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Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

The comprehensive field of Islamic education encompasses not only all levels of schooling but also includes religion, ethics, history, law, and the Quran and Hadith. As part of Islamic religious education (PAI), students are taught to live in harmony with Allah, themselves, other humans, all living things, and the natural world, embodying the concept of Hablun Minallah wa Hablun Minannas. The main objective is to shape students' belief, understanding, and practice of Islamic teachings through planned learning activities, training, and guidance. Islamic religious education is an endeavor by educators to shape students' beliefs and practices via structured instruction, training, and guidance. This study explores the features of Islamic education resources across various educational levels, examining the types of instruction designed to identify these materials and evaluate their pros and cons. The study discovered that Islamic Religious Education (PAI) materials from different grade levels and educational types exhibit distinct characteristics. These differences include variations in content, weight, depth, as well as psychological, philosophical, sociological, and technological aspects. Understanding the characteristics of PAI materials at various educational levels is crucial for developing more effective, relevant curricula and teaching methods tailored to students' developmental needs. The findings of this study are also intended to serve as a reference for educators when developing PAI learning materials suitable for students' educational and developmental levels.

This study aims to identify various factors that influence language choice in communication, as well as to analyze how the use of appropriate language can have a positive impact on the success of message delivery. The method used is qualitative research with a descriptive approach. Data were collected through documentation techniques and analyzed using thematic methods. The results of the study indicate that success in delivering messages is greatly influenced by language choice, which depends on a number of factors, such as communication context, communication objectives, audience background and characteristics, media or communication channels, and relationships between speakers. The selection of appropriate language has been shown to improve message clarity, build emotional connections, strengthen the credibility of the communicator, avoid misunderstandings, and increase the appeal and memorability of the message. These findings emphasize the importance of choosing the right language in the communication process so that messages can be delivered effectively and easily understood as they should.

This study aims to identify various factors that influence language choice in communication, as well as to analyze how the use of appropriate language can have a positive impact on the success of message delivery. The method used is qualitative research with a descriptive approach. Data were collected through documentation techniques and analyzed using thematic methods. The results of the study indicate that success in delivering messages is greatly influenced by language choice, which depends on a number of factors, such as communication context, communication objectives, audience background and characteristics, media or communication channels, and relationships between speakers. The selection of appropriate language has been shown to improve message clarity, build emotional connections, strengthen the credibility of the communicator, avoid misunderstandings, and increase the appeal and memorability of the message. These findings emphasize the importance of choosing the right language in the communication process so that messages can be delivered effectively and easily understood as they should.

This study aims to describe and analyze various forms of lexical errors found in the observation report texts in Indonesian language textbooks for eighth-grade junior high school students, as well as identify inappropriate diction based on categories such as connotative, denotative, formal, informal, general, specific, and borrowed foreign words. The research utilized a qualitative descriptive linguistic analysis of three authentic and representative observation report texts. The findings indicate numerous lexical errors, including the use of foreign terms without equivalents, redundant synonyms, and words inappropriate for formal or scientific contexts. These errors potentially reduce communication effectiveness, disrupt message clarity, and affect language correctness within the texts. If left uncorrected, such errors may cause ambiguities and hinder students’ comprehension of the reports objectively and accurately. Suggested corrections include selecting precise, specific words aligned with Indonesian language norms and employing neutral, objective language to facilitate student understanding and strengthen the educational value of the textbook. These findings provide valuable references for developing quality teaching materials and enhancing teachers’ and authors’ competencies in crafting effective, standards-compliant texts. This research is expected to offer practical and theoretical benefits, ultimately improving the overall language learning process in educational settings.

This study aims to describe and analyze various forms of lexical errors found in the observation report texts in Indonesian language textbooks for eighth-grade junior high school students, as well as identify inappropriate diction based on categories such as connotative, denotative, formal, informal, general, specific, and borrowed foreign words. The research utilized a qualitative descriptive linguistic analysis of three authentic and representative observation report texts. The findings indicate numerous lexical errors, including the use of foreign terms without equivalents, redundant synonyms, and words inappropriate for formal or scientific contexts. These errors potentially reduce communication effectiveness, disrupt message clarity, and affect language correctness within the texts. If left uncorrected, such errors may cause ambiguities and hinder students’ comprehension of the reports objectively and accurately. Suggested corrections include selecting precise, specific words aligned with Indonesian language norms and employing neutral, objective language to facilitate student understanding and strengthen the educational value of the textbook. These findings provide valuable references for developing quality teaching materials and enhancing teachers’ and authors’ competencies in crafting effective, standards-compliant texts. This research is expected to offer practical and theoretical benefits, ultimately improving the overall language learning process in educational settings.

This research was conducted based on observations made on fifth-grade students, regarding their self-confidence, which still requires stimulation due to a lack of self-confidence. Based on this problem, an improvement is needed that can enhance students' self-confidence through engaging and enjoyable activities that are not frequently done, one of which is the role-playing method. The objective of this research is to determine the increase in self-confidence of fifth-grade students through the role-playing method at SD Negeri 26/IV Kota Jambi. This research is a Classroom Action Research (CAR). It was conducted at SD Negeri 26/IV Kota Jambi from March 2025 to April 2025. The research subjects were 15 students and the class teacher. Data collection methods included observation, documentation, and interviews. Data analysis involved data collection, data reduction, data presentation, and drawing conclusions. The performance indicator to be achieved is an increase in children's self-confidence by 75% out of 15 children using the role-playing method. The results of this study indicate that the role playing method is proven to be effective in increasing the self-confidence of fifth grade students at SDN 26/IV Jambi City. The increase in children's self-confidence can be seen from cycle I to cycle II. In cycle I, the children's self-confidence ability was categorized as developing well by 44% with a good category. and in cycle II it increased to 94% with a very good category. So it can be concluded that the role playing method can increase self-confidence in fifth grade students at SDN 26/IV Jambi City.

This research was conducted based on observations made on fifth-grade students, regarding their self-confidence, which still requires stimulation due to a lack of self-confidence. Based on this problem, an improvement is needed that can enhance students' self-confidence through engaging and enjoyable activities that are not frequently done, one of which is the role-playing method. The objective of this research is to determine the increase in self-confidence of fifth-grade students through the role-playing method at SD Negeri 26/IV Kota Jambi. This research is a Classroom Action Research (CAR). It was conducted at SD Negeri 26/IV Kota Jambi from March 2025 to April 2025. The research subjects were 15 students and the class teacher. Data collection methods included observation, documentation, and interviews. Data analysis involved data collection, data reduction, data presentation, and drawing conclusions. The performance indicator to be achieved is an increase in children's self-confidence by 75% out of 15 children using the role-playing method. The results of this study indicate that the role playing method is proven to be effective in increasing the self-confidence of fifth grade students at SDN 26/IV Jambi City. The increase in children's self-confidence can be seen from cycle I to cycle II. In cycle I, the children's self-confidence ability was categorized as developing well by 44% with a good category. and in cycle II it increased to 94% with a very good category. So it can be concluded that the role playing method can increase self-confidence in fifth grade students at SDN 26/IV Jambi City.

This objective is to develop valid, practical and effective Rattan media (cultural wheel) in increasing learning motivation of fourth grade students at SDN Inpres Samili. The type of research used by the researcher is R&D (Research & Development) using the ADIE development model (Analysis, Development, Implementation, and Evaluation). In this development research, the effectiveness test was carried out in class V and the practicality test was carried out on fourth grade students at SDN Inpres Samili as a test of practicality and product effectiveness. The results of the study showed that the validity of the Rattan media (cultural wheel) from 4 media and material validators obtained an average score of 93.87 (very valid). The questionnaire response of limited test students showing the practicality of the Rattan media (cultural wheel) obtained an average score of 93.33 (very practical). Thus, the rattan media learning media in sub-theme 2 can be used as a thematic learning media for fourth grade students at SDN Inpres Samili.

This objective is to develop valid, practical and effective Rattan media (cultural wheel) in increasing learning motivation of fourth grade students at SDN Inpres Samili. The type of research used by the researcher is R&D (Research & Development) using the ADIE development model (Analysis, Development, Implementation, and Evaluation). In this development research, the effectiveness test was carried out in class V and the practicality test was carried out on fourth grade students at SDN Inpres Samili as a test of practicality and product effectiveness. The results of the study showed that the validity of the Rattan media (cultural wheel) from 4 media and material validators obtained an average score of 93.87 (very valid). The questionnaire response of limited test students showing the practicality of the Rattan media (cultural wheel) obtained an average score of 93.33 (very practical). Thus, the rattan media learning media in sub-theme 2 can be used as a thematic learning media for fourth grade students at SDN Inpres Samili.

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.    

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.    

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

The purpose of this study is to determine the standard of preparation of education and training in the BPSDM institution of Central Kalimantan Province. What preparations are made by the Central Kalimantan Province BPSDM institution in preparing or planning training activities. The research method used in this research is qualitative with data collection techniques through observation, interviews and documentation. The research was conducted at the Central Kalimantan Province BPSDM office. The results of this study indicate that the standard of training preparation carried out by the Central Kalimantan Province BPSDM institution is very structured starting from planning activities, analyzing needs, determining training objectives, administrative preparation, educational preparation and organization .    

The purpose of this study is to determine the standard of preparation of education and training in the BPSDM institution of Central Kalimantan Province. What preparations are made by the Central Kalimantan Province BPSDM institution in preparing or planning training activities. The research method used in this research is qualitative with data collection techniques through observation, interviews and documentation. The research was conducted at the Central Kalimantan Province BPSDM office. The results of this study indicate that the standard of training preparation carried out by the Central Kalimantan Province BPSDM institution is very structured starting from planning activities, analyzing needs, determining training objectives, administrative preparation, educational preparation and organization .    

This study aims to describe the principle of habluminallah in poetry. The objects of study in this research are the poems "Long Sajadah" by Taufik Ismail and "God, We Are So Close" by Abdul Hadi WM. The method used in presenting the results of the analysis is a qualitative descriptive method. The researcher conducted a literature search of the two poems to collect research data which was then carried out in comparative literature. The approach taken is objective, namely finding something unique in poetry. The data discussed in this study: (1) Analysis of the intrinsic narrative elements of the two poems (2) the principle of habluminallah in both poems. The results of the study show that the poem "Long Prayer Prayer" by Taufik Ismail and the poem "God, We Are So Close" by Abdul Hadi WM have a connection, because the two poems explain religious values, namely the close relationship between humans and their gods.

This study aims to describe the principle of habluminallah in poetry. The objects of study in this research are the poems "Long Sajadah" by Taufik Ismail and "God, We Are So Close" by Abdul Hadi WM. The method used in presenting the results of the analysis is a qualitative descriptive method. The researcher conducted a literature search of the two poems to collect research data which was then carried out in comparative literature. The approach taken is objective, namely finding something unique in poetry. The data discussed in this study: (1) Analysis of the intrinsic narrative elements of the two poems (2) the principle of habluminallah in both poems. The results of the study show that the poem "Long Prayer Prayer" by Taufik Ismail and the poem "God, We Are So Close" by Abdul Hadi WM have a connection, because the two poems explain religious values, namely the close relationship between humans and their gods.