Purpose: To develop and evaluate a web-based Multimedia Learning Management System (MLMS) for high school physics integrating text, images, video, animation, and simulations to address post-pandemic learning challenges and improve outcomes in static and dynamic electricity. Research Methodology: Research and Development using the ADDIE model. Needs analysis involved questionnaires to teachers (n=30) and students (n=107). The MLMS was designed and developed with multimedia and PhET-based virtual labs, then validated by material and media experts, followed by small-group (n=17) and field trials with teachers and students. Data were analyzed using 4-point Likert means; learning-outcome instruments were prepared with validity/reliability procedures, and effectiveness was examined with a pretest–posttest (N-Gain) design. Results: Needs analysis showed strong demand for accessible, multimedia physics resources (teachers 100% supportive; students 98% agree on development). Material validation achieved a very good category (~90%+), media validation very good (?83.75%). Small-group practicality averaged 86.32% (very good); teacher field tests averaged 84.82% (very good); student responses averaged 79.98% (very good). Implementation indicates improved learning outcomes in static and dynamic electricity. Conclusion: The web-based MLMS is valid and practical for classroom use, enhances engagement through interactive multimedia and simulations, and supports better monitoring of student progress. Limitations: Trials were limited to selected schools and physics topics; no randomized control groups; effectiveness depends on stable internet access. Contribution: Provides a validated MLMS prototype that operationalizes ADDIE for physics education, integrates interactive multimedia and virtual labs with progress tracking, and offers instruments and practical guidance for school-level deployment.

Purpose: This study aimed to improve teacher performance by improving the quality of teacher leadership. Research methodology: This study applies the Borg and Gall development model, with teachers as subjects. The study aims to identify teachers’ needs for an Islamic manners-based leadership model, design and develop its prototype, evaluate its validity and practicality, and assess its effectiveness. Data from experts and practitioners were collected through observations, surveys, and assessment sheets and analyzed using quantitative and descriptive methods. Results: The study shows a high need for Islamic adab-based leadership. The prototype, which comprised structured steps and components, achieved high validity (3.66) and practicality (3.20). Its application significantly improved teacher performance, with normality > 0.05, t-test < 0.05, moderate N-Gain (0.60), and 58% effectiveness. Conclusion: The Islamic adab-based teacher leadership model effectively improves teacher performance, demonstrating high validity and practicality, and fostering competence and moral integrity in both teaching and mentoring roles. Limitations: The study’s limitations include its focus on one institution, a small sample size with short implementation, and reliance mainly on teacher perspectives without broad input from students or parents. Contribution: This study develops a validated Islamic adab-based leadership model that enhances teacher performance, upholds ethical standards, enriches faith-based education literature, and offers practical guidance for educators and policymakers.

Purpose: This study aims to examine the linguodidactic foundations for training professional translators in the digital era, with a focus on the integration of information resources to enhance the effectiveness of specialized translation education. Methodology/approach: The research employs a qualitative descriptive approach through a review of existing theories, case studies, and pedagogical practices in translator education. It analyzes the use of information and communication technologies (ICT), including electronic corpora, terminology databases, and machine translation tools, in various domains such as legal, medical, and technical translation. Results/findings: Findings indicate that the incorporation of ICT and digital resources significantly improves translator training outcomes. Students develop stronger terminological precision, higher efficiency in handling specialized texts, and greater adaptability to technological innovations. Furthermore, the integration of electronic resources supports collaborative learning and problem-solving strategies in professional contexts. Conclusion: The use of ICT-based information resources provides a solid theoretical and practical framework for enhancing translator education. However, successful implementation requires balanced integration with traditional pedagogical methods to avoid overdependence on automated tools. Limitations: The study is limited by its reliance on secondary literature and lacks empirical testing through experimental or longitudinal research in classroom settings. Contribution: This paper contributes to the field of translation studies by providing a comprehensive model of how digital resources can be effectively integrated into linguodidactic approaches for specialized translator training, offering valuable insights for curriculum developers and educators.