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This study aims to explore the historical and intellectual trajectory of physical education tracing its evolution from ancient civilizations to the modern era. Through a comprehensive analysis of the social cultural and scientific dimensions that have shaped the objectives and methods of this vital educational field the research investigates how physical education has always been interwoven with the prevailing religious political and philosophical ideologies of its time. Adopting a historical-analytical methodology the study examines key transitional phases—from the use of physical education in ancient societies for religious rites and military preparation through its marginalization during the conservative religious dominance of the Middle Ages to its revival during the Renaissance and Enlightenment where humanistic philosophies re-established the unity of body and mind within a holistic worldview. In the modern era physical education has emerged as an institutionalized and science-based discipline grounded in biology psychology and pedagogy. It has moved beyond its traditional functions to become a transformative tool for developing a well-rounded human being—physically mentally and socially. The findings reveal that the development of physical education over time was neither superficial nor merely procedural. Rather it reflected profound shifts in perceptions of the human body and its place within broader value systems. The comparison between ancient and modern perspectives highlights a significant shift: from shaping obedient bodies under authority to empowering individuals through self-awareness psychological well-being and active civic participation. Contemporary physical education therefore is no longer confined to physical performance; it serves as a holistic approach to preparing individuals to meet life’s challenges with balance and adaptability. The study recommends a re-evaluation of modern curricula to incorporate the rich historical and philosophical legacy of physical education along with greater integration of psychological and social dimensions within its pedagogical aims. It further calls for comparative research grounded in culturally nuanced frameworks that link past insights with present needs contributing to the creation of more humane and integrated educational models. Finally, the research underscores the critical role of specialized physical education instructors and advocates for their training to include leadership guidance and psychosocial support competencies beyond technical instruction.

Numerous recovery strategies can be found nowadays and it is difficult for an athlete or coach to choose the best to optimize the recovery process after a sport competition. The present systematic review is aimed to determine the effect of modern recovery strategies after a competition on subsequent performance. The databases PubMed, Scopus, Web of Science, and SPORT Discus were searched from May 21 to May 30, 2021. Types of participants considered were healthy people practising any sport, including an intervention with a modern recovery strategy after a competition that assessed a sporting performance parameter. Two reviewers selected the studies, extracted data and appraised the quality of the included studies. In total, 25 studies with 311 participants met the eligibility criteria. According to the results, cold water immersion showed positive effects on subsequent sport performance after competition, especially in time-trial-based disciplines, although the magnitude of this effect depended on the intensity of the preceding exercise and the water temperature. Active recovery was effective only when the subsequent bout was 24 h after the competition. Massage, compression garments and stretching were not effective to improve performance during the recovery period. Based on the present review, cold water immersion is the most used and effective method to improve performance after a sport competition. These findings will contribute toward a better understanding of modern recovery strategies and provide valuable information to athletes and coaches on how to optimize recovery after competition

This research is motivated by the low level of student interest in Arts, Culture, and Crafts at school. This low level of interest is evident in the lack of active student participation, low enthusiasm during learning activities, and minimal initiative in completing arts and crafts practical assignments. This condition requires teachers to select and implement an appropriate learning model, one that not only delivers material clearly but also stimulates motivation and is suited to the characteristics of the students. One of the chosen models is Direct Instruction. This model emphasizes the teacher's delivery of material in a structured, clear, and systematic manner, followed by examples, guidance, and directed practice. The purpose of this study was to determine the extent to which the application of the Direct Instruction model can increase student interest in Arts, Culture, and Crafts. This study used qualitative methods with observation, interview, and documentation techniques to collect data. Analysis was conducted using descriptive qualitative methods by reviewing all field findings. The results showed that the application of the Direct Instruction model significantly increased student interest in learning. Students became more active in asking questions, enthusiastically followed instructions, and demonstrated improved skills in arts and crafts practicals. In addition, student involvement in class discussions also increased, and they were more confident in presenting their work. In conclusion, the use of the Direct Instruction model can be an effective alternative learning strategy to increase student interest in learning, particularly in Arts, Culture, and Crafts. Teachers are advised to combine this model with other creative methods to optimize learning outcomes.

This journal studies Project Based Learning (PjBL) as one of the innovative learning strategies that use projects or activities as a means of learning to improve students' learning motivation, learning outcomes, knowledge, and skills. The method used in this study is a qualitative approach with literature studies, namely by collecting and analyzing data from various scientific journals, articles, and relevant literature that discuss PjBL, active learning strategies, student learning motivation, and achievement of learning outcomes at various levels of education, especially at the elementary school level. The results of the study show that the implementation of PjBL has proven to be effective in increasing students' learning motivation because this approach emphasizes active involvement, collaboration, a sense of responsibility, and the development of students' creativity during the learning process. More than that, this strategy allows students to learn through hands-on experience and real-world problem-solving, thus making the learning process more contextual, fun, and meaningful. In addition to increasing motivation, PjBL also contributes significantly to improving learning outcomes, because students understand the material more easily when it is associated with daily life. These findings affirm the importance of implementing project-based learning strategies as an alternative learning model relevant to the needs of the 21st century, emphasizing critical thinking, communication, collaboration, and creativity (4C) skills. Therefore, this study recommends that teachers and educators integrate the PjBL approach systematically and structurally in learning planning and in the curriculum to improve the quality of education, student involvement, and learning outcomes in a comprehensive, effective, and sustainable manner.

Criminal money substitution is a very important instrument and has a crucial role in efforts to recover state losses caused by corruption crimes. Through this mechanism, the state seeks to recover losses incurred due to corruption. Although there are provisions that regulate the crime of substitute money, the implementation of the substitute money policy in Indonesia is considered ineffective in restoring state losses due to corruption. The main problem in this study is how the substitute money policy in corruption in Indonesia today and how the construction of the substitute money criminal policy in the perspective of criminal law reform. The methods used in this study are normative juridical and empirical juridical which are research methods that combine normative legal elements with the addition of empirical data. The data sources used in this study are primary data and secondary data. Data was collected through literature studies and field studies. Based on the results of this study, it can be seen that the policy is considered not to clearly explain how the mechanism for recovering state losses through the penalty of substitute money is related. In practice, currently the return of state losses through the imposition of penalty money in lieu has not been effective. This is because there are still many obstacles. Some of the obstacles in the implementation of this substitute money crime are the limitations of law enforcement officials, lack of coordination between institutions, and the inability to trace and confiscate the assets of perpetrators of corruption crimes. In addition, another obstacle faced at the time of execution is the inability of the perpetrator to return state losses caused by corruption crimes. This is what causes the maximum implementation of the substitute money criminal policy. The construction of the substitute money criminal policy in the perspective of criminal law reform, namely the substitute money policy must be able to enforce the law in Total Enforcement or at least in Full Enforcement, namely demanding the return of all state losses caused by corruption crimes as a whole without any legal loopholes that allow convicts to evade.

This study aims to descriptively explore the role of facility and infrastructure management in enhancing learning effectiveness at the elementary school level, viewed from the perspective of School-Based Management (SBM). SBM is an educational management approach that emphasizes school autonomy in planning, implementing, and evaluating all learning activities as well as managing available resources, including educational facilities and infrastructure.This research employs a descriptive qualitative approach, with data collection techniques including in-depth interviews, direct field observations, and document analysis. The subjects of this study include the principal, teachers, and administrative staff responsible for managing school facilities and infrastructure at a selected public elementary school. The main focus is to examine how management processes are carried out and how these contribute to the continuity and quality of the learning process.The findings indicate that the management of facilities and infrastructure is conducted systematically through four main stages: needs planning based on situational analysis, procurement through collaboration with school committees or third parties, optimal utilization of facilities to support learning activities, and regular maintenance to ensure continued functionality. This process involves active participation from various stakeholders, both internal and external to the school, and is guided by the principles of transparency, accountability, and efficiency .Adequate availability of facilities and effective management were shown to create a conducive learning environment, increase student motivation, and support teachers in delivering lessons effectively. Furthermore, well-maintained facilities contribute to fostering a culture of discipline and a sense of responsibility among students. This study recommends enhancing the managerial capacity of principals and staff in facility management and strengthening cooperation between the school, the school committee, and the wider community to support the delivery of quality and sustainable education

The digital era has significantly transformed the external environment of educational institutions, demanding swift, strategic, and innovative adaptation to remain relevant to societal needs. Key external factors such as rapid technological advancement, evolving government policies, globalization of education, and disparities in digital access pose substantial challenges to maintaining educational quality. Institutions that fail to adapt risk falling behind in both learning quality and graduate competitiveness. This study aims to explore effective adaptation strategies for educational institutions amid these digital dynamics. Employing a literature review with a descriptive qualitative approach, the research analyzes various sources discussing educational responses to technological and policy developments. The findings highlight essential strategies such as integrating a technology-based curriculum, adopting digital learning platforms, enhancing educators’ digital literacy, and improving technological infrastructure to support distance learning. Strengthening institutional capacity to manage digital transformation also becomes a vital component. Furthermore, collaboration with stakeholders—government, private sector, and society—is vital for building an inclusive educational ecosystem. Community involvement and industry partnerships can support resource development and ensure curriculum relevance. However, implementation barriers remain, including insufficient teacher training in digital pedagogy, unequal internet access in remote areas, and limited funding. These issues necessitate digital-oriented education policy evaluations and stronger regulatory frameworks to bridge the digital divide. The study concludes that successful adaptation goes beyond merely adopting technology. Sustainable transformation also depends on continuous evaluation and support systems. By implementing the right strategies and addressing key obstacles, educational institutions can effectively navigate digital challenges and foster sustainable, future-oriented learning environments aligned with contemporary demands.

This study aims to describe the effectiveness and efficiency of the management of School Operational Assistance (BOS) funds at SMAN 2 Sidrap. BOS funds are a government program aimed at supporting the financing of school operational needs at the elementary and secondary education levels. This program is expected to improve access and quality of education, but its implementation is still faced with various obstacles such as delays in disbursement of funds, lack of transparency, and a suboptimal reporting system. This study uses a qualitative descriptive approach, with data collection techniques through in-depth interviews, field observations, and documentation studies. Informants in this study consisted of the principal, treasurer, teachers, and BOS fund management staff. The results of the study indicate that in general the management of BOS funds at SMAN 2 Sidrap has been running quite effectively and efficiently. Effectiveness is reflected in the use of funds that contribute to improving the quality of educational services, such as the procurement of learning facilities and the implementation of extracurricular programs. Efficiency is seen in the use of funds that refer to the priority scale of school needs. However, obstacles are still found such as delays in disbursement of funds from the central government that impact the smooth implementation of school activities, and financial reporting that has not been fully documented systematically and periodically. This research provides an important overview of the real conditions of BOS fund management in schools and is expected to provide input for related parties in order to improve the education financial governance system to make it more transparent, accountable, and sustainable.

This study discusses the implementation and impact of the Sipenduk Online system in Dasun Village as part of the digital transformation of population administration services. The purpose of this system is to accelerate and improve the accessibility of public services at the village level. In the era of e-government, this system is a response to various challenges of conventional services such as long queues, slow processes, and geographical barriers. The research method used is qualitative, with data collection techniques through in-depth interviews and direct observation. The results of the study show that Sipenduk Online has a positive impact, such as the efficiency of the administrative process, increased transparency, and ease of access to services without the need for physical presence. The real-time application tracking feature also increases public trust in the system. In addition, the flexibility of time in submitting documents is very helpful for residents with limited mobility. However, several challenges are still encountered, including limited internet infrastructure, low digital literacy among the elderly, and technical glitches in the notification feature. Therefore, it requires upgrading of technological infrastructure, community training, and sustainable system development. Support from the village government and active participation of the community are the keys to the success of this system. The study concludes that the digitalization of public administration in villages can encourage the creation of more responsive and inclusive governance, while contributing to improved service quality, data accuracy, and better development planning.

The moral crisis affecting today’s young generation in Indonesia has become a serious concern in the midst of globalization and digitalization. Traditional values are increasingly marginalized by the rise of instant gratification, hedonism, and individualism. This article explores the role of psychology in supporting the implementation of character education as a strategic solution to address this issue. Using a qualitative approach through literature review, the findings reveal that psychology plays a crucial role in shaping students’ character through understanding cognitive development, self-regulation, emotional intelligence, and experiential learning. However, challenges such as limited educator competence, weak collaboration between schools and families, and the negative influence of social media hinder the implementation process. Therefore, integrating psychological approaches with an adaptive education system is essential to foster a resilient and morally grounded generation.

Education plays a very important role in shaping an individual’s character and mindset, including in preventing radicalism. With education, it is hoped that a person can develop themselves and bring positive change to the nation and state, so that education becomes a life guide reflected in every activity undertaken. The research method used this time is a qualitative research method with a descriptive approach. This method was chosen because it aims to systematically describe facts or characteristics factually and accurately. This study presents data as it is without manipulation or other additional treatments. From an Islamic perspective, the values of tolerance, dialogue, and justice are important foundations in building a harmonious society. This research found that the integration of moderate Islamic values into the curriculum and campus activities can strengthen efforts to prevent radicalism. Radicalism on campus is a phenomenon that needs to be watched out for because it can threaten the values of tolerance, diversity, and national unity. Critical education not only provides space for students to think analytically and reflectively, but also equips them with social awareness. Building a campus free from radicalism is not only the responsibility of educational institutions, but also requires the active involvement of all campus elements, through strong collaboration between students, lecturers, as well as strengthening the values of moderation and inclusivity.

This research is motivated by the implementation of the Full Day School system which has a significant impact on students' learning motivation. The formulation of the problem in this study is: (1) How is the implementation of the Full Day School system at SMA Negeri 1 Ngunut? (2) What is the strategy in increasing the motivation to learn history subjects for class X students at SMA Negeri 1 Ngunut? (3) What are the obstacles or barriers to the implementation of the Full Day School system in increasing the motivation to learn history subjects for class X students at SMA Negeri 1 Ngunut? The objectives of this research are (1) to find out the implementation of the Full Day School system at SMA Negeri 1 Ngunut, (2) to find out the strategies for increasing motivation to learn the subject of History for class X students at SMA Negeri 1 Ngunut, (3) to find out the obstacles or barriers to the implementation of the Full Day School system in increasing motivation to learn the subject of History for class X students at SMA Negeri 1 Ngunut. This study uses a qualitative-descriptive approach with data collection through observation, interviews, and documentation. Data analysis is carried out through the stages of data reduction, data presentation, and drawing conclusions. The informants of this study include History teachers and grade X students at SMA Negeri 1 Ngunut and all parties involved. The results of the study indicate that there are 2 strategies in increasing student learning motivation by History subject teachers at SMA Negeri 1 Ngunut, namely Intrinsic Motivation and Extrinsic Motivation. The obstacles or barriers experienced include: 1) Physical fatigue, 2) Mental saturation, 3) Teacher capacity and varied learning methods.    

Many parents are not interested in enrolling their children in Integrated Islamic Elementary Schools (SDIT), particularly in the Pulo Ampel and Kadumerak Districts of Serang City. One of the main contributing factors to this issue is the parents’ economic condition, especially when compared to the affordability of public elementary schools. The lack of enthusiasm among parents toward SDITs, in contrast to public schools, forms the basis of this research. This study employs a qualitative research strategy with a specific research design. The researcher selected a sample of thirty (30) informants using purposive sampling, with the research subjects being parents of school-age children. Data collection tools included observation sheets and questionnaires, and information was gathered through in-depth interviews, systematic observation, and detailed documentation. The data analysis followed the steps outlined by Miles and Huberman: (1) data collection, (2) data reduction, (3) data display, and (4) drawing conclusions. Triangulation and related methods were used to ensure the accuracy of the data. The results showed that 70% of parents from Kadumerak District and 60% from Pulo Ampel District did not choose SDIT due to the high cost of tuition. The primary factor discouraging parents from enrolling their children in SDIT was the mismatch between school fees and the parents’ financial capacity. Additionally, the intensive school schedule often led to student fatigue and reduced time for other activities.

The development of methods in Arabic language learning in Islamic educational institutions has undergone various innovations, one of which is through the implementation of the qira'ah method using the Al-Arabiyyah Baina Yadaik textbook. This research aims to examine how the qira'ah method is implemented using the Al-Arabiyyah Baina Yadaik textbook for students in class 2A at Salafiyah Wustha Islamic Centre Bin Baz Yogyakarta. The qira'ah method, which emphasizes the ability to read and understand Arabic texts, becomes a strategic approach in comprehensively mastering the Arabic language. The Al-Arabiyyah Baina Yadaik textbook, as a systematic and integrated learning reference, is often chosen to develop students' language skills. Through the structured and contextual approach offered by this textbook, it is highly expected that students' ability to read and understand Arabic texts can increase significantly. This research uses a qualitative descriptive approach with observation, interview, and documentation techniques. The research findings show that the implementation of the qira'ah method using the Al-Arabiyyah Baina Yadaik textbook has successfully improved the reading ability and understanding of Arabic texts among the students in class 2A. In conclusion, the selection of appropriate methods and teaching materials plays an important role in improving the effectiveness of Arabic language learning, particularly in developing reading and text comprehension skills in pesantren-based educational institutions such as Islamic Centre Bin Baz Yogyakarta.    

Academic stress is a common challenge experienced by students due to the burden and pressure in higher education environments. This study conducted a systematic literature analysis to evaluate the effectiveness of mindfulness-based psychological interventions and social support in addressing academic stress. By reviewing various empirical studies from leading journals, it was found that mindfulness—through techniques such as Mindfulness-Based Stress Reduction (MBSR)—is beneficial in reducing stress, anxiety, and improving students' emotional regulation and learning focus. In addition, social support from family, friends, and the campus environment acts as a stress buffer by providing emotional support and a sense of connectedness. An approach that combines mindfulness and social support has shown more effective results in helping students manage academic stress. Therefore, it is recommended that higher education institutions develop programs that integrate these two interventions to improve students' mental well-being sustainably.

The COVID-19 pandemic has drastically changed the way people communicate, especially in the world of education. Learning that previously took place face-to-face has shifted to a virtual system in response to government policies regarding social distancing. This study aims to examine the culture of virtual communication during the COVID-19 pandemic using a literature study approach and secondary data analysis from various trusted sources, including national journals. The results of the study show that virtual communication has become an important part of the learning process during the pandemic. Various platforms such as Zoom Meetings, Google Classroom, and Google Meet are widely used by educators and students to support interaction and the effectiveness of the teaching and learning process. This study also highlights changes in communication patterns, challenges faced by users, and the importance of technological readiness and digital literacy in supporting effective virtual learning during a crisis such as a pandemic.

Basic knowledge of first aid is an essential competency that must be possessed by prospective elementary school teachers, as teachers often act as first responders in medical emergencies at school. This study aims to analyze the function of the pulse in the early identification of cardiac core function as part of the first aid system. The method used is a qualitative descriptive approach through literature review from scientific sources related to cardiac anatomy and physiology, pulse examination techniques, and international first aid guidelines. The findings indicate that the pulse is a vital indicator reflecting the performance of the heart's core system, particularly the sinoatrial (SA) node and atrioventricular (AV) node. The absence of a detectable pulse signifies a serious disruption in the circulatory system and serves as the basis for emergency interventions such as cardiopulmonary resuscitation (CPR). In the context of elementary education, teachers need the skills to recognize and assess the pulse to make quick and accurate decisions during critical situations. Therefore, training in first aid skills, including pulse assessment, should be integrated into PGSD (Primary School Teacher Education) programs to prepare responsive and capable educators for emergency situations.

Technological developments and changes in the global world are driving rapid transformation in various aspects.The education system needs to undergo fundamental changes to prepare the next generation to face the challenges and opportunities of the 21st century. A new curriculum needs to be designed to teach students the essential skills of this century, such as critical thinking, creativity, collaboration, and understanding digital literacy. The conventional curriculum model that focuses on mastering factual knowledge and basic skills is no longer sufficient.In order to change education, all aspects of the education ecosystem must be evaluated comprehensively, including the government, educational institutions, teachers, parents, and society as a whole. The curriculum must be updated to support project-based learning methods, cross-disciplinary research, and an emphasis on developing 21st century skills. In addition, the way of teaching must shift from a teacher-dominated approach to a student-focused approach, with the help of digital technology.

The COVID-19 pandemic has had a major impact on the world of education, forcing a massive transformation of learning from face-to-face to the virtual world. In this article, we emphasize how technology, digital media, and online learning strategies have changed during the pandemic and how they are applied at various levels of education. In the online learning process, both teachers and students face challenges and opportunities, according to literature research conducted in several recent books and journals. Information technology is very important to convey information and encourage students to learn. This transformation not only affects learning methods but also requires innovation in curriculum and teaching methods to be more flexible and adaptive. The digital era has encouraged the use of technology in education. This is despite many obstacles, such as limited infrastructure and lack of human resources. This study shows that the readiness of the education system to face the crisis is very important. In addition, in the future, educators and students must be strengthened in digital skills.

Advances in artificial intelligence (AI) technology have brought about significant transformations in various sectors of life, including in the realm of education. In this context, the supervision of Islamic education as a mechanism for fostering and improving the quality of learning based on Islamic values, faces the demand to adapt to the development of technology. This article aims to explore the opportunities and challenges of Islamic education supervision in the AI era. On the one hand, AI offers various opportunities, such as optimizing learning monitoring, analyzing teacher performance data in real-time, and developing more personalized and adaptive learning models. But on the other hand, challenges also arise, including the potential reduction of spiritual values in the digitalization process, the gap in access to technology, and the need to improve digital literacy for Islamic educators and education supervisors. With a qualitative analysis approach and literature review, this article concludes that the integration of AI in Islamic education supervision must remain based on ethical principles and Islamic values, in order to be able to create a supervision system that is not only technologically efficient, but also spiritually and morally meaningful.