Low student learning outcomes encourage the need to create learning that can overcome these problems. One way is to use the CLIS learning model. The CLIS model aims to encourage students to develop ideas or ideas of a particular learning problem and to reconstruct those ideas or ideas based on the results of observations and experiments. The type of experiment used in this study is Quasi Experimental Design. Learning outcomes were collected using multiple choice test instruments, then pilot tests were carried out. as well as statistical hypothesis data analysis. The results of this study, using the Children Learning In Science learning model are higher than using conventional learning models. There is an influence of the Children Learning In Sciencelearning model on student learning outcomes in the Ecosystem material in grade X of SMA Kartika 1-4 Pematang Siantar for the 2023/2024 academic year.
Learning Arabic at Cendikia Batu Muslim Elementary School uses textbooks interestingly enough, the books used belong to the foundation itself. This matter It is proven that the books used make children enthusiastic about learning and grades they exceed the minimum completeness criteria, so this research aims to determine the effect of using Arabic language learning modules on results students studying at Cendikia Batu Muslim Elementary School. This research uses quantitative research with a correlation method Simple Random Sampling technique. Sample In this study there were 29 fifth grade students at Cendikia Muslim Elementary School. With research instruments are questionnaires and documentation. Based on the results of data analysis using the product moment correlation test with significance level of 5% which shows that the rcount value is 0.379 > rtable 0.344 with the level of correlation is weak and there is no negative sign (-) in the rcount with calculations the coefficient of determination is 14.4%. Thus, Ha is accepted and Ho is rejected. So it can be concluded that there is a positive and significant relationship with variable use of Arabic language learning modules on class student learning outcomes V SD Muslim Cendikia Batu.
Syifa Shofura, Siti Safira Al-latifatuzzahra, Jessica Noer Amalia et al.
This article highlights the critical role of teacher competence, particularly pedagogical competence, in educating children with special needs to help them optimize their potential. Pedagogical competence enables teachers to effectively manage and develop the learning process, thereby enhancing learning outcomes. However, in practice, many Islamic Religious Education teachers fall short of these competency standards, which adversely affects the learning outcomes of students with special needs. This study is based on field research employing qualitative methods at the Junior High School for Children with Special Needs (SMPLB) in Lumajang. The findings indicate that improving learning outcomes requires active collaboration between teachers and students, particularly students with special needs, and demands teachers who possess strong pedagogical competence.
Ahmad Ihwanul Muttaqin, Nurilia Safira, Ahmad Hafidz Lubis Lubis
Background Schools are an important setting for physical-activity promotion, but limited curriculum time can constrain the implementation of exercise programmes. High-intensity interval training (HIIT) may offer a brief format for increasing vigorous activity during physical education (PE), classroom activity breaks, or other school-day opportunities. This review examined school-based HIIT delivery models, physical and cardiovascular outcomes, cognition and other school-relevant outcomes, and implementation, feasibility, and safety reporting. Methods Five electronic databases were searched for English-language studies published from January 2010 to May 9, 2026. Two reviewers independently screened records, assessed full texts, extracted data, and appraised risk of bias, with disagreements resolved by consensus. Eligible controlled studies evaluated a clearly defined HIIT intervention delivered in a school setting to children aged approximately 5–12 years and reported at least one physical, cardiovascular, cognitive, school-relevant, or implementation outcome. Owing to substantial heterogeneity in interventions and outcomes, findings were synthesised narratively in accordance with the Synthesis Without Meta-analysis (SWiM) reporting guideline. Results The searches identified 3,508 records; 1,370 duplicates were removed, 2,138 records were screened, 94 full-text reports were assessed, and six studies were included. Analysed sample sizes ranged from 18 to 67 participants. Interventions ranged from 6-minute classroom micro-sessions to 20-minute PE-based programmes delivered for 4–12 weeks. Some studies reported between-group or group-by-time findings favouring HIIT for selected functional-strength, aerobic-fitness, arterial-stiffness, and heart-rate-variability outcomes; other findings were limited to within-group change, and effects were not consistent across protocols. One study assessed inhibitory control and reported improvements after both HIIT and moderate-intensity continuous training, providing no evidence of a HIIT-specific cognitive advantage. No included study directly assessed mental health, academic attainment, attendance, or classroom engagement. Three studies were judged to have a high overall risk of bias and three raised some concerns. Conclusions School-based HIIT may be a brief adjunct to, rather than a replacement for, comprehensive PE. Preliminary findings suggest possible benefits for selected fitness and cardiovascular outcomes, while evidence for cognitive, mental-health, and academic benefits remains limited or absent. Given the small evidence base and risk-of-bias concerns, these findings should be interpreted cautiously. The current findings apply to the primary-school-aged samples represented and should not be extrapolated to adolescents. Larger, adequately powered school trials with stronger implementation and outcome reporting are required.
This paper analyzes the impact of enrollment in a private school and incentive mechanisms on the learning outcome (writing skills) in rural India.It adds to the extant research by adopting an instrumental variables approach.The findings reveal a significantly higher likelihood of superior learning outcomes for students studying in private schools and the no positive spill-over effect of incentives to enroll in government schools on the learning outcomes of their students.The empirical investigation addresses the issue of endogeneity using instrumental variables and control for district location, household-and individual-level factors.The findings are insightful for improving the learning outcomes of children in rural India.
This study aims to examine the implementation of child participation and inclusivity values within Child-Friendly School (CFS) program in Indonesia employing a hexahelix approach to highlight the gap between policy and practice. The CFS strategy is a national initiative to realize inclusive and participatory education in Indonesia, based on children’s rights and Sustainable Development Goals. This study applied a qualitative descriptive method through analysis of regulatory documents, guidelines, scientific literature, and collaborative data related to CFS implementation. Vygotsky’s theoretical framework on social constructivism and Bronfenbrenner’s ecological theory of child development were used to interpret the dynamics of CFS implementation. The findings indicate the difference in implementation across institutions, particularly in the aspects of child involvement and cross-sector coordination. The hexahelix approach strengthens the effectiveness of CFS through multi-stakeholder collaboration. The study recommends establishing a hexahelix collaboration forum at the local level and developing training programs for educators to optimize CFS principles. This study contributes to the academic gap in understanding and improving the implementation of CFS in Indonesia.
Muhammad Fajhriyadi Hastira, Aliyah Ahmad, Mustika Syaharuddin et al.
The low level of community participation, particularly among mothers and children, in Posyandu activities has become a challenge in improving the quality of community-based health services. This study aims to analyze the interpersonal communication strategies employed by the Dasawisma Team of RW.08 Palmerah in enhancing community participation in Posyandu programs. The research applied a descriptive qualitative method, utilizing in-depth interviews with Dasawisma cadres, active and less active housewives, and triangulation with a communication expert. The findings reveal that interpersonal communication was carried out with empathy, warmth, and adaptation to the social and psychological conditions of the residents. The strategies combined verbal, nonverbal, empathic, and assertive communication, both through face-to-face interactions and digital media. These approaches effectively fostered emotional closeness, strengthened trust, and encouraged active participation of residents. The novelty of this research lies in the finding that the sustainable integration of interpersonal communication, along with adjustments to residents’ characteristics, can not only enhance participation but also reinforce social solidarity within the community.
Alinda Rahmatunnisa, RR Roosita Cindrakasih, Sultan Himawan
Abstract This study focuses on an adult‐initiated and child‐led research journey that aimed to explore the path to empower children towards exercising their participation rights in different environments of their lives. To this end, a series of multi‐stage participation empowerment activities were carried out with 60 children in Istanbul, as guided by the child participation model and ecological systems theory. Findings are narrated through children's voices and illustrate their multifaceted opinions, challenges and demands with respect to how they participate in life. Children's experiences in this research journey suggest that grassroots of a child‐to‐child participation network is possible via empowerment and capacity building activities.
This study examines how young children’s negotiation of meaning (NoM) in task-based storytelling can be understood beyond linguistic repair through the Habits of Mind (HoM) framework. Using HoM as an interpretive lens, it examines how children’s clarification requests, confirmation checks, repetitions, and corrections made visible the linguistic, cognitive, social-emotional, and imaginative dimensions of participation. Data are drawn from a classroom-based action research project in a second-grade classroom in South Florida. Ten children aged seven to eight and four mothers participated in eleven sessions involving collaborative storytelling and digital storytelling. From 334 NoM episodes identified across approximately 16.5 h of recordings, 92 episodes in which NoM co-occurred with HoM-related participation were selected for fine-grained, turn-by-turn discourse analysis. The findings show that NoM strategies functioned as interactional resources through which children made uncertainty discussable, sustained peer alignment, refined language and narrative coherence, monitored their own contributions, and coordinated collective task progression. The study suggests that NoM in young learners’ storytelling can be read through a HoM lens as whole-child participation beyond language repair.
Urban playgrounds are vital public spaces that support children’s play, social interaction, and well-being. However, many playgrounds in socially disadvantaged or aging urban areas experience physical deterioration, limited play diversity, and declining use. Although corporate social responsibility (CSR) initiatives have increasingly supported playground regeneration, many projects continue to emphasize short-term physical improvements rather than participatory processes and social value creation. This study conceptualizes CSR-supported, child-participatory playground regeneration as a social value creation process and examines how CSR enables process continuity through a structured six-stage participatory approach spanning planning, design, construction, and post-opening use. Two cases were selected from the “Save the Playground” program in Seoul, Korea: Saerok Children’s Park in a stable residential neighborhood and Mukjeong Children’s Park in a high-mobility, multicultural commercial district. Using a qualitative multiple-case study design, the study triangulates workshop outputs, observational records, facilitator field notes, and official program documents through thematic and cross-case analyses. The findings indicate that CSR support primarily ensured process continuity and facilitated multi-actor coordination across project stages. By securing implementation continuity and stabilizing governance arrangements, CSR support allowed participatory outputs to be iteratively translated into design development and post-opening evaluation. Post-opening outcomes differed by urban context; nevertheless, both cases showed social value creation through strengthened place attachment, responsibility-oriented use, and inclusive mixed-group play. This study advances a cross-case analytical framework linking urban context, participatory mechanisms, and post-opening social value outcomes, contributing to a more context-sensitive understanding of CSR-supported participatory design processes and their implications for sustainable urban public space development.
