This study aims to determine the influence of transformational leadership and the Asah Asih Asuh pattern of the school principal on teachers’ professional competence at SMA Negeri 1 Singkep. The Asah Asih Asuh pattern emphasizes intellectual stimulation (asah), affective care (asih), and nurturing guidance (asuh) as the pillars of transformational leadership practiced by the school principal in fostering teacher professionalism. This research employs a quantitative approach with a descriptive-verificative design. The population consists of all teachers at SMA Negeri 1 Singkep, totaling 32 individuals, who were all selected as the research sample (total sampling). Data were collected through questionnaires developed based on indicators of transformational leadership, Asah Asih Asuh values, and teacher professional competence. The data were analyzed using descriptive statistics and regression analysis to determine the extent of influence between variables. The results indicate a significant and positive influence of the principal’s transformational leadership and Asah Asih Asuh pattern on teachers’ professional competence. This finding suggests that principals who demonstrate visionary leadership, emotional intelligence, and a nurturing approach effectively enhance teachers’ ability to plan, implement, and evaluate learning professionally. The study concludes that the Asah Asih Asuh leadership model serves as a strategic framework for improving teacher professional competence in coastal educational contexts. It is recommended that principals continue to develop this model to foster a more collaborative, innovative, and humanistic school culture.

The availability of learning media is crucial for supporting the learning process , as mandated by the Indonesian Government Regulation No. 19 of 2005 concerning National Education Standards. This study aimed to determine if there were differences in perception between teachers and students regarding the availability and utilization of geography learning media in Public Senior High Schools (SMA Negeri) in Bandar Lampung City during the 2022/2023 academic year. This was a descriptive research study employing a quantitative approach. The population comprised all teachers and students of SMA Negeri in Bandar Lampung City. The sample, totaling 44 teachers and 51 students, was determined using a purposive sampling technique. Data collection methods included questionnaires, observation, and documentation. The data analysis utilized the Chi-Square Test. The results indicated that significant differences were found between teacher and student perceptions regarding the availability and utilization of 7 out of 9 media: maps, atlases, globes, pictures, graphs/charts, slides, and films/videos. Conversely, no significant difference was found for the remaining 2 media: realia and handouts. These findings highlight crucial perception gaps that should be addressed to optimize the pedagogical environment for Geography education.

This study aims to analyze the effect of teaching experience, educational level, and training on teacher performance. A quantitative approach with a survey method was employed in this research. Data were collected through questionnaires distributed to teachers as research respondents. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The measurement model (outer model) indicates that all research indicators meet the validity and reliability criteria, as reflected by factor loading values, composite reliability, and average variance extracted exceeding the required thresholds. Furthermore, the structural model (inner model) testing reveals that teaching experience and training have a positive and significant effect on teacher performance, while educational level shows a positive but insignificant effect. The coefficient of determination indicates that teacher performance can be moderately explained by the independent variables included in the model. These findings suggest that practical experience and competency enhancement through training play a more dominant role than formal educational background in improving teacher performance. The results are consistent with Abdul Kadir’s findings, which emphasize that professional competence development and teaching experience significantly contribute to improving teacher performance and learning quality. This study is expected to provide valuable insights for educational policymakers in designing more effective and sustainable teacher development programs.

This study aims to improve students' mathematics learning outcomes on sequences and series material through the Teams Games Tournament (TGT) cooperative model assisted by Canva. The research involved 21 students from class X-A at SMA Negeri 1 Pinolosian during the 2024-2025 academic year. Using Classroom Action Research (CAR) conducted in two cycles, each stage included planning, acting, observing, and reflecting. The results showed significant improvements in both process and output. Teacher activity progressed from 'Fair' (C) in Cycle I to 'Good' (B) or 'Excellent' (SB) in Cycle II. Similarly, student activity improved from the 'Fair' category to 'Excellent' as enthusiasm and collaboration increased through Canva’s visual media and healthy competition. Most notably, students' classical mastery jumped from only 43% in Cycle I to 90% in Cycle II, successfully surpassing the 80% success indicator. The integration of Canva helped visualize abstract concepts, while the TGT tournament element effectively boosted student motivation and teamwork. It can be concluded that the TGT model assisted by Canva is an effective strategy to enhance mathematics learning outcomes for tenth-grade students.

Research Objectives: Strengthening character education is an important goal in schools and can be supported through non-academic activities, including martial arts–based extracurricular programs. Tarung Derajat, as a form of martial arts training, is believed to contribute to the development of positive character values such as discipline, responsibility, sportsmanship, and cooperation among students. Research Objectives: This study aims to analyze the role of Tarung Derajat extracurricular activities in shaping students’ character, particularly in the aspects of discipline, responsibility, sportsmanship, and cooperation at SMA Negeri 1 Sekaran, Lamongan Regency. Methods: This research employed a mixed-methods approach using an explanatory sequential design. Quantitative data were collected through questionnaires distributed to 30 students participating in the Tarung Derajat extracurricular program. Qualitative data were obtained through interviews with key informants, including the vice principal for student affairs, a physical education teacher, the Tarung Derajat coach, and participating students. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis. Results: The quantitative analysis showed that students’ character levels in the four aspects—discipline, responsibility, sportsmanship, and cooperation—were categorized as high. These findings were supported by qualitative data indicating that consistent training, mental development, and the values embedded in Tarung Derajat activities contributed positively to students’ character formation. Conclusion: Tarung Derajat extracurricular activities play a strategic role in supporting character education among students. Therefore, schools are encouraged to continuously optimize and sustain the implementation of such extracurricular programs to further strengthen students’ character development.

This study aims to analyze the implementation of the spice route history material in history learning for Grade XI students at SMA Negeri 17 Samarinda. The method used is descriptive qualitative with data collection through direct observation, interviews with teachers and students, and supporting documentation. The findings indicate that the spice route material is not taught as a standalone topic but is combined with discussions on Colonialism and Indonesian National Resistance. As a result, the significance of spices as a world heritage with substantial influence on the economic, cultural, and religious dynamics of the Indonesian archipelago is not adequately addressed in classroom instruction. Consequently, students' understanding of the historical value of the spice route remains limited. Several challenges were identified in implementing this material, including a lack of adequate learning facilities such as relevant media and teaching aids, insufficient time allocation due to a dense curriculum, and limited learning resources-particularly textbooks that comprehensively cover the spice route topic. These issues hinder the effectiveness of the learning process and reduce the quality of material delivery.

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

This study aims to analyze the effect of applying the Discussion-Comparison with Critical Analysis and Learning Community Extended methods on student motivation and cognitive learning outcomes in Biology at SMA Negeri 7 Bengkulu. This study uses a quasi-experimental design with a Nonrandomized Control-Group Pretest-Posttest design. The research sample consisted of two classes, namely the experimental class taught using innovative methods and the control class taught using conventional methods. The research instruments were a validated motivation questionnaire and a multiple-choice cognitive learning outcome test. The data were analyzed using the Mann-Whitney test and N-Gain calculations. The results showed that students in the experimental class had higher learning motivation than those in the control class. In addition, the increase in cognitive learning outcomes in the experimental class was also more significant, with an average N-Gain of 0.7225 (high category), while the control class only reached 0.1020 (low category). These findings prove that integrating critical discussion with practitioner involvement can increase students' motivation, conceptual understanding, and analytical skills. Thus, the use of this method is more effective than conventional learning in improving students' cognitive learning outcomes.

This study aims to analyze speech disruptions experienced by second-grade students of SMA Negeri 14 Medan during oral presentations. Speech disruption, refers to interruptions in the flow of speech that affect fluency and clarity. The research focuses on identifying the types, frequency, causes, and impacts of these disruptions on students’ speaking performance. Employing a qualitative descriptive method, data were collected through classroom observations of students’ oral presentations and semi-structured interviews with selected participants. The speech disruptions were categorized following Gleason and Ratner’s (1998) framework, which includes hesitation, repetition, false starts, and filler words. The findings reveal that repetition is the most dominant type of speech disruption, accounting for 35.80% of occurrences, followed by hesitation (27.78%), filler words (25.30%), and false starts (11.11%). The study also identifies several factors contributing to these disruptions, including lack of preparation, low confidence, nervousness, and limited vocabulary, with lack of preparation being the most significant. These disruptions negatively affect students’ fluency and the effectiveness of their communication, often making it difficult for listeners to follow the intended message. The study suggests that improving students’ preparation, building their confidence, expanding vocabulary, and managing speaking anxiety are crucial strategies to reduce speech disruptions and enhance oral proficiency. This research contributes valuable insights for EFL teachers to better understand and address the challenges faced by students in speaking activities, ultimately supporting the development of more effective teaching approaches to foster fluent and confident English speakers.

The development of critical thinking skills and improved learning outcomes are central goals of effective biology instruction. However, conventional learning media often fail to sufficiently stimulate higher-order thinking processes. This study examined the effect of dartboard-based learning media on students’ critical thinking skills and learning outcomes in the topic of the digestive system. A quantitative quasi-experimental design with a pretest–posttest control group structure was employed, involving two grade XI classes at SMA Negeri 8 Gowa assigned as experimental and control groups. Data were collected through validated critical thinking and achievement tests and analyzed using inferential statistics. The results indicated that students taught using dartboard learning media demonstrated significantly higher critical thinking skills and learning outcomes compared to those receiving conventional instruction (p < 0.05). These findings suggest that dartboard-based media effectively promotes active engagement, facilitates higher-order cognitive processes, and enhances academic performance in biology learning contexts.

Background: Adolescence is a transitional period from childhood to adulthood, with signs of entering adolescence including physical and psychological changes. The adolescent phase is marked by physiological maturation such as the growth of tissues and body organs. This requires adolescents to have sufficient nutritional intake. If the intake is inadequate, it can lead to disturbances in the body's metabolic processes. Nutrient deficiencies, particularly iron (Fe), can cause nutritional anemia. Low hemoglobin levels can occur due to insufficient nutrient intake from food, especially nutrients that support hemoglobin formation. Objective: The objective of this study is to determine the relationship between hemoglobin levels and BMI scores in female adolescents at SMA N 3 Boyolali. Method: The research design was correlational analytic, with a sample of 76 female students at SMA Negeri 3 Boyolali. The sampling technique used random sampling according to inclusion and exclusion criteria. The research instruments included a digital hemoglobinometer, a digital step-on scale, and a microtoa. Data were analyzed using the Spearman Rank test. Results: Bivariate analysis using the Spearman Rank statistical test showed r = 0.343 with a p-value of 0.002 < 0.05, indicating that Ha was accepted. An r of 0.343 is equivalent to 34.3%, indicating a low strength of association. Conclusion: There is a significant relationship between hemoglobin levels and BMI scores in adolescent girls.

This study examines collaborative conflict management among students at SMK Negeri 2 Buton and SMA Negeri 2 Pasarwajo, emphasizing the role of open and coordinated communication in resolving inter-student conflicts. Conflicts in schools are common, particularly among adolescents who are navigating emotional development, identity formation, and social recognition. Such conflicts can manifest as relational tensions, communication misunderstandings, group identity differences, and even aggressive behavior that disrupts the school environment. The research employs a descriptive qualitative approach, utilizing in-depth interviews, participant observation, and document analysis to explore the dynamics of conflict and the strategies employed to manage it collaboratively. The findings reveal that the success of conflict resolution is strongly determined by the quality of communication. Open, coordinated, empathetic, honest, and goal-oriented communication fosters mutual understanding, reduces tension, and encourages cooperation between students and the school. Collaborative communication emerges as the key mechanism for achieving peaceful conflict resolution and harmonious social relationships within the school setting. The study also highlights that a collaborative approach is more effective in restoring social relationships than coercive or purely punitive strategies, as it emphasizes dialogue, empathy, and mutual understanding. Furthermore, coordination among school actors ensures that messages remain consistent, prevents further misunderstandings, and strengthens institutional support for sustainable conflict management. The study contributes to the literature on educational conflict resolution by demonstrating that collaborative communication is essential not only for resolving immediate conflicts but also for promoting long-term relational stability and a positive school climate. Practical implications suggest that schools should foster a culture of open, empathetic, and structured communication while coordinating across stakeholders to prevent recurrence of inter-student conflicts.

The development of artificial intelligence (AI) provides new opportunities for improving teachers' professional competencies, particularly in the development of digital learning tools. However, the implementation of AI-based training in coastal schools still faces obstacles, mainly related to infrastructure limitations and digital literacy. This study aims to evaluate the effectiveness of the Teacher Capacity Building Programme in the Use of AI for the development of learning tools at SMA Negeri 2 Bintan Pesisir, Riau Islands Province. The evaluation was conducted using Kirkpatrick's four-level model, which includes reaction, learning, behaviour, and results. This study used a mixed methods approach with data collection through questionnaires, pretest–posttest tests, and observation. The results showed that the training programme obtained an overall average score of 84.3, which is in the good to very good category. Specifically, the participants' reaction level scored 86.8, learning level 84.4, behavioural change 80.3, and final results 85.7. Correlation analysis between levels showed a coefficient of 0.87, indicating a strong linear relationship between evaluation components. These findings indicate that AI-based training contributes positively to improving teachers' ability to design digital learning tools, although its implementation is still influenced by contextual factors in schools. Theoretically, this study reinforces the relevance of the Kirkpatrick model in evaluating digital training. Practically, the results of this study can be used as a reference in designing technology-based teacher training programmes, especially in coastal areas and regions with digital limitations.

This study aims to compare the economic impact of the Free Nutritious Meal Program (MBG) on students, school canteens, and nearby MSMEs before and after the program’s implementation. The research was conducted at SMA Negeri 5 Bandar Lampung using a mixed-method approach, combining in-depth interviews with questionnaires distributed to students, canteen operators, and surrounding MSME owners. The findings show that the MBG program provides meaningful benefits to students by reducing their daily food expenses and improving access to nutritious meals, consistent with evidence indicating that MBG initiatives enhance students’ nutritional adequacy (Merlinda & Yusuf, 2025). However, the program also generates economic pressure on school vendors and local MSMEs, as reflected in studies reporting a decline in canteen income following the introduction of free meal policies (Ariska et al., 2025). This phenomenon aligns with the concept of crowding-out in food assistance interventions, wherein government-provided meals reduce consumer demand for existing food providers (Ruffini et al., 2023)These findings highlight the need for a more inclusive policy design, such as integrating local MSMEs into the MBG supply chain or establishing school–MSME partnerships to support economic sustainability without undermining the program’s primary goals.

This article aims to explore the evaluation of the context, inputs, processes, and products of the implementation of Islamic Religious Education and Character Education at SMA Negeri 1 Tikep. Until now, there are still many obstacles faced by a number of educational institutions, especially in the aspects of implementation and evaluation. This study uses a qualitative approach and a type of evaluation research with the CIPP (Context, Input, Process, and Product) evaluation model, which was developed by Stufflebeam. This research was conducted by analyzing the data to answer the problem formulation without testing the hypothesis. The main data from this study were obtained through descriptive analysis, with the data collection process through interviews, documentation, and Post-Test as additional data. The results of this study indicate that from the perspective of the CIPP evaluation model developed by Stufflebeam, the context, input, process, and product aspects of PAI and Budi Pekerti learning based on the 2013 curriculum at SMA Negeri 1 Tikep are included in the good category.

This research aims to develop a valid and practical Islamic science-based biology learning module to enhance faith and piety (iman and taqwa) of grade XI students at SMA Negeri 7 Bengkulu City. The research method used Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Research subjects included 4 expert validators for validity testing and 35 students for practicality testing. Data analysis techniques used descriptive percentage analysis. The results showed that the Islamic science-based biology learning module was declared very valid with an average percentage of 84% and very practical with a percentage of 88%. Student responses to the improvement of faith and piety reached 89% in the very good category. The conclusion of this research is that the Islamic science-based biology learning module is feasible and practical to use in reproductive system learning to enhance students' faith and piety. Keywords: Biology, Faith, Islamic Science, Learning Module, Piety

Islamic Religious Education (PAI) requires an approach that not only emphasizes cognitive aspects but also develops character, social skills, and students’ critical thinking abilities. This study aims to explore the implementation of cooperative learning models using the Jigsaw method and Inquiry method in PAI learning at SMA Negeri 11 Tebo. The research focus includes: (1) how both methods are implemented in PAI learning, (2) whether learning activities can be improved through these methods, and (3) the obstacles and advantages found during implementation. This study employs a qualitative approach with data collection techniques through in-depth interviews, participatory observation, and documentation. Research subjects are PAI teachers and students in grades X, XI, and XII at SMA Negeri 11 Tebo. The findings show that the implementation of the Jigsaw model and Inquiry method effectively increases active student participation, encourages collaboration among students, and enhances deep understanding of PAI materials. Learning activities experienced significant improvement marked by increased student involvement in group discussions, ability to express opinions, and mutual respect attitudes. Obstacles faced include difficulties in group coordination, time limitations, and differences in student abilities, while advantages found include the creation of more interactive and collaborative learning that develops students’ critical thinking skills. This research contributes to the development of more active, meaningful PAI learning strategies aligned with 21st-century education demands.

Background: The background of this research is based on students' low interest and understanding of history lessons due to the dominant conventional learning methods. Objectives: To involve two 11th-grade classes at SMA Negeri 1 Cimarga, namely the experimental class using Wordwall and the control class using the lecture method. Method: The research method used is quantitative with a quasi-experimental design, involving two 11th-grade classes at SMA Negeri 1 Cimarga, namely the experimental class using Wordwall and the control class using the lecture method. Result: The research results showed a significant difference between student learning outcomes in the experimental class and the control class, with a significance value of 0.006 < 0.05. Furthermore, the average N-Gain value in the experimental class of 57.08 is included in the quite effective category, while the control class only reached 33.74 (less effective). These findings indicate that Wordwall is effective in improving students' understanding of history learning. Conclusion: Therefore, interactive digital media such as Wordwall are recommended for use in history learning to create a more engaging and meaningful learning atmosphere.

This study aims to describe the effect of using the Kahoot! application on speaking skills in news presentation among students in class XI.7 at SMA Negeri 3 Makassar. The type of research used was quantitative research with a One Group Pretest-Posttest design. The data collection technique was carried out through a speaking skills test divided into a pretest and posttest. The population of this study was all students of class XI.7 of SMA Negeri 3 Makassar, while the research sample was 36 students of class XI.7, determined using the total sampling technique. Data analysis was performed using descriptive statistical analysis and inferential statistical analysis. The results showed that students' speaking skills in news presentation before the implementation of the Kahoot! application were very poor, with a pretest average score of 47.74, which was in the range of 0–49. After the implementation of the Kahoot! application, the students' speaking skills improved significantly and were categorized as good, with a posttest average score of 74.35, which falls within the range of 70–84. Based on the results of the paired sample t-test using SPSS, a Sig. (2-tailed) value of 0.000 < 0.05 was obtained, indicating that H₀ was rejected and H₁ was accepted. Thus, it can be concluded that there is a significant effect of the Kahoot! application on speaking skills in news presentation among students in class XI.7 at SMA Negeri 3 Makassar.

This study aims to analyze the implementation of the Education Unit Operational Assistance Program (BOSP) policy at SMA Negeri 1 Mawasangka and its impact on improving the quality of human resources (HR). The method used is qualitative with a phenomenological approach, with data collection through interviews, observations, and documentation. Informants consisted of principals, teachers, administrative staff, and school committees. The data analysis technique used was thematic analysis, which includes identification, analysis, and reporting of themes based on the data obtained. The results of the study indicate that the implementation of the BOSP policy still faces challenges, such as delays in disbursement of funds and technical difficulties. Nevertheless, BOSP funds contribute positively to improving the quality of education through the development of teacher competencies and the provision of better facilities and infrastructure. Strategic steps are needed to overcome existing obstacles, including improving HR training, better coordination with the Education Office, and strengthening the participation of all stakeholders. So it can be concluded that the BOSP policy at SMA Negeri 1 Mawasangka has the potential to improve the quality of education, but it needs optimization in its implementation to achieve better results.