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 intended to determine the effect of media literacy and political literacy on the participation of novice voter citizenship in the digital era. This research used a non-experimental ex post facto quantitative approach. A sample of 350 was chosen randomly. Data analysis used path analysis with the help of the SPSS program. The analysis showed that media literacy significantly influences the level of civic participation (0.567). Second, political literacy also significantly influences the level of civic participation (0.664). Third, media literacy has a significant influence on political literacy (0.563). Fourth, simultaneously media literacy and political literacy affect civic participation (0.689). Fifth, political literacy was not significantly proven to moderate the relationship between media literacy and citizenship participation (p = 0.4590 > 0.05). Media literacy and political literacy affected the civic participation of novice voters both partially and simultaneously. The level of media literacy of the novice voters did not trigger a weak or strong relationship between political literacy and the citizenship participation of the novice voters.

Indonesia government closed schools as a response to the spreading of COVID-19. Learning activity should do at home using e-learning. This study aims to describe the level of students' readiness for the implementation of e-learning. This study is descriptive quantitative research using survey method. Population in this study are 15.370 students of Senior Islamic High School in South Kalimantan. The sample consists of 432 students based on Isaac Michael Table . The results show that the questionnaire score of students is 6031, where the maximal possible score is 8.981 (67, 62%). Thus, it can be categorized as not ready; needs some work.

The aims of this study 1) to develop of Social Studies teaching materials based on multimedia EPUB 2) To determine the effectiveness on learning outcomes of the development of social studies teaching materials based on multimedia EPUB. This study uses a development method based on the Dick and Carrey model. 1) The results of the development are informed from the validation of material experts who get 85% in the effective category. The results of the validation of linguists, media and design experts receive 89% percent in the effective category. Based on the percentage obtained, the Social Studies teaching materials based on multimedia EPUB meet the worthy standards of test. 2) The results of the trial on the learning of the Social Studies teaching materials based on multimedia EPUB obtain a score of 72% which states that the increase of posttest is influenced by the success of the use of teaching materials based on multimedia EPUB, so that the development of Social Studies teaching materials based on multimedia EPUB can be effectively used for the learning of Social Studies.

Learning Arabic online during the COVID-19 pandemic is full of challenges. Educators are required to be selective in choosing assessment methods relevant to the four Arabic language competencies and suitable for use online. This study aims to determine the online assessment methods and assessment media used by Arabic language teachers to evaluate their students' literacy in Arabic learning. This research is survey research. This study involved 87 Arabic teachers from 45 Public Madrasah Aliyah (Islamic Public Senior High School) in South Kalimantan. Data collection techniques used in this study were questionnaires and interviews. The data from close-ended questionnaires were analyzed and presented in descriptive methods. The data from open-ended was analyzed by reviewing each response, discovering themes in the verbatim statement, coding, and grouping the topics. The results of this study indicate that the assessment methods most often used by teachers are multiple-choice, true-false, short answer, and performance. The assessment method most students respond to is multiple-choice, true-false, and short answers. The assessment methods that students respond to the least are performance, products, interviews, and short answers.