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This study aims to determine the contribution of the variables of Self-Motivation, Learning Discipline, and Parental Support both partially and simultaneously to student learning achievement in the Automotive Engineering expertise program at SMK Negeri 2 Pengasih. This type of research is included in quantitative correlational research with multiple regression analysis techniques. The entire population was sampled with a total of 104 grade XII students. Data collection used a closed questionnaire and student final exam results documents. The research instrument that has passed the validity and reliability test, then continued with the classical assumption test to ensure that the regression model meets the eligibility requirements. The results showed that the three independent variables contributed significantly to student automotive learning achievement with a value of F = 26.718. Simultaneously with a significance value of 0.000 (p <0.001) and an Adjusted R Square value of 0.428 which means the model is able to explain 42.8% of the variation in learning achievement. Partially, the Self-Motivation variable significantly (p<0.05) provides the largest contribution to student learning achievement with a t-value of 2.120 followed by Learning Discipline with a t-value of 1.992 and Parental Support with a t-value of 2.021. The magnitude of the real contribution of each variable, namely: Self-Motivation of 12.15%, Learning Discipline of 10.49%, and Parental Support of 10.24%. These results emphasize the importance of strengthening students' intrinsic motivation, habituating learning discipline, and active parental involvement to improve learning outcomes in vocational education.

The digital transformation era requires university students to develop digital literacy competencies that not only support academic activities but also serve as essential capital for entering the workforce and pursuing entrepreneurship. One relevant professional platform to enhance career readiness is LinkedIn, which serves as a medium for both personal branding and professional networking. This community service aimed to improve students’ digital literacy and career readiness through mentoring sessions on LinkedIn account optimization. The program involved the students from the English Education (TBI) and Physics Education (TFS) study programs at the Faculty of Tarbiyah and Teacher Training, UIN Palangka Raya, comprising prospective teachers and professionals across various disciplines. The implementation was carried out through tutorials and direct mentoring in two sessions, covering account creation, developing professional headlines and summaries, adding skills and experiences, and uploading simple portfolios. The results indicated that all participants successfully created or improved their LinkedIn profiles, actively engaged in the activities, and demonstrated a greater awareness of the importance of a professional digital identity, which can be seen from the students’ participation, the quality of the profiles produced, and their commitment to continuously developing their LinkedIn accounts. The program highlights LinkedIn’s strategic role in strengthening digital literacy and career readiness among university students in the global era.

The Decision Support Sistem (DSS) for selecting exemplary teachers at SMP Negeri 2 Loli aims to assist the school in determining teachers who deserve to be recognized as exemplary teachers. The evaluation of exemplary teachers involves various criteria such as teaching performance, discipline, creativity, and communication skills with students. However, the selection process conducted manually tends to be subjective and time-consuming. Therefore, a sistem is needed to simplify and accelerate the selection process while producing objective and transparent results. This sistem is developed using the Simple Additive Weighting (SAW) method, which is one of the techniques in multi-criteria decision-making. The SAW method works by assigning weights to each predetermined criterion and calculating the weighted scores for each alternative (teacher). These weighted scores are then summed to determine the ranking order of teachers who meet the criteria as exemplary teacher candidates. The results of this study indicate that the implementation of the SAW method can produce a more structured, objective, and efficient exemplary teacher selection process. The sistem facilitates the school in conducting evaluations and decision-making, while also reducing the potential for errors that may occur during manual selection. Thus, this decision support sistem is expected to make a significant contribution to improving the quality and accuracy of exemplary teacher assessments at SMP Negeri 2 Loli.

The Community Service Program (KKN) is the answer for students to face these challenges. Elementary school students' awareness of saving is still relatively low. Many students prefer to spend their pocket money on momentary desires rather than saving it. This condition indicates that financial literacy in children is still limited. The main objective of this socialization activity is carried out with an approach that is appropriate to the age of elementary school children, for example, such as games, simulations, or simple counseling. By using such methods, students not only understand the concept of saving, but also have a desire to do it. In addition, this socialization activity instills an attitude of independence and discipline. The socialization program was held as an effort to provide insight and instill awareness to students of Elementary School 014662, Gunung Melayu Plantation Village, Rahuning District, Asahan Regency, and was attended by students in grades 4, 5, and 6 regarding the benefits of saving. To facilitate student understanding, the team demonstrated the practice of saving by using piggy banks and money as concrete examples. After students received material on the importance of saving, the activity continued with a quiz session to increase enthusiasm and test their understanding of the newly presented material. The socialization of the love of saving program, carried out through the Community Service Program (KKN), has proven to be effective in fostering understanding and awareness among elementary school students about the importance of saving from an early age.

This study aims to enhance legal awareness and leadership skills among high school students in Dau District, Malang Regency through the Adventure Legal Learning program. The background of this activity is the low level of legal understanding, leadership ability, and the limited use of interactive learning methods in the school environment. This community service project applies a participatory approach, actively involving students as key participants. The methods used combine legal education, educational games based on Eduka-Game, and outdoor outbound activities designed to foster values of responsibility, discipline, and leadership. The implementation includes legal counseling, group discussions, case simulations, collaborative games, and reflection sessions, with evaluation conducted through behavioral observation and participant response questionnaires. The results indicate a significant improvement in students’ legal understanding, communication skills, teamwork, empathy, and discipline. Moreover, positive leadership behaviors and stronger legal awareness emerged among participants. This experiential learning approach proved effective in developing responsible, empathetic, and integrity-driven young individuals capable of becoming agents of change in their communities. However, variations in individual leadership and empathy skills remain challenges that need further attention and development in future programs.

The digital era brings challenges as well as opportunities for Wustho students in managing self-regulation, especially in the use of technology and digital media. This study aims to analyze the optimization strategy of self-regulation of Wustho students in facing the digital era, focusing on aspects of time management, self-control, and technology adaptation. A qualitative approach is used in this study, involving observation, in-depth interviews, and document analysis. The results of the study show that student self-regulation can be improved through the integration of education-based technology, digital discipline habituation, and independence training programs. This strategy not only helps students in managing their daily activities but also supports the achievement of learning goals more effectively. The implications of this study provide practical guidance for Islamic educational institutions to prepare students to become independent and adaptive individuals in the era of digital transformation. The findings of this study are that strengthening spiritual-based intrinsic motivation can be an effective strategy to build self-regulation among students. This approach offers uniqueness, namely connecting religious values with self-management skills in the digital era, thus providing a strong moral foundation for students in using technology wisely. The implications of this study highlight the need for pesantren policies that are more adaptive to digital developments, while still maintaining Islamic identity as a core value in pesantren education.

This classroom action research evaluates the effectiveness of Problem Based Learning in learning Biology on the topic of environmental change at Rosa de Lima Catholic High School Tondano, with the aim of improving the activities and learning outcomes of grade X students. The method used is two action cycles with stages of planning, implementation, observation, and reflection. The subjects are 10 students. Tools include Teaching Modules and Student Worksheets; Data was collected through observation sheets of teacher and student activities (scales 1–4) and 10-item learning outcome tests each cycle. The descriptive analysis calculates the grade average and classical completeness against the Minimum Completeness Criterion of 75. The results showed consistent improvement from cycle I to cycle II. Classical completeness increased from 66% (6 out of 9 students attended; average 76.67) to 90% (9 out of 10 students; average 81.00). The teacher's activity observation score increased from 3.75 to 3.91, while the student's activity from 3.50 to 3.60. The increase is fueled by the formulation of contextual problems, facilitation of guiding questions, individualized feedback, and more disciplined time management, which strengthens engagement, collaboration, and scientific reasoning. The findings indicate that Problem Based Learning is effective in improving Biology learning activities and outcomes on the topic of environmental change. This study adds to the empirical evidence in the context of high schools with low initial completeness and suggests further exploration of other Biology topics along with measurements of critical thinking skills and scientific attitudes for a more comprehensive picture of impact.

This study aims to explore the synergy between the teaching of Islamic creed and ethics (akidah akhlak) and the madrasa environment in shaping students’ honesty at MTsN 5 Bantul. The background of this research lies in the importance of honesty as a fundamental value in Islamic education, which is not only transmitted through classroom instruction but also cultivated through the school’s culture. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews with Islamic creed and ethics teachers, the principal, and eighth-grade students, as well as documentation of school programs. The findings reveal that the teaching of akidah akhlak serves as a normative foundation in instilling honesty values through lessons on shidiq, prophetic stories, real-life case discussions, and student reflections. The madrasa environment functions as a medium for habituating honesty through a religious culture, discipline, teacher role models, and everyday social interactions. In addition, character development programs such as Qur’anic recitation, morning prayers, and the Smile, Greeting, and Salutation (3S) movement further reinforce the internalization of honesty in a sustainable manner. The synergy between classroom learning, the school environment, and structured programs proves to be the key to successfully cultivating honesty, as students gain not only cognitive understanding but also affective experiences and practical application in daily school life. This study concludes that honesty-based character education must be carried out holistically by integrating akidah akhlak instruction with the madrasa culture. The findings are expected to serve as a reference for other madrasas in developing effective strategies for character education. Future research is recommended to conduct comparative studies across different madrasas or to explore other moral values such as trustworthiness, responsibility, and justice to provide a more comprehensive understanding of character education in Islamic contexts.

Daily reflection is one of the spiritual traditions in Catholic teaching that aims to reassess daily actions in the light of faith. This study discusses the influence of daily reflection habits on the formation of Catholic students' character, especially in terms of honesty, discipline, empathy, and responsibility. The research was conducted with a descriptive qualitative approach through in-depth interviews with Catholic students from various universities in Indonesia. The results of the study show that daily reflection not only strengthens a personal relationship with God, but also fosters moral awareness that is the basis for character formation. Thus, daily reflection can be seen as a spiritual habit that has a real impact on the formation of an academic culture of integrity.

Scouting extracurricular activities play a strategic role in shaping the character of elementary school students, particularly in instilling the values of discipline, solidarity, and cooperation, which are essential for children's personal and social development. This community service project aims to describe the process of mentoring the Marching Regulations (PBB) at SDIT Al-Qonita while identifying the impacts it has on strengthening students' character. The methods used in mentoring include lectures to convey basic concepts, demonstrations as examples of correct movements, repeated practice to train technical skills, joint reflection to evaluate experiences, and a comprehensive evaluation of the results of the activities. The mentoring process was carried out in three meetings over three weeks, with stages starting from an introduction to basic marching material, intensive group practice, and implementation of evaluations that emphasize technical and non-technical aspects. The results of the activity showed that students experienced an increase in technical skills in marching, such as movement accuracy and neatness of formation. Furthermore, this activity was proven to be able to strengthen discipline, solidarity, a sense of responsibility, and the ability to work together among students. Furthermore, the inclusion of educational games and icebreakers during training sessions has proven effective in maintaining motivation, reducing boredom, and creating a pleasant learning environment. Thus, the extracurricular Scouting activities, supported by the National Scout Movement (PBB), serve not only as a means of training marching skills but also as a means of ongoing character development. The results of this community service demonstrate that the PBB can be used as a relevant educational instrument to strengthen the character of elementary school students while simultaneously supporting the achievement of national education goals.

The phenomenon of poor emotional management among students, such as irritability, low empathy, and lack of cooperation skills, poses a challenge in Islamic Religious Education (PAI) learning. This study aims to examine the dimensions of students’ emotional intelligence in the context of PAI learning based on the theories of Daniel Goleman and Salovey-Mayer. Using a literature review approach and qualitative content analysis, this research explores various theories, empirical research findings, and expert opinions derived from relevant journals, books, and scholarly works. The results indicate that emotional intelligence plays a crucial role in the success of PAI learning, particularly in shaping students’ character, Islamic morals, and social skills. Goleman’s theory, which emphasizes five main dimensions self-awareness, self-regulation, motivation, empathy, and social skills can be integrated with the Salovey-Mayer model, which outlines the abilities of perceiving, understanding, and managing emotions cognitively. These dimensions can be synergistically implemented in the PAI learning process to achieve holistic Islamic education goals. In this context, PAI learning is not only oriented toward the transfer of religious knowledge but also toward the formation of an Islamic personality through the integration of emotional management with Islamic values. Teachers, as uswah hasanah (exemplary role models), play a vital role in demonstrating emotional management aligned with Islamic teachings, guiding students through the habituation of Islamic behavior, and providing direction that encourages discipline in worship. A comprehensive understanding of Islam, combined with emotional management skills, shapes students who are not only intellectually intelligent but also emotionally and spiritually mature.

This research is driven by the low level of student motivation in completing homework at SD Negeri 104237 Dalu Sepuluh B. Motivation serves as a key factor that encourages students to be enthusiastic about learning. This study applies a descriptive qualitative method, which aims to present events or facts as they occur in the field, where the researcher acts as the main instrument in the process. Data were collected through observation, interviews, and documentation. The findings reveal that students’ motivation to do homework at SD Negeri 104237 Dalu Sepuluh B is relatively low. This is reflected in the first indicator, namely the willingness to make efforts despite repeated failures, where students appear indifferent toward homework assignments. The second indicator concerns the habit of completing homework early, which shows that students rarely work on assignments and only do so when they have spare time. The third indicator is activeness during lessons, where students are less engaged in responding to teachers, resulting in minimal interaction between students and teachers in the classroom, and their attention to lessons is limited. The fourth indicator relates to punctuality in submitting homework, as students are less disciplined in turning in assignments, often prioritizing tasks from the Islamic boarding school. The main inhibiting factor of students’ motivation in doing homework is the busy schedule of boarding school activities, which makes it difficult for students to manage their time to complete assignments.

Character education is the most important aspect in this generation era that is not only smart in knowledge but also has a nice moral and acts in society. However, this practice of character education in schools often fights challenges because of the lack of community participation and the existence of connection with local needs. This article shows how local educational community collaboration is used to strengthen character education in schools around the campus of Universitas Negeri Semarang as part of a community service program. Using Participatory Community Appraisal (PCA), Focus Group Discussion (FGD), student mentoring, and project activities, this program explores real needs while also giving students how to learning experiences. The results show a significant improvement in students’ understanding and personality, especially in responsibility, discipline, and social environment. The success of character education dopends on the harmoy between schools, families, universities, and local communities, as shown in the high participation of teachers and parents. The program also improved teachers’ capacity to combine character values, encouraged parents’ participation in supporting their children at home, and showed the role of universities as academic facilitators. Character education based on local needs can be used as a  model example by other schools with cultural and social adaptation, while also supporting the Sustainable Development Goals, especially SDG 4 on quality education and SDG 17 on partnerships.

The problem of Out-of-School Children (OSC) in Lebak Village, Grabag Subdistrict, Magelang Regency, represents a complex educational issue that requires appropriate handling strategies. This study aims to analyze the factors influencing the high number of OSC while evaluating the strategies implemented by Universitas Tidar students through the Community Service Program (KKN) in addressing this challenge. The findings reveal three main causes of OSC: zoning, learning motivation, and local culture. The zoning factor is related to limited access to public schools due to distance, while low learning motivation emerges from the lack of family support. Cultural factors are reflected in parents’ tendency to prioritize religious education in traditional Islamic boarding schools that do not follow a formal curriculum, which results in children not receiving general education diplomas. The strategies applied by KKN students included socialization about the importance of education to both students and parents, installing learning schedule banners to build study discipline, and providing direct mentoring for children at risk of becoming OSC. This approach highlights the importance of collaboration among families, schools, communities, and the government in creating a supportive environment for children’s education. The outcomes of the program show an increase in community awareness regarding the importance of formal education and the emergence of renewed motivation among children to continue schooling. Thus, it can be concluded that the KKN strategies contributed positively to reducing the number of OSC and can serve as a sustainable model of community empowerment in the field of education.

Discipline is a crucial aspect of education that plays a significant role in shaping students’ character and sense of responsibility. However, the manual discipline assessment process at SDIP Baitul Maal presents several issues, such as inaccurate data, limited analysis capabilities, and difficulty for teachers and parents to monitor students effectively. With the advancement of information technology, digital systems offer a potential solution to improve the efficiency and objectivity of the evaluation process. This study aims to design and develop a web-based application for assessing student discipline by implementing the K-Means Clustering method optimized with the Elbow method. The system is designed to cluster students based on numerical data such as attendance, tardiness, neatness, and rule violations, allowing for more accurate classification of discipline levels. The results show that the system successfully groups students into clusters automatically and provides informative visualizations of the outcomes. Additionally, the system facilitates real-time monitoring and evaluation by school staff and parents through a user-friendly interface. Therefore, the application of the K-Means Elbow method proves effective in supporting decision-making within the educational environment. This research is expected to contribute to the digital transformation of school management and enhance the quality of student character development.

This study aims to examine the role of teaching assistance program students in developing the creativity of early childhood at Hang Tuah Kindergarten in Bengkulu. Children's creativity is an important aspect that supports cognitive, language, motor, social, and emotional development. The study used a qualitative approach with a case study method. The research subjects included teaching assistance students, classroom teachers, and early childhood children aged 4–6 years. Data were collected through observation, interviews, and documentation. The results showed that students acted as facilitators of creative learning through storytelling, educational games, art activities, and motor activities. The children appeared more enthusiastic, imaginative, and demonstrated problem-solving skills. In addition, students also contributed to non-learning activities such as ceremonies, drum band competitions, and administration, which supported the formation of children's character and discipline. In conclusion, teaching assistance program students play a significant role as companions and agents of innovation who are able to create a fun and meaningful learning atmosphere for early childhood.

This study was motivated by the phenomenon of low learning motivation among students, which is often caused by a lack of parental attention and excessive use of gadgets in daily life. The purpose of this research was to determine and analyze the influence of parenting patterns on student motivation at MI Darul Hikmah. The study employed a quantitative research design using a survey method involving 15 parents of third-grade students as respondents. Data were collected through questionnaires, interviews, observations, and documentation to obtain a comprehensive understanding of the parenting styles applied and their impact on children’s learning motivation. The findings revealed that parental involvement, guidance, and consistent discipline play a crucial role in shaping students’ motivation to learn. Statistical analysis showed that parenting patterns contributed significantly, accounting for 75% of the variation in student motivation, while the remaining 25% was influenced by other factors such as peer environment, teacher support, and internal student interests. These results emphasize the importance of harmonious communication and active participation of parents in guiding their children’s academic growth. Overall, this research highlights that effective parenting characterized by warmth, attention, and support can significantly improve students’ motivation and learning outcomes at the elementary school level.

This study aims to describe the implementation of Islamic character education at MTsN 1 Bandar Lampung and analyze its role in overcoming students' moral decadence. It uses a qualitative descriptive approach with data collected through in-depth interviews with five respondents. The focus of the interviews was on five key aspects: the implementation of character education, the core values instilled, the effectiveness of the program, challenges faced, and suggestions for improvement. The study finds that Islamic character education at MTsN 1 Bandar Lampung is integrated through the habituation of worship, the application of Islamic values-based discipline, teacher examples, the integration of character education materials into the curriculum, and the support of counseling services. The five key character values emphasized are honesty, discipline, responsibility, social care, and politeness. The program is considered quite effective in reducing disciplinary violations and enhancing students' moral awareness. However, the program faces challenges, such as the influence of social media, peer pressure, limited learning time, and insufficient teacher training. These challenges hinder the full potential of the program, but despite these barriers, it has still managed to positively impact the students' moral development. The study concludes that Islamic character education can significantly contribute to addressing moral decadence among students, though continuous efforts to address challenges are necessary to further improve its impact.

This research aims to analyze the role of morning exercise activities on the health and physical fitness of fifth-grade students at SD Negeri 48 Pagar alam. Morning exercise as a routine physical activity in the school environment potentially provides significant benefits to the physical development and health of elementary school-aged children. The research method used is descriptive qualitative with an observational approach. The research subjects were 28 fifth-grade students of SD Negeri 48 Pagar alam, located in Rimba Candi Village, Candi Jaya Sub-district, Dempo Tengah District. Data collection was carried out through participatory observation, structured interviews with teachers and students, and physical fitness measurements using the Indonesian Physical Fitness Test (TKJI) for children aged 10-12 years. The results showed a significant improvement in components of students' physical fitness including cardiorespiratory endurance, muscle strength, flexibility, and balance after the implementation of routine morning exercise programs for one semester. Additionally, it was identified that morning exercise activities contributed to increased learning concentration, discipline, and school enthusiasm. Several factors supporting the success of this program include support from the school, availability of adequate facilities, and active participation of teachers as role models. Meanwhile, inhibiting factors include unpredictable weather conditions, student tardiness, and limited variation in exercise movements. This research concludes that morning exercise plays a strategic role in improving the health and physical fitness of fifth-grade students at SD Negeri 48 Pagaralam, thus it is recommended to be established as a sustainable program with the development of movement variations and provision of competent instructors.

This study aims to describe the implementation of discipline values and the obstacles faced at MI Darul Hikmah Agung Jaya. Using a descriptive qualitative approach, data were collected from teachers, students, and parents through interviews, observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. Data validity was ensured by triangulation of techniques and sources. The findings show that teachers instill discipline values through two main techniques. First, external control, in which teachers give warnings, threats, or punishment to undisciplined students and provide rewards or praise to those who obey the rules. For example, students who consistently complete homework may receive additional grades or verbal appreciation. Second, teachers also become role models, demonstrating punctuality, neat appearance, polite language, and respectful attitudes, thereby fostering discipline by example. Furthermore, teachers apply cooperative control, emphasizing collaboration and agreements between teachers and students. This approach promotes tolerance, respect, and responsibility by involving students in creating and maintaining classroom rules. However, some obstacles were identified. Teachers were sometimes less assertive in enforcing discipline, and limited variation in teaching methods led to student boredom. In addition, inadequate attention, motivation, and parental support negatively influenced students’ discipline, resulting in lateness, incomplete assignments, and other undisciplined behaviors.