The diversity of elementary school students’ learning readiness, which is not yet fully accommodated by conventional teaching materials, has an impact on low conceptual understanding of mathematics, particularly fraction topics. This study aimed to develop a differentiated e-module using the Understanding by Design (UbD) approach that is valid, practical, and effective for improving the conceptual understanding of fourth-grade elementary school students. The method employed adapted the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. Data analysis included the Gregory validity test, calculation of practicality percentages, and effectiveness testing using a paired-sample t-test and N-gain analysis. The results showed that the developed e-module had very high validity (coefficient of 1), very high practicality according to students (95.5%) and teachers (96%), and effectively improved conceptual understanding, with the average pretest score increasing from 66.16 to 82.08, a significance value of 0.000, and an N-gain in the medium category. These findings reinforce that integrating differentiated instruction and the UbD framework into digital teaching materials can enhance the quality of students’ conceptual understanding. The study concludes that the differentiated e-module is feasible for use as an alternative adaptive teaching material, with implications for the development of mathematics instructional designs based on students’ needs in elementary schools.

This study was motivated by low learning outcomes in the IPAS subject on the “memakan dan dimakan” (eating and being eaten) topic at SD Negeri Rembul 01 due to limited and non-varied learning resources. The study aimed to develop an interactive digital comic and assess its effectiveness in improving students’ learning outcomes on the “memakan dan dimakan” topic. A Research and Development (R&D) model with an ADDIE design was employed, involving 36 fifth-grade students, consisting of 6 students in a small-scale trial and 30 students in a large-scale trial. Data were collected through tests, questionnaires, interviews, and observations, and were analyzed using the Shapiro–Wilk normality test, paired-sample t-test, and N-gain test. The results of the media expert (97.65%) and material expert (92.85%) evaluations indicated that the interactive digital comic was in the “highly feasible” category. The t-test significance value of 0.000 in both testing scales and the high N-gain values of 0.76 in the small-scale trial and 0.77 in the large-scale trial confirmed the effectiveness of the interactive digital comic in improving students’ learning outcomes. These findings are consistent with Mayer’s Cognitive Theory of Multimedia Learning regarding the integration of visual–verbal media and support the research objective of strengthening students’ conceptual understanding of the “memakan dan dimakan” topic. The study’s implications provide a practical basis for teachers to utilize interactive technology in IPAS learning at the elementary level and offer a theoretical contribution to the development of digital media literacy studies in the context of primary education.

Listening skills constitute an essential component of Indonesian language learning, contributing to the development of students’ overall language competence. However, students' limited comprehension of fables delivered by teachers highlights the need for innovative instructional media. This issue often stems from the use of monotonous and insufficiently interactive methods, which diminish students’ interest and focus. This study aims to improve learning outcomes in listening to fables through the application of finger puppet media among second-grade students at MI An-Najihah Babussalam Kebonsari Madiun in the 2024–2025 academic year. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, implementation, observation, and reflection phases. The study involved 20 students. Data were collected through observation, tests, and documentation, and were analyzed both qualitatively and quantitatively. The findings show a significant improvement in both learning outcomes and student engagement. Mastery learning increased from 45% in the pre-cycle to 80% in Cycle I, and reached 95% in Cycle II. Learning activities also improved from 50% to 90%. These results indicate that finger puppet media are effective in enhancing listening skills for fables and in fostering a more engaging, active, and enjoyable learning environment. The implications of this study underscore the importance of incorporating visual-interactive media in the teaching of listening skills at the elementary school level.

The main problem in this study is the lack of optimal integration of socio-ethnic values in the test items, which potentially hinders students' understanding of the local socio-cultural context. This study aims to analyze the essay test items with a socio-ethnic nuance in the Social Studies material for fifth-grade elementary school students, focusing on validity, reliability, discrimination power, difficulty level, and representation of socio-ethnic values. The method used is quantitative with a descriptive-analytical approach. The instruments used are essay test items that have been developed and validated by experts. Data analysis was conducted using statistical analysis techniques to measure validity, reliability, discrimination power, and difficulty level of the items, as well as a qualitative approach to assess the representation of socio-ethnic values. The results indicate that most items have met the criteria for high validity and reliability; however, there are several items with a relatively high difficulty level and low discrimination power. The representation of socio-ethnic values in the items was also well identified, although there is still room to strengthen the integration of local culture in the test items. The impact of this research is an increased awareness of the importance of socio-ethnic values in elementary education, which can help students understand and appreciate Indonesia's cultural diversity in a more inclusive and contextual educational setting.

Academic procrastination is a common issue faced by first-year university students, particularly as they undergo the transition from secondary to higher education. This study aims to analyze the partial effects of academic burnout, social media addiction, and academic stress on academic procrastination among first-year students at Universitas Sunan Giri Surabaya. The research employed a quantitative approach using a survey method, involving 42 purposively selected first-year students. Data were analyzed using multiple linear regression to identify the contribution of each independent variable to the dependent variable. The results indicate that social media addiction has a significant and most dominant influence on academic procrastination, followed by academic stress, which also shows a significant effect. Meanwhile, academic burnout does not show a significant influence. These findings emphasize that academic procrastination among first-year students is more strongly influenced by psychosocial factors related to social media use and academic pressure. The practical implications of this study highlight the need for interventions that focus on stress management and healthy social media use to reduce the tendency to delay academic tasks among new university students.

This study aimed to develop and evaluate the KAGARI learning media, a Genially-based tool, for fifth-grade students studying Science and Social Studies (IPAS) at SDN Kangkung 1. Based on the needs assessment, teachers and students required more engaging and effective learning materials. The Borg and Gall research and development model guided the study. A total of 39 students participated, divided into two groups for small-scale and large-scale testing. Expert validation was conducted, with the media receiving a score of 93.75% and the material receiving a score of 97.7%, both categorized as highly feasible. The results indicated a significant improvement in students' understanding of Indonesian geography after using the KAGARI media. This was supported by an N-gain score of 0.7050 and a significant t-test result (p < 0.05). These findings suggest that the KAGARI media is an effective tool for enhancing student learning outcomes in Science and Social Studies.

The digital era requires teachers to have TPACK abilities. Not only teachers, but pre-service teachers also need to be equipped with TPACK abilities in order to become competitive teachers in the digital age. To measure the TPACK ability of prospective teachers, it is necessary to develop an instrument that can measure TPACK. This research was conducted with the aim of developing a TPACK self-assessment instrument for PGMI students who are prospective teachers of Madrasah Ibtidaiyah (MI). The approach used in this research is research and development (R&D) type ADDIE, which is carried out through five (5) stages, namely analysis, design, development, implementation, and evaluation. The instrument was developed based on the seven components of TPACK. A total of 34 PGMI students who have carried out teaching practices act as samples in this study. After validation and reliability tests were carried out using SPSS, 39 items were valid statements out of a total of 40 items, with an alpha coefficient of 0.970. Thus, it can be said that 39 items of statements are reliable and appropriate to be used to measure the TPACK ability of PGMI students.

In the era of the independent learning curriculum, critical thinking skills are very important in facing increasingly fierce competition. One learning approach that aims to develop students’ critical thinking skill is IPAS learning. One of the effective learning models to improve students’critical thinking skills in IPAS learning is the Project Based Learning (PjBL) model. The research uses Classroom Action Research method which consists of pre-cycle, cycle I, and cycle II. The purpose of this study was to evaluate students’ critical thinking skills which were still low, as identified in the pre-cycle activities. The research subjects consisted of 16 4th grade students, with 10 male students and 6 female students. The data collection technique used was non-test, using questionnaires and observation sheets. The results showed an increase in the level of students’ critical thinking skills each cycle. This confirms that the use o the PjBL model is effective in improving students’ critical thinking skills in learning IPAS in elementary schools.

In this project aims to analyze the impact of increasing exports and decreasing import on economic growth in Nepal Using an exponential function model. By examine the relationship between exports, imports and GDP, we seek to provide insights into how Nepal can enhance its export Competitiveness and reduce import dependency to stimulate economic development. By analyzing the best opportunities field which is possible in Nepal and trying to do enhance that field all over the world and as result researching on a impact of that opportunities which is possible in Nepal at export, import and GDP of Nepal. It is provider rarified by numerically with the help of exponential function.

In this research paper, we have studied procedures applying for documentation and institutionalization of learning and good practices for policy advocacy replication scaling up and public awareness. It also consists issue regarding health consciousness toward chronic diseases about whom rural people are unaware of and don’t have understanding about the procedures of prevention.