Student entrepreneurship has become an important focus in higher education as a means of developing competencies and work readiness. This study aims to analyze the influence of student entrepreneurial activities on various aspects of learning performance, including academic achievement (GPA), cognitive abilities, communication and public speaking skills, social skills, and other performance aspects through a systematic literature review. A systematic review method was applied by analyzing 45 scientific articles from accredited national and reputable international journals published in the 2019-2025 range. The analysis results show that student entrepreneurial activities have a significant positive impact on learning performance through the mediation mechanisms of self-efficacy, creativity, and problem-solving skills. Students involved in entrepreneurial activities showed an increase in soft skills (teamwork, communication, networking) of 18-32% compared to non-entrepreneurial students. However, there is a curvilinear relationship between the intensity of entrepreneurial activities and GPA, where the optimal intensity is at 10-15 hours per week. This research provides a theoretical contribution in understanding the complex mechanisms between entrepreneurship and academic performance, as well as practical implications for the development of entrepreneurship education curricula in higher education.

The article examines the problem of Internet addiction among young students as one of the current threats of the modern digital environment, which can negatively affect academic performance, psycho-emotional state and social activity of students. It is shown that in the conditions of active implementation of information and communication technologies in the educational process, the need for forming a culture of safe use of digital resources is increasing. Excessive use of the Internet leads to a decrease in concentration, disruption of work and rest, a decrease in the effectiveness of educational activities and the emergence of addictive behavior. The main factors of the formation of Internet addiction are analyzed, including emotional instability, increased anxiety, low self-esteem and the desire to avoid the difficulties of real life through immersion in virtual space. Approaches to the interpretation of the concept of "Internet addiction" in scientific research are considered, in particular the concepts of I. Goldberg and R. Davis, who define excessive use of the Internet as a form of behavioral addiction, characterized by loss of control over the time spent on the network and the emergence of negative psychological and social consequences. The purpose of the study is to analyze the impact of Internet addiction on students' academic performance and determine pedagogical approaches to the formation of safe and responsible digital behavior in the student environment. It is substantiated that the prevention of Internet addiction requires a comprehensive approach, which involves the formation of a culture of security in the digital environment, the development of digital competence, self-control skills and responsible use of information resources. It is determined that an important role in this process is played by higher education institutions, which can contribute to the creation of a safe educational environment, the organization of preventive measures and the provision of psychological support to students. Prospects for further research are related to the development of adaptive educational programs and the introduction of digital security elements into the educational process in order to form the resilience of students to the negative effects of the digital environment.

This technique is crucial, but problems arise from insufficient rotation speed, which affects accuracy. In reality, many beginner table tennis players and UKM members still experience difficulties in producing consistent serves, especially with variations in spin and precise ball placement. Observations during the UKM training program indicate that many students struggle to control the ball''s direction, vary its spin, and maintain consistency in their service strokes. This research design uses a quasi-experimental type of research, design the Non-Equivalent Control Design Group is the most frequently used design in social research. This design is where the experimental group is influenced by a particular variable by involving a non-randomly selected control group, measured before and after the intervention. The sample used in this study consisted of 22, the experimental and control groups were divided equally, with 11 participants per variable class. The results of the analysis of covariance (ANCOVA) showed that the covariate variable (pretest) had a significant effect on the posttest score, F (1,39) 8.224 p 0.007. After controlling for the influence of the pretest score, the posttest score experienced a significant difference, F (3,39) 13.605 p 0.001 partial N2 0.511. However, from an inferential perspective, the statistical analysis showed no significant difference between the experimental and control groups (p0.05). This indicates that the effectiveness of the New Spin Wheel method has not been proven strongly at the 5% significance level. This insignificance may be influenced by several methodological factors, including the relatively small sample size, differences in initial ability levels between the groups, and limited control of variables in a quasi-experimental design.

This study aims to improve students’ learning outcomes through the implementation of the Cooperative Student Active Learning (SAL) model on Theme 2, “Loving Plants and Animals,” in Grade III at SDK Wanno Baru. The research employed Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages. The research subjects were 20 students (10 males and 10 females). Data collection methods included tests, observations, and documentation. The research instruments consisted of observation sheets for teacher and student activities, as well as learning outcome tests. The results showed an improvement in students’ learning outcomes: in Cycle I, only 8 students achieved mastery (40%), which increased in Cycle II to 16 students achieving mastery (80%). Thus, it can be concluded that the implementation of the Student Active Learning model is effective in improving students’ learning outcomes on the theme “Loving Plants and Animals.”

Elective courses play an important role in specialized informatics education. Among their features, it is possible to note the opportunity to organize student research activities within the course, for example, for students in socio-economics classes as they become familiar with economic professions. The article describes in detail the elective course "Spreadsheet processor in solving economic problems" which focuses on mastering a range of spreadsheet functions in the "Financial" category. The goals and objectives of the course and its thematic planning are presented. The course content is examined in detail, with an emphasis on practical assignments. Through these assignments, students not only master the spreadsheet's new built-in functions but also learn to effectively solve economic problems related to real-life situations. Methodological developments for several practical assignments are provided, outlining possible research processes. The practical assignments include research-based tasks, which enhance students' understanding of the course material.

Exploring Adolescents' Perceptions of the School Food Environment to Inform a Fruit-Based Program.

This study examines the effectiveness of a professional development program, the Physical Education Teacher Itinerant Program, for elementary classroom teachers in Southern California. The purpose of this program was to equip elementary classroom teachers to teach purposeful physical education. The California Legislature has given every elementary school district the option to either employ a physical education specialist or have the credentialed elementary classroom teachers teach the mandated physical education instruction for grades 1-6 (Cal. Educ. Code 51210.2., 2003). Several studies support hands-on training for improving teacher confidence to deliver quality physical education and increase student physical activity (Escriva-Boulley et al., 2018; Sallis et al., 1997). This study used a 5-point Likert scale survey to gauge 156 elementary classroom teachers’ perceptions of their preparedness to teach physical education and implement developmentally appropriate physical education curriculum. Descriptive statistics were used to analyze teacher confidence levels, perceptions of preparedness, and satisfaction in teaching physical education. The results of the survey indicated that the classroom teachers were generally satisfied with the training and perceived it as beneficial for implementing developmentally appropriate physical education in their classrooms. This study can be used to inform districts of the value of embedded professional development programs in empowering elementary classroom teachers to deliver high-quality physical education.

This study was motivated by the low learning outcomes of students in IPAS (Science and Social Studies) learning in grade V of SDN 13 Batu Gadang, Padang City. The purpose of this study was to improve students’ learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by Slidesgo media. This research employed Classroom Action Research (CAR) consisting of two cycles, each including planning, implementation, observation, and reflection stages. The subjects of this study were 25 fifth-grade students. Data were collected through observation, tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed a significant improvement in each cycle. The learning planning increased from 91.67% in Cycle I to 95.83% in Cycle II. The implementation of learning also improved, with teacher and student activities reaching 96.43% categorized as very good. Furthermore, students’ learning outcomes increased from an average score of 75.28 in Cycle I to 85.32 in Cycle II. Therefore, it can be concluded that the application of the Problem Based Learning model assisted by Slidesgo media effectively improves students’ learning outcomes in IPAS learning. Keywords: Problem Based Learning, Slidesgo , learning outcomes , IPAS

This study aims to determine the implementation of the Rumus Sakti method in improving students’ basic morphology (sharaf) skills in Tsulatsy Mujarrad, to identify the improvement of students’ learning outcomes, and to analyze the supporting and inhibiting factors in the learning process. This research employed Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects of this study were 11 eighth-grade students of MTs Abu Hurairah. The results showed that the implementation of the Rumus Sakti method significantly improved students’ learning outcomes. In the pre-cycle stage, only 2 students (18%) achieved mastery with an average score of 56.6. In cycle I, the number increased to 4 students (36.3%) with an average score of 76.3. In cycle II, the number of students achieving mastery increased significantly to 10 students (90%) with an average score of 88. The supporting factors included increased student enthusiasm, activeness, and self-confidence during the learning process. Meanwhile, the inhibiting factors included differences in students’ initial abilities and their tendency to memorize formulas without understanding the underlying concepts. Therefore, it can be concluded that the Rumus Sakti method is effective in improving students’ basic sharaf skills and Arabic learning outcomes.

Penelitian ini bertujuan untuk mendeskripsikan kelayakan pengembangan Lembar Aktivitas Peserta Didik (LAPD) berbasis Problem Based Learning (PBL) untuk meningkatkan keterampilan pemecahan masalah pada materi laju reaksi fase F yang ditinjau berdasarkan aspek validitas, kepraktisan, dan keefektifan. Jenis penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan 4D Thiagarajan yang terdiri dari define, design, develop, dan disseminate. Penelitian ini dibatasi sampai tahap development dan dilakukan uji coba terbatas. Subjek penelitian ini berupa LAPD berbasis PBL pada materi laju reaksi yang diujicobakan kepada peserta didik kelas XI-8 SMA Negeri 16 Surabaya. Sumber data diperooleh dari lembar telaah, validasi, observasi aktivitas, angket respon, serta pretest dan posttest keterampilan. Teknik pengumpulan data penelitian ini dengan metode angket, observasi, dan pretest-posttest keterampilan. Hasil penelitian menunjukkan bahwa LAPD berbasis PBL telah memenuhi kriteria validitas dengan skor modus validasi isi sebesar 4 dengan kategori baik dan skor modus validasi konstruk sebesar 4 dengan kategori baik. Kepraktisan ditinjau berdasarkan hasil angket respon peserta didik dengan persentase sebesar 96,1% dan didukung oleh hasil observasi aktivitas peserta didik dengan persentase sebesar 99,7%. Keefektifan ditinjau berdasarkan peningkatan keterampilan pemecahan masalah peserta didik dengan perolehan skor N-gain secara keseluruhan sebesar 0,71 dengan kategori tinggi (high-g), pada uji Paired Sample T-test didapatkan p-value sebesar 0,01 (<0,05) sehingga dapat disimpulkan bahwa terdapat peningkatan yang signifikan pada keterampilan pemecahan masalah peserta didik dengan menggunakan LAPD berbasis PBL. Berdasarkan hasil penelitian yang didapatkan dapat disimpulkan bahwa LAPD berbasis PBL pada materi laju reaksi fase F layak digunakan dalam proses pembelajaran dan meningkatkan keterampilan pemecahan masalah.

The study aims to provide a comprehensive analysis of the formation and development of student scientific activity at Kharkiv University between 1804 and 1917, identifying the primary organizational forms of student research and assessing their contribution to the university's intellectual potential. The methodological framework is based on the principles of historicism, objectivity, and consistency. A complex of methods was applied, including analytical, descriptive, and historical approaches. The relevance of the topic stems from the need for a scholarly re-evaluation of the origins and evolution of student research practices. Analyzing the activities of scientific hubs at Kharkiv University (1804 – 1917) allows for the adaptation of historical experience in faculty-student interaction to improve modern models of engaging youth in science. The study defines the role of university statutes in stimulating intellectual inquiry among the youth. It is proven that student scientific activity in the first half of the 19th century was fragmentary, primarily limited to the functioning of a few circles and spontaneous self-organization in the form of private gatherings (at apartments). It is established that the quality of early student works remained relatively low: a significant portion of the papers was distinctly compilatory or consisted of translations of foreign authors' works. The scientific inquiry of students at that time tended toward abstract-like reporting of established facts rather than independent theoretical or experimental research. It is found that the imperial authorities and university administration hindered the processes of student scientific self-organization for a considerable period. State officials perceived corporate youth consolidation as a threat of spreading revolutionary ideas, while some faculty members expressed concerns that such activities might distract students from mastering mandatory curricula. It is established that the final institutionalization of student science occurred only at the turn of the 20th century, marked by the emergence of a network of specialized circles under the patronage of leading professors. The activities of these centers focused on preparing analytical abstracts, conducting scientific discussions, and piloting the results of initial independent research. A trend was identified in the transformation of early 20th-century student circles into fully-fledged scientific hubs dedicated to the comprehensive study of the Kharkiv region. It is noted that the scientific life of Kharkiv University had a significant public impact: it generated sustained interest from the local community, and the local press regularly covered the students' intellectual achievements, contributing to the popularization of knowledge.

The learning of Aqidah Akhlak at MTs Negeri 03 Muara Enim faces challenges in the form of low participation, lack of courage for students to ask questions, and the dominance of lecture methods that trigger passivity. The main problem of this research is to test the effectiveness of the Think Pair Share model in transforming student learning activity. The research steps used a quasi-experimental quantitative approach involving 25 students from the experimental class and 27 students from the control class in the odd semester of 2025/2026. Crucial stages include the distribution of an activity questionnaire that measures physical, mental, and emotional dimensions, followed by statistical analysis of the t-test. The quantitative research findings through the Independent Sample T-Test showed a significance value of 0.022, which is far below the threshold of 0.05. The data confirms the existence of a very real difference in activity between the two groups, proving that systematic interaction in the thinking, pairing, and sharing stages is able to trigger active student involvement significantly. The main conclusion confirms that this model has great potential to improve the instructional quality of Islamic education, although its success is still influenced by individual self-confidence and conducive classroom dynamics. Adapting strategies to heterogeneous groups is highly recommended to optimize learning outcomes sustainably and achieve a deep moral understanding for all students in the madrasah environment through active, meaningful and targeted collaboration in shaping the noble character of Indonesia's young generation.

This study is motivated by the need for learning that aligns with the characteristics of Generation Alpha at the elementary school level, who prefer visual, interactive, and technology-based learning. In practice, Islamic Religious Education, especially the Prophet Muhammad's Da'wah Struggle in Mecca, is still dominated by lecture methods and textbooks, resulting in relatively low student interest and understanding. This study aims to develop an Android-based digital learning media called “PECI” (Pemimpin Cilik Beraksi) to improve student engagement and comprehension. The method used is Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The trial subjects consisted of 11 third-grade students of SDN Tanjungmekar. Research instruments included material and media expert validation sheets, as well as pretest and posttest questions. The validation results indicated that the media was categorized as highly feasible with an average score of 91.25% from material experts and 93.75% from media experts. The implementation of the media through interactive learning videos and quizzes showed increased student activity and enthusiasm during the learning process. Statistical analysis using paired sample t-test showed a significant difference between pretest and posttest scores (p < 0.05). In addition, the average N-gain score of 0.530 was categorized as moderate, indicating an improvement in students’ understanding. Thus, the Android-based PECI media is considered effective and feasible as an innovative Islamic Religious Education learning tool to improve understanding and character development of elementary school students.

The rapid development of technology demands the world of education to continue to innovate to create engaging learning that meets the demands of the 21st century. However, preliminary studies in several elementary schools indicate that science learning still uses conventional student worksheets (LKPD) that are not yet able to encourage student activity, and the use of technology is still limited. This study aims to develop a STEAM-based E-LKPD using the Wizer.me platform to increase student activity and understanding. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected to measure the validity, practicality, and effectiveness of the developed product. The results of the validity test obtained a percentage of 97.5% for material experts, 95% for language experts, and 92.5% for media experts, the overall average value of validation obtained a percentage of 95% with the category "very valid". The results of the practicality test in three schools showed that teachers gave assessments between 95.8% and 100%, and students 94% to 95.1%, all in the "very practical" category. The effectiveness test showed an N-gain value of 0.69 (effective) at SDN 11 Pauh, 0.74 (very effective) at SDN 21 Bandar Buat, and 0.74 (very effective) at SDN 12 Padang Besi. Thus, the STEAM-based E-LKPD using the Wizer.me website was declared valid, practical, and effective to support science learning in grade V of elementary school.

This study aims to improve the learning outcomes of seventh-grade students at MTsN 3 Blitar through the application of the Problem-Based Learning (PBL) model in the Solar System subject. This study is a Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of planning, implementation, observation, and reflection stages. The subjects of this study were 36 students. Data collection techniques were carried out through learning outcome tests and observation of student activities during the learning process. The results showed a significant increase in learning outcomes from cycle I to cycle II. In cycle I, the total score of the students was 2,970 with a class average score of 82.5. Learning completeness reached 78%, with 28 students declared complete and 8 students incomplete. In cycle II, there was an increase in the total score to 3,420 and the class average score increased to 95.0. Learning completeness reached 95%, with 34 students completing the learning and only 2 not completing it. In addition, student learning activities such as discussing, asking questions, and expressing opinions also showed an increase in cycle II. Thus, the application of the Problem-Based Learning (PBL) model has been proven to improve student learning outcomes in Solar System material. This model encourages students to think critically, work together in groups, and actively engage in the process of contextual problem solving.

This study aims to improve students' social skills through the application of a debate learning model in the Pancasila and Citizenship Education (PPKn) subject for ninth-grade students at Jasa Mulia Junior High School, Sungai Baru. The social skills developed in this study include the ability to communicate effectively, work together in groups, respect differences of opinion, and resolve conflicts in social interactions. This study is a Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. The subjects were 18 ninth-grade students at Jasa Mulia Junior High School, Sungai Baru. Data collection techniques were observation, interviews, and documentation. The research instruments used were student social skills observation sheets and teacher activity observation sheets. The results showed that the application of the debate learning model can improve students' social skills. This is evident in the increase in the percentage of students' social skills from 58.33% in the first cycle to 90% in the second cycle. Therefore, it can be concluded that the debate learning model is effective in improving students' social skills in the PPKn subject for ninth-grade students at Jasa Mulia Junior High School, Sungai Baru.

Learning Akidah Akhlak has an important role in shaping students' understanding of faith and moral behavior, but in practice the learning process is still often dominated by conventional methods centered on teachers so that student involvement and critical thinking skills have not developed optimally. This study aims to determine the implementation of the reciprocal teaching learning method based on critical thinking skills in improving students' understanding of the concept of Moral Faith. This study uses a qualitative approach with a descriptive type of research. Data collection techniques are carried out through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the reciprocal teaching learning method is applied through four main stages, namely predicting, questioning, clarifying, and summarizing which encourage students to discuss, ask, and re-explain the material learned. Although the level of student activity is still relatively low, this method shows the potential in helping students understand the concept of Moral Faith through discussion activities, explaining material to each other, and clarifying understanding between students. Thus, the reciprocal teaching learning method can be an alternative learning strategy that supports improving students' understanding of concepts and critical thinking skills.

This article provides an in-depth analysis of the methods for assessing the effectiveness of using the Duolingo mobile application in the process of teaching Arabic. In particular, in the development of digital technologies, the features of educational applications based on gamification and interactive, interesting approaches to the development of students’ language skills are highlighted. In addition, the learning outcomes, motivation, and activity of students using the Duolingo application and traditional teaching methods are compared using tests and data obtained from practical experience. This article contributes to enriching innovative strategies in Arabic language pedagogy and offers teachers scientifically based recommendations for more effective integration of technologies.

Science and Social Studies (IPAS) learning on the topic of plant body parts in elementary schools still faces the problem of low student activity and learning outcomes in Grade IV of SD Negeri Kuta Pasie. This condition is caused by the limited variety of learning media used in the classroom. Therefore, it is necessary to utilize learning media that can increase students’ involvement in the learning process. This study aims to describe students’ learning activities and learning outcomes through the use of concrete media assisted by an e-module. This research employed a qualitative approach with a descriptive type. The subjects of the study were 25 fourth-grade students of SD Negeri Kuta Pasie. Data collection techniques were conducted through observation and learning outcome tests. The observation of students’ activities included several aspects, namely paying attention, listening, completing tasks and asking questions, and showing enthusiasm in participating in the learning process. The data obtained were analyzed using descriptive qualitative analysis. The results of the study indicate that the use of concrete media assisted by an e-module can improve students’ activities in each observed aspect and provide a positive impact on students’ learning outcomes. Therefore, this learning media can be used as an alternative effective learning strategy in IPAS learning in elementary schools.

This article presents the results of training and psychological support for donors and recipients. The relevance of the research for studying the diverse activities of medical students is highlighted. The results can be used in psychological counseling and serve as a basis for developing programs to support the educational process for both donors and healthcare professionals. Objective. To study the psychological predictors of successful adaptation of donors and recipients after blood collection and transfusion (availability of social support, health literacy, type of donor motivation) in order to identify targets for future interventions. This will help clarify: why do some people cope more easily than others? What internal resources of the individual and the environment are most important? Results. The scientific study involved 300 blood donors, divided into two groups: first-time donors (n=150) and regular donors with 3 or more donations (n=150). The assessment was conducted using questionnaires in three stages: immediately before the first/recurring donation (T1), 1 hour after the procedure (T2), and 3 months later (T3) to assess intention to donate again. Conclusion. The study results clearly differentiate the psychological profiles and needs of first-time and regular donors, indicating the necessity to develop a two-tiered system of psychoeducational support.