Interactive learning media play a crucial role in promoting cognitive and social development in early childhood education. This study aims to develop an interactive pop-up storybook based on local wisdom as a medium to foster the value of tolerance in young children. Using the 4D Research and Development (R&D) model (Define, Design, Develop, Disseminate), the study involved children aged 4–6 years enrolled in early childhood education programs. The Define stage identified needs, analyzed curriculum alignment, and explored cultural relevance. The Design stage produced a prototype integrating local cultural values, interactive features, and multisensory elements to enhance engagement and understanding of social values. The Develop stage included validation of the prototype by experts in early childhood education, child psychology, and local wisdom, resulting in an overall validity score of 90.2% (highly valid), followed by a limited trial which showed significant improvements in engagement, social interaction, and children’s understanding of tolerance. The Disseminate stage evaluated the usability of the media by teachers, achieving a high score of 87.5%. The results indicate that the interactive pop-up storybook effectively enhances cognitive, social, and emotional engagement while instilling tolerance and social values. This study underscores the potential of culturally contextualized interactive media to strengthen holistic learning experiences, learning motivation, and the development of inclusive social character in early childhood.

This study aims to: (1) describe the implementation of local wisdom–based learning in the teaching process of Grade VII B at UPT SMP Negeri 4 Kelara Jeneponto; (2) determine the improvement of students’ social awareness after the implementation of local wisdom–based learning; and (3) identify the enhancement of students’ learning culture through the application of this learning model. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 25 seventh-grade students, focusing on two main variables: social awareness and learning culture. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the integration of Jeneponto cultural values Tabe’ Karaeng, Sipakatau, Sipakalabbiri, Sipakainga, Siri’ na Pacce, Akbulo Sibatang, and empo sipitangari was implemented effectively and became more optimal in Cycle II after improvements were made through Problem-Based Learning (PBL) and the use of more contextual local cases. Students’ social awareness increased from an average of 63.13% in Cycle I (categorized as Fair) to 80.42% in Cycle II (categorized as High). Similarly, students’ learning culture improved from 69.69% (Fair) in Cycle I to 82.66% (High) in Cycle II, meeting the classical mastery criteria. The study concludes that integrating local wisdom into classroom instruction not only strengthens students’ understanding of social studies content but is also effective in shaping their social character and learning habits. This model is recommended for development in other subjects and educational levels.

This study aims to analyze how curriculum is managed and enacted in a traditional pesantren and how these practices function as mechanisms for regulating knowledge, power relations, and the formation of santri character. The study employs a qualitative, ethnographic research design, with data collected through long-term participant observation, in-depth interviews with kiai, ustadz, santri, and pesantren administrators, and the analysis of relevant supporting documents. The findings reveal that the curriculum at PPMH Sidayu is not structured through formal written plans or organizational frameworks. Instead, it operates through informal, everyday learning practices such as pengajian kitab, the bandongan and sorogan methods, oral evaluations, and institutionalized forms of social habituation. The selection and distribution of learning materials, evaluation mechanisms, and managerial coordination occur informally and are accepted as part of the taken-for-granted institutional order. These practices not only transmit religious knowledge but also shape learning dispositions, acceptance of authority, and the social character of santri through affective experiences and social relations. The novel contribution of this study lies in its exploration of the pesantren curriculum as a social practice that operates through symbolic power relations and habituation rather than formal pedagogical structures. This research provides a deeper understanding of curriculum management in traditional Islamic educational institutions, suggesting that it should be seen as a flexible, socially embedded process, influenced more by symbolic authority and informal coordination than formal administrative systems. These findings have significant implications for curriculum studies and Islamic educational management within traditional religious institutions.

This study investigated athletes’ social (self-sacrifice, teamwork, perseverance, work ethic, mental toughness, loyalty) and moral (fairness, honesty, respect, compassion, responsibility, justice) character. The Rudd–Stoll–Beller–Hahm Value-judgment Inventory (RSBH) was administered to college athletes at a National Collegiate Athletic Association (NCAA) Division II university, determining relationships between the social and moral scores and comparing male and female collegiate athletes who played different sports. The athletes exhibited higher social than moral character. Athletes in different sports showed a statistically significant difference in moral but not social character. Sports teams’ character education should target moral and social behavior both outside and inside the sport venue.

ABSTRACT EU institutions increasingly frame education as a policy as a tool for economic growth under a ‘social investment’ approach. However, what this means in practice remains under-explored. We address this gap by examining over 1000 country-specific recommendations (CSRs) issued in the context of the European Semester in the period 2010–2021. Against our expectations, we found that over this period CSRs focussed more on early childhood, primary, and secondary education -areas that are less closely related to the European Semester economic framing- than on higher or adult education, and often had a social character. This signals ‘competence creep,’ where the CSRs have been used to target particularly education areas where EU’s formal competences are weaker. We explain this with reference to the socio-political, rather than economic-functional, nature of CSRs and the EU’s use of economic reframing and depoliticisation as key policy resources to normalise its ‘voice’ and expand its influence.

Mental illnesses associated with high-risk copy number variations (CNVs) are characterized by incomplete penetrance and variable severity, with their underlying mechanisms remaining inadequately understood. We hypothesized that such phenotypic variability is evident from the neonatal stage and is, at least in part, attributable to individual differences in the expression levels of CNV-encoded genes in the brain. We conducted an analysis of the quantitative and functional structure of neonatal social communication, assessed post-pubertal social interaction, and evaluated the brain expression levels of genes within the same cohort of a mouse model of paternal human 15q11-13 duplication, a high-risk factor variably associated with neurodevelopmental disorders. Subsequently, computational methods were utilized to identify predictive variables for the variability of post-pubertal social interaction. Mice harboring the 15q11-13 duplication exhibited distinctive call sequences characterized by diverse connections, which lacked the incentive value necessary for effective social communication with mother mice. The neonatal call sequences and the expression levels of Magel2 , along with, to a lesser extent, Herc2 and Ndn , in the prefrontal cortex of the 15q11-13 duplication model were predictive of post-pubertal social interaction. Our findings demonstrate that variability in post-pubertal social interaction-a dimensional characteristic of neurodevelopmental disorders-can be predicted by the variability of neonatal social communication and is influenced by the expression levels of specific CNV-encoded genes in the prefrontal cortex. This computational approach has the potential to predict the developmental trajectories of various dimensions of mental illness among CNV carriers in humans and to identify CNV-encoded driver genes in preclinical models, thereby providing potential mechanistic bases for the development of gene-based therapeutic strategies.

This study stems from the growing phenomenon of declining politeness among adolescents, a lack of empathy, weak social responsibility, and a deterioration of moral attitudes. It seeks to explore how moral education provided in Islamic boarding schools influences students' ability to socialise and interact within the community. This study focuses on moral education in Islamic boarding schools in shaping the social character of adolescents at Nahrul Ulum Al Banihawy Islamic boarding school, Subang Regency, West Java, Indonesia. The purpose of this study is to describe how moral education in Islamic boarding schools contributes to the development of adolescents' social character within society. Moral education in Islamic boarding schools not only shapes adolescents' character but also involves the process of habituating students' behaviour. This study employs a qualitative research method using a phenomenological approach, aiming to explore the phenomenon deeply and naturally. Data collection techniques include open interviews, observation, and documentation. The interviews were conducted with the administrators (kyai), teachers (ustadz/ustadzah), and students (santri). Observations were carried out on all 40 students, ranging in age from 13 to 20 years old. Documentation was conducted throughout the research process. The results of the study indicate that the formation of social character is carried out through three main indicators: 1) the personal dimension emphasises the habituation of honest, disciplined, and responsible behavior through routine activities; 2) the social dimension is reflected in attitudes of empathy, cooperation, and concern for others; and 3) the spiritual dimension is developed through the practice of worship, the study of classical Islamic texts (kitab kuning), dzikr, and other religious activities that foster students closeness to Allah Swt. These three indicators are implemented through exemplary behaviour, habituation, and discipline. The originality of this study lies in its unique context, focusing on a newly established Islamic boarding school with only 40 students and one graduating cohort. This setting provides an authentic view of the early stages of character and social skills formation in a developing Islamic Boarding Schools environment.

The crisis of global capitalism is a multifaceted phenomenon encompassing economic, political, social, ideological, ecological, and military dimensions. In the present era, the world faces an ongoing and intensifying global crisis rooted in the structural contradictions of the capitalist system. Capitalism sustains itself through an endless process of expansion, which inevitably generates recurring crises of overproduction periods when goods are produced in quantities that cannot be sold due to the limited purchasing power of the majority, a dynamic closely linked to the processes of imperialism. The fundamental cause of these crises lies in the basic contradiction of capitalism, the social character of production versus the private appropriation of material wealth. This contradiction drives the general crisis of the world capitalist system. Despite escalating instability, contemporary society remains distant from revolutionary transformation due to the underdevelopment of the subjective and organizational conditions necessary for systemic change. The relevance of this study lies in the increasing global political instability and the intensifying rivalry and confrontation embedded within international economic processes. The current phase of capitalism is marked by structural crises, financial volatility, and systemic inequalities. Moreover, capitalism’s core features such as, private ownership, market-driven economies, profit orientation, global trade networks, industrial revolutions, capitalist-colonial legacies, financial expansion etc. have simultaneously generated economic progress while deepening inequality, exploitation, and ecological degradation. This paper adopts a comprehensive and critical approach to examine contemporary trends and contradictions within global capitalism. It argues that capitalism is not a monolithic system but exists in multiple forms shaped by historical and regional contexts. The analysis highlights the chaotic and unplanned nature of the world economy, characterized by imbalances and disorder stemming from the spontaneous operation of economic laws rooted in private-property-based commodity production. Furthermore, the paper explores how global capitalism has influenced Manipur, particularly through the lens of identity politics, shaping structural inequalities, ethnic divisions, and capitalist-colonial legacies that perpetuate cycles of violence. Similar patterns can be observed in other global contexts such as China–Taiwan, Russia–Ukraine, Israel–Palestine, North Korea–South Korea etc. In this framework, capitalism represents the broader structural perspective, whereas identity politics emerges as a narrower, myopic view within the larger crisis of global capitalism. The Manipur conflict is thus interpreted both as a symptom of this broader crisis and as a manifestation of identity-based politics under global capitalism.

General Background Character education in early childhood is a critical foundation for developing prosocial behavior, particularly helping behavior as part of social-emotional development. Specific Background In Indonesian early childhood education settings, many children aged 4–5 years still demonstrate low initiative in sharing, cooperating, and assisting peers, partly due to the absence of structured and systematic learning media. Knowledge Gap Although the Indonesia Heritage Foundation (IHF) 9 Character Pillars Book is widely recognized in practice, empirical studies focusing on its use as a single, structured medium to instill the value of helping others remain limited. Aims This study aims to analyze the implementation process and outcomes of using the IHF 9 Character Pillars Book to cultivate helping behavior among Group A children aged 4–5 years in a formal early childhood education context. Results Using a descriptive qualitative case study approach at RA Al-Falah Tuban, the findings indicate that staged implementation of the IHF book—integrated into daily learning activities—was associated with observable improvements in children’s willingness to help, share, and participate in cooperative tasks, with the proportion of children demonstrating spontaneous helping behavior increasing from initial observations to the end of the intervention period. Novelty This study provides in-depth evidence on the use of a standardized character education book as a focused medium for instilling helping values in early childhood. Implications The findings offer a practical, structured model for teachers to integrate story-based character education into routine classroom practices, while highlighting the importance of consistency between school and home environments.Highlights: Staged classroom integration of character storybooks supported observable growth in children’s prosocial actions. Teacher-guided reflection and role play facilitated the internalization of care and cooperation values. Consistency between educational settings and home practices emerged as a key supporting condition. Keywords: Early Childhood Education, Character Education, Helping Behavior, IHF 9 Character Pillars, Storybook Media

African societies are predominantly patriarchal. It is also a fact that the earliest writers of Anglophone African fiction were men. Since the Nigerian writer Chinua Achebe wrote Things Fall Apart—credited as the first African novel—in 1958 (Killam, 1969), a discernible pattern has emerged in which most male writers, by centralizing male characters, tend to tilt towards patriarchal ideals. In response to this narrative, new female voices have arisen to write women into relevance. This paper interrogates these trends and their implications for literary scholarship. The four novels selected for study are representational, and they are: Chinua Achebe’s Arrow of God (1964), Ngugi wa Thiong’o’s A Grain of Wheat (1967), Akachi Adimora-Ezeigbo’s House of Symbols (2005), and Chimamanda Ngozi Adichie’s Dream Count (2025). The research methodology is qualitative, examining the first two novels for patriarchal bias in character delineation, while the other two are analyzed by highlighting efforts at writing back by female writers. Social realism theory (1862) and Judith Butler’s performative feminism theory (1990) serve as the analytical tools for the research. The paper demonstrates that most male writers project male characters and marginalize female ones, while female writers, in an effort to change the trajectory, produce ‘protest’ fiction that relegates men to the background. Ultimately, the paper argues that both patriarchal depictions and the consequent feminist “writing back” phenomenon expose biased perspectives that appear to present most African fiction by writers of English expression as lopsided.

This study aims to gain an in-depth understanding of the reading literacy skills of Phase A students (Grade II) at SDN Sambirejo 01, Bringin District, Semarang Regency, through an ethnographic approach. It explores literacy practices both inside and outside the classroom, the social interactions involved in reading activities, students' perceptions of reading, as well as the social and cultural factors that influence the development of their reading literacy skills. The ethnographic method was applied using a series of in-depth and comprehensive qualitative data collection techniques. Semi-structured interviews were conducted with Grade II students to understand their perspectives, experiences, and beliefs related to reading. Interviews were also conducted with the school principal and Phase A classroom teachers to obtain their views on students' literacy development, reading instruction strategies, and the challenges faced in the process. The factors affecting students' reading abilities include internal factors (such as interest, individual abilities, and personal characteristics) and external factors (such as the learning environment, family support, the socio-cultural context of the school, and the socio-cultural context of the community). This study is expected to provide valuable insights for teachers, schools, and educational policymakers in designing and implementing more effective and contextual literacy instruction strategies, as well as in fostering students' interest in reading and improving their literacy skills from an early age. The researcher suggests developing and implementing reading literacy programs that have not yet been realized and promoting social and cultural character development through reading literacy activities.

The rapid development of globalization and the flow of digitalization have had a significant impact on the behavior of the young generation, including in madrasah tsanawiyah settings, as reflected in declining morality, weakening social concern, and strengthening individualism. This study aimed to analyze the implementation of character education and religious moderation at MTs Qurrota A’yun Yogyakarta as a strategy for fostering students’ moral and spiritual development in the digital era. A qualitative approach with a case study design was employed, using observation, in-depth interviews, and documentation as data collection techniques, and interactive analysis based on Creswell’s model. The findings show that character education and religious moderation programs are integrated into the curriculum, intra-curricular and extracurricular activities such as mabit, Pramuka, and tauhid studies, as well as madrasah culture grounded in role modeling and the habituation of religious, disciplined, responsible, and tolerant values. Program evaluation is carried out reflectively and continuously through collaboration among teachers, students, and parents. The study indicates that the implementation of these programs not only enhances students’ spirituality and social character, but also strengthens a culture of religious moderation and offers a model of Islamic education that is adaptive, humanistic, and contextually responsive to the challenges of globalization and digitalization.

Indonesia is currently facing a serious environmental crisis driven by increasingly exploitative human behavior. Environmental education has the potential to be integrated into various forms of education, including non-formal education such as Islamic boarding schools (pondok pesantren). As educational institutions that not only teach religious knowledge but also cultivate social values and character, pesantren hold significant potential for instilling environmental awareness and care based on Islamic teachings. One concept that is highly relevant in this context is ecotheology. Ecotheology is a form of constructive theology that explains the relationship between religion and the environment. Within ecotheology, the principles of tawhid, creation (khalq), balance (mizan), and the trust of stewardship (amanah khalifah) affirm that humans are obliged to protect Allah’s creation. Ecotheology plays an important role in fostering environmental awareness and concern by promoting education, advocacy, action, and funding for ecological management. Pondok Pesantren Fadhlul Fadhlan implements the concept of an “eco-pesantren” as an effort to equip students (santri) with both religious knowledge and practical skills. The integration of ecotheological teachings and ecoliteracy through concrete environmental care practices has a positive impact on the pro-environmental behavior of students at Pondok Pesantren Fadhlul Fadhlan. Therefore, applying ecotheology within the learning process is crucial for enhancing environmental awareness and concern. This study employs a quantitative research approach with a survey method. It focuses on analyzing the level of ecotheology-based environmental perception and the level of ecoliteracy among students of Pondok Pesantren Fadhlul Fadhlan in Semarang City. The research was conducted at Pondok Pesantren Fadhlul Fadhlan, with participants consisting of 90 junior high school students and 105 senior high school students, totaling 195 participants. The data sources comprise both primary and secondary data. Data were analyzed using SmartPLS 4 with the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique and Multiple Group Analysis (MGA) Bootstrapping, aiming to maximize the R-square value and minimize residuals or prediction errors. The findings indicate that the substantive integration of ecotheology significantly enhances students’ environmental literacy. The ecotheological approach operationalizes religious principles—particularly those embodied in the indicator of tawhid—within ecological concepts, thereby enabling students to understand their responsibility to protect nature as an integral part of religious practice. The implementation of ecotheology nurtures cognitive, affective, and behavioral dimensions that are oriented toward sustainable environmental care.

This study aims to describe the implementation of collaborative-based innovative learning in improving students’ social skills at MA Muhammadiyah Limbung, Gowa Regency. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation involving teachers and students. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the application of collaborative-based innovative learning fosters an active, inclusive, and participatory learning environment. Students demonstrated improvements in communication, cooperation, empathy, and problem-solving skills. Through problem-based learning and project-based learning, students were trained to collaboratively address social issues relevant to their daily lives while internalizing the values of ukhuwah (brotherhood), ta’awun (mutual assistance), and ihsan (excellence). Teachers acted as facilitators who motivated and guided students to interact positively throughout the learning process. Theoretically, these findings reinforce the theories of social interdependence (Johnson & Johnson, 2009), constructivist learning (Vygotsky, 1978), and experiential learning (Kolb, 2015), all of which emphasize that social interaction and meaningful experiences serve as foundational elements in developing students’ social skills and character. Hence, collaborative-based innovative learning in Islamic educational settings not only enhances academic competence but also cultivates students’ social and spiritual character holistically.

Strengthening character values is one of the main objectives of national education that must be systematically internalized through the learning process, in which Islamic Religious Education (PAI) plays a strategic role in shaping students’ religious and social character. This study aimed to describe and analyze the planning, implementation, and evaluation of quality PAI learning in strengthening students’ character values at SMP Muhammadiyah 8 Surakarta in the 2025/2026 academic year. The research employed a qualitative approach with a descriptive design, using in-depth interviews, classroom observations, and documentation studies as data collection techniques. Data were analyzed using the interactive Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings show that character strengthening is consistently integrated into lesson planning, into the implementation of learning that emphasizes role modeling and habituation of values, and into evaluation that covers cognitive, affective, and behavioral aspects. Quality PAI learning that is carefully designed and implemented is shown to contribute positively to the formation of students’ religious character, discipline, responsibility, and social concern.

There are two main points of reference to Frankfurt School's authoritarianism research. On the one hand, scholars who, following Fromm (1932), seek to identify a contemporary social character under conditions of post-Fordist capitalism emphasize that the authoritarian character has been replaced by a flexible, entrepreneurial self. On the other hand, research on authoritarianism still relies on adaptations of the F-scale developed by Adorno et al. (1950) (e.g., Altemeyer, 1981; Beierlein et al., 2014; Oesterreich, 1998; Decker et al., 2022). At the same time, certain new forms of authoritarianism are being identified (Amlinger & Nachtwey, 2025). In this paper, we aim to bridge this tension by introducing a measurement tool for a contemporary “affirmative social character” adapted to flexible capitalism, and to explore the relationship between this social character and authoritarian tendencies. Based on a German sample ( N = 1,196), we develop the 28-item Aff-Scale to measure the adaptive authoritarian tendencies aligned with the demands of 21st-century meritocracy. The scale captures five dimensions: affirmation, self-optimization, flexibility & mobility, solutionism, and libertarianism. Validation measures included traditional authoritarianism (KSA-3; Beierlein et al., 2014), right-wing extremism (FR-LF; Heller et al., 2020), and sociodemographic variables. Confirmatory factor analysis confirmed the multidimensionality ( CFI = 0.927; RMSEA = 0.048) but showed a need for further validation. Internal consistency was good (Cronbach's α = .83; ω = .64) and the expected correlations with RWA and educational-, social status and age were significant. Despite its limitations, the Aff-scale is a useful tool for examining a 21st century social character and contributes to a better understanding of modernized forms of authoritarianism.

Objective: This study aims to explore the role of musical collaboration in fostering social practices within music classrooms and to identify the factors that influence the success of such collaboration. Method: Employing a qualitative approach through interviews and observations, the research investigates how collaboration in music classes contributes to social dynamics among students. The data were collected through interviews conducted in the music studio at Campus A, University of Lampung. Results and Discussion: The findings indicate that collaboration plays a significant role in building team cohesion, enhancing interpersonal skills, and strengthening students’ social character. Collaborative activities, such as arranging songs, vocal and instrumental rehearsals, group discussions to understand music theory, and participation in traditional music practices like the Lampung bronze ensemble, encourage open communication, mutual respect, empathy, and a shared sense of responsibility. Nevertheless, the collaborative process also faces challenges, including differences in individual abilities, varying levels of commitment, and difficulties in unifying creative ideas. Key factors for successful collaboration include effective communication, fair distribution of roles, and a supportive group dynamic. Conclusion: collaboration in music education not only enhances students’ musical competence but also shapes them into cooperative, reflective, and adaptable individuals within both social and professional environments.

Efforts to strengthen character education through local wisdom have become a national priority, yet no empirical studies have developed an operational model for integrating Poda Na Lima into Islamic Education and Character Education (PAI BP) at the elementary level. Consequently, Mandailing cultural wisdom remains underutilized as a pedagogical foundation. This study aims to develop, implement, and evaluate an ethnopedagogical model grounded in Poda Na Lima for PAI BP instruction in elementary schools in Mandailing Natal Regency. Using a qualitative approach with an educational ethnography and multiple case study design, the research involved PAI BP teachers through interviews, participant observation, and document analysis. This approach enabled an in depth understanding of how cultural values are negotiated and internalized in classroom interactions. Findings show that integrating Poda Na Lima values Paias Rohamu, Paias Pamatangmu, Paias Parabitonmu, Paias Bagasmu, and Paias Pakaranganmu can be effectively implemented through structured habituation, spiritual reinforcement, and culturally responsive communication. The model contributes to students’ religious, social, and ecological character development and supports the strengthening of Mandailing cultural identity. However, challenges persist, including the lack of standardized curriculum guidelines and limited teacher competence in ethnopedagogy. This study offers a theoretically grounded ethnopedagogical model that connects local wisdom with Islamic and character education. Practically, it provides an applicable framework that teachers and policymakers can adopt to design more contextualized and culturally relevant PAI BP learning in diverse Indonesian educational settings.

This study aims to analyze the influence of the school environment and physical activity on student solidarity from the perspective of social ecology in physical education at SDN Karya Baru. The focus of the research is to understand how the conditions of the school environment and students’ involvement in physical activities shape social behavior and solidarity among elementary school students. The study employs a descriptive qualitative approach with 12 informants consisting of students, a physical education teacher, and homeroom teachers. Data collection techniques include in-depth interviews, participatory observation, and documentation. Data analysis follows the stages of data reduction, data presentation, and conclusion drawing/verification. The results show that (1) a supportive school environment plays an important role in fostering social solidarity; (2) physical activity serves as an effective medium for developing cooperation and empathy; (3) the social ecology perspective explains the reciprocal relationship between the environment and students’ solidarity behavior; and (4) teachers and school culture are key factors in internalizing values of togetherness. In conclusion, physical education not only functions to develop physical aspects but also serves as an essential medium for shaping students’ social character and solidarity.

This article aims to develop innovative ideas in Social Studies (IPS) learning in primary schools through a literature study that examines various research findings and current learning practices. This study was motivated by the continued strong use of conventional methods, low digital literacy, and limited use of technology in the classroom. The method used is content analysis of various relevant sources to identify trends and alternative learning strategies. The results of the study show that the application of the Project Based Learning (PjBL) model, the integration of local values and wisdom, and the use of digital media can increase learning motivation, social literacy, and 21st-century skills of primary school students. This study emphasises the importance of improving teachers' pedagogical competencies, developing a more contextual curriculum, and strengthening students' social character as implications of learning innovations that are in line with the principles of the Merdeka Curriculum