements and leverage to market valuation. Capital structure pressures encourage more comprehensive integration of financial and non-financial information. Keywords: Corporate Governance, Integrated Reporting Quality, Firm Value, SOEs

This study addresses the growing concern of academic stress among university students in higher education settings. General Background: Academic stress has become a prominent psychological issue affecting students’ well-being and academic functioning. Specific Background: Psychological resilience factors such as adversity quotient and external resources such as social support are frequently associated with students’ capacity to manage academic demands. Knowledge Gap: However, limited empirical studies have simultaneously examined the relationship between adversity quotient and social support in explaining academic stress within the same analytical model. Aims: This research aims to analyze the relationship between adversity quotient, social support, and academic stress among university students. Results: The findings indicate a significant relationship between adversity quotient and academic stress, as well as between social support and academic stress. Simultaneously, adversity quotient and social support demonstrate a significant association with academic stress levels. Novelty: The study provides an integrated empirical examination of internal resilience and external social resources in relation to academic stress within a single quantitative framework. Implications: These findings highlight the importance of strengthening students’ resilience capacity and social support systems to address academic stress in higher education contexts. Keywords: Adversity Quotient, Social Support, Academic Stress, University Students, Psychological Resilience Key Findings Highlights: Higher resilience capacity is associated with lower levels of study-related tension. External relational resources show significant association with psychological pressure in academic settings. Internal and external factors jointly demonstrate statistical relevance in predicting students’ stress levels.

General Background: Learning motivation plays a central role in determining students’ academic engagement and achievement within formal education systems. Specific Background: Empirical findings indicate that many secondary school students demonstrate low levels of learning motivation, requiring structured psychological and educational interventions. Knowledge Gap: Although goal setting has been widely discussed in motivational theory, limited experimental evidence has examined structured goal setting training programs implemented directly in classroom settings. Aims: This study aims to examine differences in students’ learning motivation before and after participation in a goal setting training program. Results: Using an experimental approach with pretest and posttest measurement, statistical analysis revealed a significant increase in learning motivation scores following the training intervention, indicating measurable changes in students’ motivational levels. Novelty: The study provides empirical evidence from a structured training design applied in a secondary school context, integrating goal setting principles with practical classroom implementation. Implications: The findings support the integration of systematic goal setting training into educational practice as a structured motivational strategy and provide empirical reference for future research in educational psychology and student self-regulation.Keywords: Goal Setting Training, Learning Motivation, Experimental Study, Secondary School Students, Educational Psychology Key Findings Highlights: Post-intervention measurements showed statistically significant score improvement. Structured training sessions demonstrated measurable motivational change. Classroom-based implementation confirmed practical feasibility of the program.

General Background: Parents of children with disabilities frequently encounter psychological challenges that affect acceptance and caregiving practices. Specific Background: Limited parental understanding of positive parenting principles was identified at SLB Aisyiyah Porong through a preliminary community need assessment, indicating the necessity of structured psychoeducational intervention. Knowledge Gap: Although positive parenting and parental acceptance have been widely discussed, empirical evidence based on structured psychoeducation targeting parents of children with disabilities in this specific context remains limited. Aims: This study aimed to examine changes in parental understanding following a positive parenting psychoeducation program. Results: Using a pre-experimental one-group pre-test and post-test design involving parents of children with disabilities, statistical analysis with paired sample t-test revealed a significant increase in post-test scores compared to pre-test results, indicating improved understanding after the intervention. Novelty: This study provides contextual empirical evidence of positive parenting psychoeducation implemented within a special education school setting using structured assessment and statistical evaluation. Implications: The findings support the integration of systematic psychoeducation programs in special schools to strengthen parental awareness and acceptance in raising children with disabilities, contributing to family-based developmental support practices. Keywords: Positive Parenting, Parental Acceptance, Psychoeducation, Children with Disabilities, Pre Experimental Design Key Findings Highlights: Structured educational sessions led to measurable score improvement between pretest and posttest. Statistical testing confirmed significant change after intervention delivery. Program implementation within special school context demonstrated contextual feasibility.

General Background: Elementary classrooms frequently face learning disparities caused by uniform instructional practices that overlook individual differences. Specific Background: At SD Negeri Larangan, teachers encounter varied student readiness, interests, and learning styles, requiring adaptive classroom approaches. Knowledge Gap: Previous studies often discuss differentiated teaching conceptually, yet limited research documents its concrete implementation in primary school contexts. Aims: This study explores the planning, implementation, and evaluation of teaching strategies applied by a Grade V teacher using a descriptive qualitative design. Results: Data from observation, interviews, and documentation reveal strategies centered on learning style adaptation (visual, auditory, kinesthetic), varied access to materials, creative activities, and individualized guidance, with learning style alignment recorded as the most frequently applied approach and associated with higher student engagement and participation. Novelty: The study provides field-based evidence that links differentiation principles to practical classroom actions across content, process, and product. Implications: Findings offer actionable guidance for teachers and school leaders to design inclusive, responsive, and student-centered instruction in elementary education while supporting policy and professional development planning. Keywords: Differentiated Instruction, Teaching Strategies, Elementary Education, Learning Styles, Qualitative Study Key Findings Highlights: Adaptation to visual, auditory, and kinesthetic preferences dominated classroom practice Creative tasks and flexible material access supported varied participation patterns Individual mentoring addressed heterogeneous readiness levels among pupils

General Background: Teacher professionalism in primary education includes social competence that supports communication and collaboration with parents as key stakeholders. Specific Background: Classroom teachers are expected to interact effectively with families, yet parental satisfaction is often shaped by direct service experiences rather than internal professional practices. Knowledge Gap: Previous studies rarely examine the direct quantitative association between teachers’ social competence and parent satisfaction at the elementary level. Aims: This study analyzes the relationship between classroom teachers’ social competence and parents’ satisfaction in a public primary school context. Results: Using a quantitative correlational design with Spearman Rank analysis involving 15 parents and internal teacher assessments, the correlation coefficient was 0.280 (p = 0.285), indicating a positive but weak and statistically insignificant relationship. Descriptive findings show teachers demonstrate adequate communication, collaboration, and parental involvement, while satisfaction is primarily shaped by personal communication, attention to children, and classroom services. Novelty: The study provides direct measurement of the correlation between social competence dimensions and parental perceptions within a specific elementary school setting. Implications: Findings suggest that professional development should prioritize visible, parent-centered communication practices alongside internal collaboration to align teacher competence with stakeholder expectations. Keywords : Teacher Social Competence, Parent Satisfaction, Elementary School, Spearman Rank, Educational Service Quality Key Findings Highlights: Parents reported high approval of classroom interaction and information clarity Professional networking participation remained limited among educators Statistical association between measured variables categorized as low

General Background: Prosocial behavior plays a crucial role in adolescent social development and character formation within educational settings. Specific Background: In vocational high schools, students’ social interactions reflect helping, sharing, cooperating, honesty, and generosity, which contribute to a positive school climate. Knowledge Gap: However, empirical data describing the level and distribution of prosocial behavior among vocational high school students remain limited, particularly in specific institutional contexts. Aims: This study aims to describe the prosocial behavior profile of students at SMK Sepuluh Nopember Sidoarjo. Results: Using a quantitative descriptive design with proportional stratified random sampling, the findings indicate that students’ prosocial behavior generally falls within the moderate category. The helping and cooperating aspects show the highest percentages, while sharing appears at a relatively lower level compared to other dimensions. Novelty: This research provides a context-specific empirical mapping of prosocial behavior among vocational students using a structured multidimensional approach. Implications: The findings offer practical considerations for guidance and counseling programs and character education strategies to strengthen positive social engagement among students in vocational education setting Keywords: Prosocial behavior, Adolescents, Vocational High School Students, Character Education, Quantitative Descriptive Study Key Findings Highlights: Students demonstrate a moderate overall level of social-oriented actions. Cooperative and helping tendencies dominate the observed dimensions. Sharing-related actions appear less frequent compared to other indicators.

General Background: Poetry writing represents an essential component of language and literary learning in elementary education, supporting students’ literacy, creativity, and emotional expression. Specific Background: Classroom observations indicated that many students experienced difficulties in generating ideas, selecting diction, and organizing poetic lines during writing activities. Knowledge Gap: Previous studies largely discussed general literacy strategies, while limited attention has been given to contextual descriptions of poetry writing instruction and students’ performance in elementary classrooms. Aims: This study aims to describe the learning process, identify supporting and inhibiting factors, and portray students’ poetry writing abilities within a classroom-based implementation. Results: Using a descriptive qualitative design through observation, interviews, and documentation, findings reveal gradual improvement in students’ idea development, vocabulary choice, and confidence in composing poems. Teacher guidance, learning media, and structured activities served as supports, whereas limited time and varied student readiness acted as constraints. Novelty: The study provides a detailed classroom-centered account of poetry instruction combined with analysis of practical enablers and barriers. Implications: The findings suggest the integration of creative tasks, guided practice, and contextual media to foster sustainable literary literacy in elementary education. Keywords: Poetry Writing, Elementary Education, Literacy Learning, Classroom Practice, Creative Expression Key Findings Highlights: Learners produced more organized verses with clearer themes Instructional media and guidance supported active participation Time limits and unequal readiness restricted task completion