Volcanic eruptions are natural disasters that can cause serious impacts on health, the environment, and community activities, particularly for populations living in disaster-prone areas. Students are considered a vulnerable group that requires adequate knowledge and preparedness to face volcanic eruption risks. This study aimed to determine the effect of disaster education on students’ knowledge regarding volcanic eruptions at SMP Negeri 2 Sibolangit. This study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach. A total of 60 ninth-grade students were included as respondents using total sampling techniques. The research instrument was a knowledge questionnaire consisting of 20 questions. Data were analyzed using univariate analysis and paired t-test for bivariate analysis. The results showed that the mean knowledge score before education (pre-test) was 13.45 with a standard deviation of 2.18, while after education (post-test) the mean score increased to 17.86 with a standard deviation of 1.64. The paired t-test results indicated a t-value of -15.72 with a p-value < 0.001, demonstrating a statistically significant difference between pre-test and post-test scores. In conclusion, disaster education has a significant effect on improving students’ knowledge of volcanic eruptions. Therefore, integrating disaster education into school learning activities is essential to enhance students’ preparedness for volcanic eruption disasters

Information and communication technology has a very significant place in the education process that involves teachers and instruction. This paper therefore, focuses on the challenges and prospects of ICT integration in the teaching and learning process and use of ICT in Nigeria education system. The paper further explore the place of ICT in teaching and learning, importance of ICT integration in education and theoretical models for successful implementation of ICT in teacher education which include the transmission models which concerns itself with drill and practice, the learner centered model, which emphasizes the learner to be given the opportunity to explore and discover concepts on the ir own while the participatory model advocates for learning activities to be carried out in social environments. The paper therefore concludes that everything of human endeavor is at the mercy of ICT tools. This is because ICT has been commonly accepted and proven to been engine for the 21st century and beyond as it is capable of charting the economic, religion, cultural, legal and social life of nations, particularly that of emerging economics through speedy information transmission, high level decision making reduced cost in resources and vast opportunities for information sharing which is accepted as an imperative pattern. This therefore calls for proper teacher training in ICT in this era and its subsequent application in instructional delivery .This paper therefore, recommend among others that integration of ICT in teacher education should be the focus of government, as the will not only increase the quantity of teaching and learning in schools and colleges but also bring about motivation of the young children to learn.

Indonesian language learning in elementary schools, especially on figurative language, still faces various problems, such as difficult to understand material, limited learning media, and low student interest and understanding. This is also experienced by fifth-grade students of SD 1 Mlati Lor who have difficulty recognizing types of figurative language and understanding their meaning well in context. This study aims to develop an interactive flipbook media about figurative language that highlights the local wisdom of North Sulawesi and test its feasibility and practicality for semantic learning. The method used in this study is research and development (R&D) with the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The research subjects were fifth-grade students of SD Negeri 1 Mlati Lor. Data collection was carried out through interviews, observations, validation by material and media experts, questionnaires for teachers and students, and learning outcome tests. Data were analyzed using qualitative and quantitative descriptive approaches. The results of the study indicate that the interactive flipbook media inspired by the local wisdom of North Sulawesi was considered very valid by experts. Furthermore, practicality testing demonstrated that teachers and students responded in the "very practical" category, indicating that the media was easy to use and well-received in learning. The application of local cultural elements has been shown to help students understand figurative language concepts more clearly and meaningfully. Therefore, the developed flipbook can be used as an alternative Indonesian language learning medium to improve students' semantic understanding and cultural knowledge in elementary schools.

This study aims to analyze the need for interactive digital media based on the Contextual Teaching and Learning (CTL) model in narrative text learning at the elementary school level. The research employed a qualitative approach using a case study design to obtain an in-depth understanding of students’ and teachers’ learning needs. Data were collected through interviews, questionnaires, and documentation involving fourth-grade teachers and students at SDN 3 Puyoh. The findings indicate that students show a strong preference for learning activities that involve observation, discussion, and reflection, with full agreement on the importance of contextual and interactive learning experiences. These activities align with the core principles of CTL, which emphasize active engagement, real-life connections, and collaborative learning. The integration of interactive digital media was found to enhance students’ understanding of narrative elements, increase learning motivation, and reduce learning boredom. This study concludes that interactive digital media based on CTL is not merely an alternative instructional tool, but a pedagogical necessity to support meaningful, relevant, and student-centered narrative text learning in elementary schools.

<p><em>This article discusses the implementation of multidisciplinary, interdisciplinary, and transdisciplinary approaches in Islamic Education learning in Islamic Elementary Schools. Through a case study at SDIT Robbani Banjarbaru, this research aims to identify the practice of integrating Islamic knowledge and values in a holistic learning process. A qualitative method with a case study approach was used to deeply explore the dynamics of teachers, students, and the learning strategies implemented. The results of the study indicate that the integrative approach is able to encourage integration between religious knowledge and general knowledge, as well as shape students' character spiritually, intellectually, and socially. Furthermore, this study found that the application of multidisciplinary, interdisciplinary, and transdisciplinary approaches encourages the creation of a contextual, active, and enjoyable learning atmosphere. Teachers not only act as transmitters of knowledge, but also as facilitators, motivators, and role models who internalize Qur'anic values in each subject. In this way, students not only acquire cognitive knowledge but also experience the process of developing morals and life skills relevant to the challenges of the modern era. </em></p>

This study examines how mobile device usage influences the learning experiences, social–emotional development, and ICT skill acquisition of secondary school students in Madhya Pradesh. Using a mixed-methods research design, data were collected from 125 students enrolled in government boys’ higher secondary schools in the Bareli block of Raisen district. The findings indicate that mobile devices play a positive role in enhancing access to digital learning resources, encouraging independent learning, and strengthening essential ICT competencies. However, excessive and unregulated use also presents challenges, including distraction from academic activities, eye-related health issues, and unequal access to digital resources due to socio-economic disparities. The study highlights the need for balanced and guided mobile usage within educational settings. It recommends the integration of structured digital literacy programs, the promotion of responsible mobile use among students and parents, and policy interventions aimed at reducing the digital divide to ensure equitable learning opportunities.

This research aims to analyze the integration of information technology in Indonesian language learning at the Inpres 18 Elementary School (SD) in Sorong Regency. With the increasing development of technology, the use of information technology in education has become very important to improve the quality of learning, especially in Indonesian language subjects. This research uses a qualitative approach with a case study method. Data was collected through interviews, observation and documentation involving teachers, students and school principals. The research results show that although information technology has begun to be introduced in learning, its use is still limited to the use of digital tools such as projectors and computers for presenting material. Apart from that, several obstacles faced include limited facilities and infrastructure, lack of training for teachers in using technology, and low levels of technology skills among students. This research suggests the need to increase training for teachers and provide adequate facilities to support the use of information technology in the Indonesian language learning process. It is hoped that with more optimal integration, Indonesian language learning in elementary schools can be more interesting, interactive and effective.

ABSTRACT Currently, 2 of the important movements impacting teaching and learning in schools are high rates of teacher turnover and a shift away from the accountability-based teacher evaluation systems implemented about a decade ago. Although many issues influence how teachers feel about their profession and shape decisions to stay or leave, one important aspect is teacher sense of autonomy and agency. Self-determination theory suggests there are 3 basic and universal psychological needs: autonomy, concerning the ability to make and carryout independent choices; competence; and relatedness. In this article, we describe how teacher retention and evaluation are connected and propose ways to use feedback as a lever for improving teacher retention. Consistent with self-determination theory, we offer suggestions for evaluators regarding how to engage in evaluation feedback with teachers in ways that will support autonomy directly and through fostering competence and relatedness to ultimately help them remain in the field.

The low level of interest in learning for elementary school students remains a fundamental problem in the implementation of basic education in Indonesia. One factor suspected of contributing to this condition is the lack of optimal fulfillment of students' physical health and nutritional needs. The Free Nutritional Meal Program (MBG) is strategic government policy aimed at improving students' nutritional status as an effort support learning readiness and the quality of learning in schools. This study aims to analyze the effect of the Free Nutritional Meal Program on increasing interest in learning for elementary school students. The study used a quantitative approach with a quasi-experimental design using a one-group pretest-posttest model. The research subjects included elementary school students and teachers directly involved in the implementation of the MBG program. Data collection techniques were carried out through a learning interest questionnaire, observation of student learning activities, and structured interviews with teachers. The data obtained were analyzed using descriptive statistics and inferential statistics in the form of paired t-tests determine differences in learning interest before and after the program implementation. The results of the study are expected to show an increase in student interest learning after participating in the Free Nutritional Meal Program, which is characterized by increased attention, activeness, and motivation in the learning process. These findings are expected to provide empirical evidence that the Free Nutritional Meal Program not only contributes improving students' physical and health conditions, but also has positive impact on the psychological and academic aspects elementary school students.

Learning Al-Qur’an and Hadith in secondary schools is still largely influenced by traditional assessment practices that prioritize written examinations and memorization, which are insufficient to capture students’ actual competencies. This situation often leads to less meaningful learning and limits the development of students’ deep understanding and Islamic character. In essence, Al-Qur’an and Hadith education is intended not only to ensure mastery of theoretical content but also to encourage the internalization and application of Islamic values in everyday life. For this reason, authentic assessment is viewed as a suitable approach because it evaluates learning outcomes in a more comprehensive manner, covering cognitive, affective, and psychomotor aspects. This study aims to analyze the implementation of authentic assessment in Al-Qur’an and Hadith learning at the secondary school level and to examine its effectiveness in improving students’ understanding and learning engagement. The research employed a quantitative method, with data collected through a Google Form questionnaire distributed to students and analyzed using descriptive analysis. The results demonstrate that authentic assessment contributes to deeper conceptual understanding, enhances practical skills such as proper Qur’anic recitation based on tajwid rules and hadith memorization, and promotes active, confident, and responsible learning attitudes. Overall, authentic assessment provides more meaningful learning experiences and represents an effective alternative assessment strategy to improve the quality of Al-Qur’an and Hadith learning in secondary schools.

Abstract This study aims to analyze the effect of the implementation of immersive learning on student motivation and learning independence at Padangsidimpuan Public Elementary School 200306. The background of this research stems from the need to provide a learning process that is not only oriented towards final results, but also encourages students to understand the meaning of learning, think critically, and take responsibility for their learning process. The research method used was a quantitative approach with a quasi-experimental design. The study subjects included 50 fifth-grade students divided into an experimental group and a control group. Data collection instruments included a learning motivation questionnaire, a learning independence observation sheet, and documentation of learning outcomes. Data were analyzed using a t-test to determine significant differences between the two groups. The results showed that the implementation of immersive learning had a positive and significant impact on increasing student motivation and learning independence. Students participating in immersive learning demonstrated greater enthusiasm, active question-asking, and the ability to manage assignments independently compared to those in the control group. These findings indicate that immersive learning strategies can be an effective alternative in developing reflective, independent, and problem-solving-oriented learners. Thus, the implementation of immersive learning in elementary schools needs to be continuously strengthened through teacher training, the development of teaching materials, and a learning culture that fosters students' ongoing curiosity.

Elementary education plays a strategic role in shaping students’ character, civic attitudes, and social-emotional development. Civic Education is a fundamental subject for instilling democratic values, responsibility, and social awareness from an early age. Meanwhile, the advancement of digital technology, particularly Artificial Intelligence (AI)–based learning media, offers new opportunities to improve the quality of learning in elementary schools. This study aims to analyze the existence of Civic Education and the use of AI-based learning media in supporting students’ social-emotional development. This research employed a descriptive qualitative approach and was conducted at SD Negeri 0722 PTPN IV Lubuk Bunut. Data were collected through observation, interviews, and documentation. The findings indicate that Civic Education plays a significant role in fostering students’ social attitudes, empathy, and responsibility, while AI-based learning media enhance students’ learning motivation and engagement when implemented appropriately and in accordance with developmental stages. The integration of Civic Education, AI-based media, and developmental psychology perspectives contributes positively to students’ social-emotional development in elementary education.

The integration of digital technology in education has become a global priority in advancing Sustainable Development Goal (SDG 4) on quality education. However, effective utilization of these technologies is often shaped by demographic factors such as age, gender, class level of students, parents and teachers. This study examined these influences using a phenomenological research design guided by the Technological Acceptance Model (TAM). A total of 417 participants, including students, teachers, and parents, were selected through convenience sampling. Data were collected through questionnaires and unstructured interviews. Findings indicate that gender participation across Forms I–IV was nearly balanced, enabling a gender-sensitive analysis of digital technology adoption. Younger students (Forms I–II) showed minimal preference for digital tools, while older students (Forms III–IV) demonstrated stronger interest due to curriculum demands and examination preparation. Age also influenced adaptability: younger teachers and parents were more supportive of digital integration, whereas older counterparts expressed hesitancy. The study highlights the societal impact of digital learning by bridging educational gaps, equipping learners with digital skills, and fostering a digitally competitive generation. It recommends strengthening digital technological infrastructure, providing continuous professional development for teachers, engaging parents, and systematically integrating digital technology into the geography curriculum. These measures are essential for promoting inclusive, effective, and future-oriented learning in Tanzanian secondary schools.

The use of technology in elementary school learning plays a crucial role in improving the quality of the educational process. One frequently used tool is the infocus (LCD projector), which serves to present learning materials in visual and audiovisual forms. The purpose of this study was to assess the effectiveness of using infocus-based learning media in elementary schools and its impact on student learning. The method used was a qualitative approach, collecting data through observation, interviews, and documentation. The results showed that the use of infocus can improve students' concentration, motivation, and understanding of the subject matter, as the presentation becomes more engaging and easier to understand. However, the use of infocus in elementary schools still faces various challenges, such as limited facilities and infrastructure, teacher readiness to operate the equipment, and technical problems such as power problems and additional devices. Therefore, supporting facilities and improving teacher skills are needed to ensure the effective and sustainable use of infocus as a learning medium.

Muhadatsah learning in Islamic boarding schools requires innovation that can improve fluency, confidence, and participation of students in speaking Arabic. The dominant teaching practice of lectures often makes students less active, so a more effective innovative approach is needed. This study aims to examine innovations in muhadatsah learning through the application of the Practice Rehearsal Pair method supported by Canva media at the Nurul Huda Sukawinatan Islamic boarding school. This study uses a mixed methods approach, combining qualitative data from observations, interviews, and documentation, as well as quantitative data from a Likert scale questionnaire to measure the students' responses and improvement in their abilities. The results show that this combination of methods and media significantly improves the students' activity, confidence, and mastery of dialogue based on qualitative and quantitative analysis. Canva helps present attractive visual material, while the Practice Rehearsal Pair method reinforces intensive paired practice. Quantitative analysis using a paired t-test showed a 2-tailed p value < 0.0001, which is less than the significance level of 0.05, so Ho was rejected and H₁ was accepted, indicating an increase in speaking skills after the treatment. In conclusion, this mixed methods-based learning innovation is effective in improving the quality of muhadatsah learning and is feasible to be applied as an instructional strategy.

This qualitative study explores the impact of the mobile game Mobile Legends Bang Bang (MLBB) in enhancing English vocabulary among high school learners at SMK Darussalam Samarinda. The participants were 15 third-year vocational students selected through purposive sampling based on the following criteria: (1) active MLBB players for at least six months, (2) users of the English-language game interface, and (3) voluntary participation. The research examined participants’ experiences with vocabulary acquisition through gameplay, focusing on exposure to new words, contextual learning, social interaction, and academic relevance. Using a thematic analysis based on Miles and Huberman’s methodology, the researcher found that participants’ impressions of their vocabulary growth were mixed, but overall favourable. Findings indicate that MLBB serves as an engaging and effective tool for informal vocabulary growth, particularly through frequent encounters with new terms and interactive communication features. While learners often applied gaming vocabulary in daily conversation, transfer to formal academic contexts was less consistent. This study adds to our knowledge of mobile-assisted language learning by illuminating the pros and cons of using digital games like MLBB as part of language acquisition frameworks in the classroom.

This study explores the presence and influence of prototype effects among English language learners in secondary schools in Ajelat City, Libya. Prototype effects, a central concept in cognitive linguistics, refer to how learners categorize words or concepts around typical or 'best example' members within a category. The study aims to identify how prototype theory manifests in learners’ understanding of English vocabulary, particularly in semantic categorization tasks. A small-scale empirical study was conducted involving 60 secondary school students from three schools in Ajelat. Data were collected through categorization tests, vocabulary association tasks, and semi-structured interviews. Findings indicate that most students demonstrate strong prototype-based categorization patterns, favoring central members (e.g., 'sparrow' for the category 'bird') over peripheral ones (e.g., 'penguin'). The results provide insight into how cognitive categorization influences English vocabulary learning and suggest pedagogical strategies for vocabulary teaching grounded in cognitive linguistic theory.

This study examined whether immersive virtual reality (VR) supports second-language vocabulary learning in school-aged children compared to passive computer-based training. Seventy-three Swedish middle-school students learned novel words by assembling objects in VR and by viewing object assembly on a computer screen in a crossover design. Word recall was tested after each condition, and individual differences in language aptitude and sustained attention were assessed. Overall, recall was higher after computer-based training than VR. However, sustained attention was the strongest predictor of learning outcomes, and the difference between conditions was (marginally) significant only for children with higher sustained attention. No VR behavioural measures (gaze, assembly time, rotation) explained learning outcomes. These findings suggest that VR may not universally enhance vocabulary learning but could benefit learners with specific attentional profiles. Further research should explore how VR design and training duration influence language acquisition in school settings.

This study examined the effectiveness of the Pantawid Pamilyang Pilipino Program (4Ps) and its relationship to learners’ academic performance in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study aimed to determine the level of effectiveness of the program and assess whether it is significantly associated with learners’ academic performance. The respondents consisted of 123 learner-beneficiaries of the 4Ps program enrolled in selected public elementary and secondary schools. Data were gathered using a researcher-developed and validated questionnaire that measured educational financial support, school attendance compliance, learning motivation, and parental involvement, as well as learners’ academic performance based on general averages and school participation indicators. Descriptive statistics such as frequency, percentage, weighted mean, and standard deviation were used to describe the variables, while Pearson Product-Moment Correlation was employed to determine the relationship between program effectiveness and academic performance. The results revealed that the 4Ps program was highly effective, particularly in promoting regular school attendance and providing educational financial support. Learners generally demonstrated satisfactory to high levels of academic performance. Moreover, a significant positive relationship was found between the effectiveness of the 4Ps program and learners’ academic performance, indicating that stronger program support is associated with better learning outcomes. The study concludes that the Pantawid Pamilyang Pilipino Program serves as an important educational support mechanism that contributes to improved learner performance. It is recommended that schools and implementing agencies strengthen academic support, parental engagement, and monitoring strategies to sustain and further enhance the educational benefits of the program.

This study explored Intermediate Phase learners’ understanding of critical thinking, their classroom engagement with critical thinking, and its perceived importance for learning. Drawing on Critical Thinking Theory, critical thinking is conceptualised as purposeful, reflective, and self-regulated thinking involving analysis, evaluation, inference, and reasoned judgment. The study adopted a qualitative approach within an interpretivist paradigm and employed a case study design at a selected primary school in the Makhutswe Circuit, Mopani West District, Limpopo Province, South Africa. Participants comprised ten Intermediate Phase learners (Grades 4–7) and five teachers, purposively selected to represent differing achievement levels and teaching experience. Data were generated through semi-structured individual interviews with learners and a focus group discussion with teachers. Thematic analysis, guided by Braun and Clarke’s six-phase model, was used to analyse the data. Findings indicate that learners largely understand critical thinking as questioning, thinking independently, and reflecting on content rather than memorising information. Teachers reported that critical thinking was most evident during classroom discussions, problem-based activities, experiments, and collaborative learning tasks. Despite these practices, both learners and teachers identified constraints, including limited instructional time, large class sizes, and inadequate resources, as barriers to sustained critical thinking development. The study concludes that meaningful development of critical thinking in primary education requires deliberate integration across subjects, learner-centred pedagogies that encourage questioning and reflection, and continuous professional support for teachers. These findings contribute to understanding how critical thinking is perceived and enacted in South African primary school contexts and offer practical insights for strengthening teaching and learning practices.