Vocabulary (mufradat) mastery is decisive in the success of foreign language learning. Mastering many vocabularies can improve students’ listening, speaking, reading, and writing skill. Various strategies have been applied to improve vocabulary mastery, but the results are not satisfactory. They were only able to achieve an average score of 42, far below the minimum criteria of mastery leaning, which is 75. It was because the students are less motivated to master it. Quantitative research with experimental design was carried out to test Kahoot! media, one of the game-based learning methods to improve students’ vocabulary learning outcomes in class X MAN 4 HST. The results showed that students' learning outcomes in the experimental class which used Kahoot! Gamification method is significantly higher than the control class, which used reading aloud and guessing the meaning method. The average learning outcomes in the experimental class were 28,269 points higher than that of the control class. The average value of the control class N-Gain is 25.95, which is categorized as ineffective. While the average N-Gain value of the experimental class is 74.31, categorized as quite effective category. The results indicated that Kahoot! implementation can increase the average score of students in learning mufradat to 85.

This study aims to develop learning media in the form of videos called "Al-Mutho" videos on Haalatul Hadiiqoh material in third-grade students of elementary school. This is qualitative descriptive research and type of case study that aims to determine students' perceptions in using ‘Al-Mutho” videos. The results showed that students felt happier and eager to learn vocabulary (mufrodat) by using the video "Al-Mutho." Also, students are also able to remember ten new vocabulary words that are taught in one time face to face. This can be seen from the ability of students to answer the questions given quickly and precisely. Based on the results of the study it can be concluded that the video "Al-Mutho" can be used as an alternative media for mufrodat learning in Arabic for elementary schools.

Educational institutions as part of social life are the main sector in advancing the life of the nation. This role is a great opportunity to instill good reforms in the progress of people's thinking. Religious moderation is the main subject in the discussion in this article to review its existence in formal and non-formal educational institutions. The results of the discussion show that the highest formal educational institution, namely universities, is the main laboratory in developing and implementing religious moderation. The results of this development are then given to universities themselves, and primary and secondary schools in the form of teaching materials. While in nonformal institutions, the study of religious sciences has accommodated the students to be moderate in life in society. This harmony facilitates the inclusion of religious moderation in all walks of life.

The implementation of distance learning during a pandemic era faces various obstacles. This study explores information about how the implementation of distance learning to first semester of freshment students (new students) and what obstacles they face. This research is a descriptive qualitative research. The data sources consisted of new students, lecturers, and learning result documents. The data were collected by distributing questionnaires using Google Forms, interviews, and document studies. The study results show that the massive application of distance learning in the State Islamic University of Maulana Malik Ibrahim Malang began in March 2020. It coincides with the spread of the coronavirus in Malang City. The data reveals that, the implementation of distance learning can be grouped into five categories, namely effective, moderately effective, casual, less effective, and ineffective. The six most frequently complained problems were the low quality of the internet connections, the much spending of buying internet data, the fatigue due to staring at the devices' screen for too long, the difficulty in accessing references, the poor communications, and the lack of materials comprehension explained by lecturers. However, these six obstacles do not entirely affect the respondents' motivation to learn. As a consequence, improvements in the quality of infrastructure and services have to be carried out to maximize the quality of distance learning.

The development of the Madrasah Ibtidaiyah/Primary School curriculum has changed several times, from the KBK Curriculum to KTSP Curriculum, then to the 2013 Curriculum. However, the limited textbooks that are in accordance with the curriculum changes are obstacles to learning achievement, especially in Social Sciences course for primary school teacher education. This study aims to develop a social science course textbook for Madrasah Ibtidaiyah/primary school teacher education with a 2013 curriculum-based concept approach that is appropriate for students taking Social Sciences Madrasah Ibtidaiyah/primary school teacher education courses. This research uses a 4-D model with stages of Define, Design, Develop, and restrictions on Desseminate. The results showed that the development of concept approach based social science course textbooks for Madrasah Ibtidaiyah/ primary school got a very decent category with a score of 81% from material experts, a decent category with a score of 80% from linguists, and a very decent category with a score of 87% from design experts. So it can be concluded that the textbooks for Social Sciences of Madrasah Ibtidaiyah/primary school teacher education using the 2013 curriculum-based concept are categorized as feasible.

<p>Human are homo economicus creatures who always trying to maximize their satisfaction by acting rationally, but they have a desire to see the happiness of others, its called prosocial behavior. Prosocial behavior intended to benefit another", is a <span style="text-decoration: underline;"><a href="https://en.wikipedia.org/wiki/Social_behavior">social behavior</a></span> that benefits other people or society as a wholesuch as helping, sharing, donating, and  volunteering, human beings as homoeconomicus beings also known as homo socius.</p><p><strong>Keywords: </strong>Prosocial, Behavior</p>

This research is a continuation of the research on the Development of Textbooks for Social Studies Courses with the 2013 Curriculum Based Concept Approach. Development with Expanding Community Approach is used to create a hierarchical material that starts from a simple concept to a broader concept while paying attention to the distribution of Social Studies material at the level of Elementary School based on the 2013 Curriculum. Research & development of textbooks for social studies education MI / SD with Expanding Community Approach aims to develop social studies textbooks in the Elementary School Teacher Education department that can be used as learning resources for students in Social Studies courses. This development research uses the Thiarajagan 4-D model with the steps of Define, Design, Develop, and restrictions on Desseminate. Research on the development of Social Studies course textbooks for Elementary School Teacher Education with Expanding Community Approach received a very decent category with a score of 81% from material experts, a decent category with a score of 80% from linguists, and a very decent category with a score of 87% from design experts. The data can provide the conclusion that the textbooks of Social Studies courses using the expanding community approach are categorized as feasible.

The study attempted to measure the impact of the blended learning approach in Arabic teaching to the non-native speaker students of the Islamic state university in Indonesia. This research employed the quantitative method using the quasi-experimental design. There were 60 students participated in this study, which is divided into 30 students in each of the experimental, and control group. The data gained through the writing test have been analyzed by assisting the SPSS program. The results found that the students' score in the content got the highest score, and then followed by the grammar. It means that there were students who did not have the good score in Arabic writing through blended learning because only their writing content improved while their grammar did not improve significantly. Overall, the students' posttest score achievement in the experimental was higher than in the control group. Thus, it is crucial for further study to examine other skills of Arabic by using the blended learning approach.