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 This study examines women’s transformational leadership in educational institutions through a systematic literature review approach. The increasing involvement of women in leadership positions in schools and universities has attracted academic attention to understand their contribution to organizational development and the improvement of educational quality. This study aims to synthesize recent empirical research findings on women’s transformational leadership in education. The method used was a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant studies published between 2021–2026 through academic databases such as Google Scholar and ScienceDirect using the keywords “transformational leadership,” “women leadership,” and “education or school.” After a selection process based on inclusion and exclusion criteria, 15 empirical articles were analyzed. The findings indicate that female leaders tend to demonstrate transformational leadership characteristics, including inspirational motivation, intellectual stimulation, idealized influence, and individualized consideration. These leadership practices positively affect teacher motivation and performance, organizational commitment, organizational climate, and learning innovation. However, women in leadership positions still face challenges such as gender stereotypes, structural bias, and social expectations regarding gender roles, indicating the need for institutional support and more inclusive policies.

In multilingual English as a Foreign Language (EFL) classrooms, students often draw on multiple linguistic resources to support comprehension and interaction during collaborative learning activities. However, translanguaging practices within structured cooperative learning techniques, such as the Jigsaw method, remain underexplored in Indonesian higher education contexts. This study investigates how students employ translanguaging during Jigsaw-based collaborative activities and how they perceive its role in supporting their participation and understanding in an Indonesian EFL classroom. The study adopted a qualitative classroom-based case study design conducted at a pesantren-based university in East Java, Indonesia. Data were collected through semi-structured interviews with five fifth-semester students who participated in Jigsaw learning activities across different English-related courses. The data were analyzed using thematic analysis to identify patterns in students’ language practices and perceptions. The findings reveal that translanguaging played several important roles in facilitating collaborative learning. First, students used translanguaging to clarify complex concepts and ensure shared understanding during group discussions. Second, translanguaging functioned as peer scaffolding, enabling students to assist classmates by explaining ideas and translating unfamiliar terms. Third, the flexible use of multiple languages helped reduce anxiety and encouraged more active participation in group interaction. Finally, students expressed positive perceptions toward translanguaging, viewing it as a helpful strategy that supported comprehension while still maintaining the importance of English for academic communication. These findings suggest that integrating translanguaging into cooperative learning strategies such as the Jigsaw technique can create more inclusive and interactive learning environments in multilingual EFL classrooms.

The Free Nutritious Meal Program (MBG) is one of the government’s strategic policies aimed at improving students’ nutritional status and learning quality, particularly at the junior high school level. Early adolescence, aged 13–15 years, is a critical growth period that requires optimal nutritional intake, while national surveys still indicate deficiencies in energy and protein intake among this age group. This study aims to describe the implementation of the MBG Program and the level of student satisfaction as direct beneficiaries. The research employed a quantitative descriptive design conducted over one month in the working area of SPPG Yayasan Bina Bangsa Semarang, Gunungpati, Semarang City. The sample consisted of 101 junior high school students selected using purposive sampling techniques. Data were collected through structured questionnaires covering program implementation and student satisfaction aspects. The findings revealed that most students assessed the program implementation as high to very high. Student satisfaction was also categorized as high, particularly regarding food quality, portion adequacy, cleanliness, safety, and service. The MBG Program was considered effective in improving learning concentration, reducing unhealthy snacking habits, and encouraging healthy eating patterns. This study concludes that the MBG Program has been implemented effectively and is relevant in supporting sustainable improvements in students’ nutritional status and educational quality.

This study aims to analyze the effect of the inquiry learning strategy on students' critical thinking skills in Islamic Education (PAI) learning. The research employed a quantitative approach using an experimental design to examine the effectiveness of the strategy in improving students’ learning outcomes. The subjects of the study consisted of students who were divided into two groups, namely an experimental group and a control group. The experimental group received instruction through the inquiry learning strategy, while the control group was taught using conventional teaching methods commonly applied in classroom learning activities. Data collection was carried out through critical thinking tests and classroom observations to obtain comprehensive information regarding students’ learning processes and achievements. The results of the study indicate that students taught using the inquiry learning strategy experienced a significant improvement in their critical thinking skills compared to students who learned through conventional methods. Therefore, the inquiry learning strategy is proven to be effective in enhancing students’ critical thinking skills in PAI learning. This study is expected to become a useful reference for educators in developing more innovative, interactive, and student-centered learning strategies in the educational process.

The Free Nutritious Meal Program (MBG) is one of the government’s strategic policies aimed at improving students’ nutritional status and learning quality, particularly at the junior high school level. Early adolescence, aged 13–15 years, is a critical growth period that requires optimal nutritional intake, while national surveys still indicate deficiencies in energy and protein intake among this age group. This study aims to describe the implementation of the MBG Program and the level of student satisfaction as direct beneficiaries. The research employed a quantitative descriptive design conducted over one month in the working area of SPPG Yayasan Bina Bangsa Semarang, Gunungpati, Semarang City. The sample consisted of 101 junior high school students selected using purposive sampling techniques. Data were collected through structured questionnaires covering program implementation and student satisfaction aspects. The findings revealed that most students assessed the program implementation as high to very high. Student satisfaction was also categorized as high, particularly regarding food quality, portion adequacy, cleanliness, safety, and service. The MBG Program was considered effective in improving learning concentration, reducing unhealthy snacking habits, and encouraging healthy eating patterns. This study concludes that the MBG Program has been implemented effectively and is relevant in supporting sustainable improvements in students’ nutritional status and educational quality.

This study examines the integration of biblical authority into curriculum design and pedagogical practices as a foundation for developing a transformational Christian education model in a global, digital context. The main issue raised is the dichotomy between normative theological approaches and contemporary pedagogical practices that are often secular, leading to a weak integration of faith and learning in Christian education. The purpose of this study is to formulate an integrative model that harmonizes biblical authority with modern pedagogical approaches in a contextual, relevant, and applicable manner. The research method uses a qualitative approach through systematic literature study and conceptual analysis of various recent journals and books in the fields of Christian education, curriculum, and transformational pedagogy. The results show that the integration of biblical authority can be constructed through three main dimensions: epistemological (the Bible as a source of truth), curricular (the integration of biblical narratives into the curriculum structure), and pedagogical (learning practices oriented towards character transformation and spirituality). The research synthesis produces the "Biblical Transformative Curriculum-Pedagogy Integration (BTCPI)" model that emphasizes the relationship between theological truth, character formation, and the practice of faith. In conclusion, the holistic integration of biblical authority and modern pedagogy contributes significantly to developing students who are not only academically competent but also possess contextual spiritual and moral maturity.          

This research aims to analyze the integration of biblical authority in the construction of the theological education curriculum through a theological and pedagogical approach. The authority of the Bible as the normative and final word of God has a central role in the formation of doctrine, ethics, and practices of church life, so it should be the main foundation in the development of the theological education curriculum. In practice, however, there is a tendency that the construction of the curriculum is more influenced by modern academic and pedagogical approaches without adequate integration into biblical theological foundations. This study uses a qualitative method with a literature study approach that analyzes various sources of systematic theology and Christian education theory. The results of the study show that the integration of biblical authority in the theological education curriculum can be carried out through three main aspects, namely: (1) the placement of the Bible as a normative source in the entire curriculum structure, (2) the integration of theological values in learning design, and (3) the development of pedagogical models oriented towards spiritual formation and character. The findings of this study confirm that the construction of a theological education curriculum rooted in biblical authority not only results in academic competence, but also shapes spirituality, integrity of faith, and readiness for ministry. Thus, this research makes a conceptual contribution in developing an integrative theological education curriculum model between theological and pedagogical dimensions.    

The constructivist teaching theory has gained a new status in contemporary teaching practice, emphasizing the role of the learner in the process of meaning production as the result of his or her active involvement, reflection and dialogue. Theoretically, this approach has merit, but there is a lack of empirical studies regarding constructivist strategies to be applied in deep learning in teachers' practices. This is a qualitative phenomenological study which examines how 12 teachers in their secondary and higher education level classrooms implement constructivist theory in practice. The research methodology is semi-structured interviews, observations in the classroom, and document analysis to gain insight into teacher interpretations, teaching strategies and difficulties in implementing this research. It is found that the meaningfulness constructivist implementation needs inquiry-based learning, collaborative problem solving, scaffolding, and reflective learning. However, structural problems such as large classes, curriculum overload and assessment issues still pose a serious problem for authentic adoption. The findings of this study present empirical evidence on the constructivism-deep learning construct relationship and evidence-informed implications for teacher development, curriculum reform and educational policy.

This study aims to critically analyze bioethanol production from water hyacinth (Eichhornia crassipes) based on previous research findings and to develop a project-based learning design for SMA/SMK students. This study employs a qualitative approach using a literature review method by analyzing relevant scientific articles published in the last five years. Data were collected through documentation and analyzed using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing. The findings indicate that bioethanol production efficiency is strongly influenced by pretreatment methods, fermentation conditions, and process control, with yields generally categorized as low to moderate. Previous studies also reveal that project-based learning significantly enhances students’ conceptual understanding and critical thinking skills. Based on the synthesis of these findings, this study proposes a structured project-based learning design that integrates bioethanol production as a contextual learning medium. The implications of this study emphasize the importance of aligning technical feasibility, educational objectives, and sustainability principles in developing science-based learning projects in secondary education.

This study aims to examine the impact of academic burnout on students’ mental health in the context of hybrid learning through a literature review approach. The rapid transformation of learning systems in higher education, particularly the integration of online and offline methods, has increased academic demands and adaptation challenges for students. This condition potentially triggers academic burnout, which is characterized by emotional exhaustion, depersonalization, and decreased academic achievement. This research employs a literature review method by analyzing relevant scientific articles published between 2019-2025 obtained from indexed national journals and open-access sources. The findings indicate that academic burnout is still commonly experienced by students, generally at a moderate level, and has a significant impact on mental health, including increased stress, emotional fatigue, and decreased academic performance. The study also identifies several influencing factors, including internal factors such as self-efficacy and hardiness, as well as external factors such as social support, learning environment, and academic workload. Furthermore, technological developments, particularly Artificial Intelligence, have the potential to be utilized as an early detection and prevention tool for academic burnout. This study implies the importance of developing adaptive learning strategies and psychological interventions to support students’ well-being in hybrid learning environments.

Breast cancer is a serious health problem among women, with incidence and mortality rates that continue to rise. The disease is often detected at an advanced stage due to low levels of awareness, knowledge, and skills related to early detection. Among adolescent girls, particularly high school students, knowledge and skills regarding Breast Self-Examination (BSE) remain limited. This is largely due to restricted access to health information, a lack of targeted educational initiatives, and learning methods that are insufficiently engaging. BSE is a simple and effective early detection method that can be performed independently beginning in adolescence. Video-based education is considered an effective tool for enhancing adolescents’ understanding. This study aims to determine the effectiveness of video-based education in improving knowledge and BSE skills among Grade XI female students at MAN (State Islamic Senior High School) 2 Yogyakarta. This study employed a pre-experimental design using a one-group pre-test and post-test approach. The study population consisted of all Grade XI female students at MAN 2 Yogyakarta, with a sample of 59 students selected through purposive sampling on predetermined inclusion criteria. The intervention involved a single session of a BSE educational video lasting approximately seven minutes. It was conducted in 15 groups, with each group accompanied by one facilitator. Data were analyzed using the nonparametric Wilcoxon statistical test. The Wilcoxon test results showed a p-value of 0.000 (p < 0.05) for both knowledge and skills variables, indicating a statistically significant improvement between the pre-test and post-test scores. In conclusion, video-based education was proven effective in improving knowledge and BSE skills among Grade XI female students at MAN 2 Yogyakarta. Future researchers are encouraged to assess BSE skills using a structured checklist based on standardized evaluation criteria.  

This study examines the strategic role of management psychology in enhancing educational institution quality through optimizing teacher performance. Employing a qualitative descriptive approach via library research—analyzing recent journals, books, and sources from 2021–2026—data were processed using content analysis techniques, encompassing systematic identification, categorization, and interpretation of prior findings to reveal patterns, relationships, and research gaps. Results indicate that psychological factors such as work motivation, mental well-being, supportive leadership, and conducive work climate significantly shape teachers' behaviors and performance, fostering effective and sustainable learning environments. Integrating management psychology principles proves essential for holistic human resource management in education, offering practical implications for school leaders' policies to build high-quality educational systems. In addition, the study emphasizes that consistent professional development and emotional support systems for teachers further strengthen institutional effectiveness and improve instructional outcomes. Therefore, management psychology serves as a fundamental framework in aligning organizational goals with teacher well-being and performance enhancement in educational settings.

This article explores the map of Christian education approaches from theological, pedagogical, psychological, and contextual perspectives. Christian education plays a vital role in shaping the faith, character, and spirituality of students in a comprehensive manner. Using a literature review method, the study analyzes various sources on Christian education theology. The findings reveal that the theological approach emphasizes the Bible as the primary foundation for learning, while the pedagogical approach focuses on active and participatory teaching methods. The psychological approach tailors instruction to the developmental stages of students, and the contextual approach links faith with students' real-life experiences. Each approach has its strengths and limitations, and Christian educators are encouraged to integrate these approaches to achieve holistic learning goals. The study emphasizes the importance of collaboration among schools, families, and churches to create an educational ecosystem that fosters the spiritual and character growth of students. By combining these approaches, educators can better equip students for both spiritual and personal development.

Management psychology is an important approach in managing educational organizations, as it emphasizes understanding individual behavior, motivation, and patterns of interaction within an institution. In practice, educational management requires not only managerial skills but also insight into psychological factors that influence teachers’ performance, the learning process, and overall organizational dynamics. Therefore, studying management psychology is relevant to examine how these concepts are applied in educational settings. This study aims to explore the development of research on management psychology in the field of education and to identify its role and contribution to improving the effectiveness of educational organizations. The research questions addressed in this study are: (1) how has management psychology been developed in educational research, and (2) how does it contribute to enhancing the effectiveness of organizational management in education? This research employs a qualitative literature review method. The literature search was conducted using the Google Scholar database with the assistance of the Publish or Perish application, using the keyword “management psychology.” From the initial 30 articles identified, a screening and selection process was carried out, resulting in 5 articles that were analyzed in depth. The findings reveal three main themes in the literature: classroom and learning management, leadership in educational organizations, and the development of work environment and human resource performance. These results indicate that management psychology plays a significant role in improving the effectiveness of educational institutions. Therefore, future research is recommended to examine the empirical application of management psychology across various educational organizational contexts in order to gain a more comprehensive understanding.

Abstract. The digital transformation in the healthcare sector, reinforced by Ministry of Health Regulation No. 24 of 2022, mandates every healthcare service facility to implement Electronic Medical Records (EMR). This requirement compels educational institutions to provide relevant simulation media to enhance student competence. However, at the Health Information Management Laboratory of Esa Unggul University Harapan Indah, the use of existing systems such as Khanza EMR still exhibits limitations in terms of flexibility and alignment with practical workflows. This research aims to develop an adaptive web-based EMR system using the CodeIgniter 4 Framework and the Extreme Programming (XP) methodology. The research methodology employed is Research and Development (R&D) with an XP approach consisting of four stages: Planning, Design, Coding, and Testing. System development was executed through five main iterations, encompassing the formulation of user stories, design utilizing UML and UI, and program code implementation. This system realizes designs from previous research into functional modules, including registration, initial assessment, examination (SOAPE), medical support (laboratory and radiology), codification (ICD-10 and ICD-9-CM), pharmacy, cashier, and reporting. The results indicate that the EMR system was successfully implemented and passed functional verification through Black-Box Testing, achieving a "Successful" status across all scenarios. The conclusion of this study is that the developed EMR system fulfills the functional and security requirements necessary to serve as an effective and realistic practical learning medium for Health Information Management students. Abstrak. Transformasi digital di sektor kesehatan, yang diperkuat oleh Peraturan Menteri Kesehatan Nomor 24 Tahun 2022, mewajibkan setiap fasilitas pelayanan kesehatan untuk menerapkan Rekam Medis Elektronik (RME). Hal ini menuntut institusi pendidikan untuk menyediakan media simulasi yang relevan guna meningkatkan kompetensi mahasiswa. Namun, di Laboratorium Rekam Medis Universitas Esa Unggul Harapan Indah, penggunaan sistem seperti Khanza EMR masih memiliki keterbatasan dalam hal fleksibilitas dan kesesuaian dengan alur praktikum. Penelitian ini bertujuan untuk membangun sistem RME berbasis web yang adaptif menggunakan Framework CodeIgniter 4 dengan metode Extreme Programming (XP). Metode penelitian yang digunakan adalah Research and Development (R&D) dengan pendekatan XP yang terdiri dari empat tahapan: Planning, Design, Coding, dan Testing. Pengembangan sistem dilakukan melalui lima iterasi utama yang mencakup perumusan user stories, perancangan menggunakan UML dan UI, hingga implementasi kode program. Sistem ini merealisasikan rancangan dari penelitian sebelumnya menjadi modul fungsional yang meliputi pendaftaran, asesmen awal, pemeriksaan (SOAPE), penunjang medis (laboratorium dan radiologi), kodefikasi (ICD-10 dan ICD-9-CM), farmasi, kasir, hingga pelaporan. Hasil penelitian menunjukkan bahwa RME (Rekam Medis Elektronik) berhasil diimplementasikan dan dinyatakan lulus uji fungsional melalui Black-Box Testing dengan status "Berhasil" pada seluruh skenario. Simpulan dari penelitian ini adalah sistem RME yang dibangun telah memenuhi kebutuhan fungsional dan keamanan untuk digunakan sebagai media pembelajaran praktikum yang efektif dan realistis bagi mahasiswa Manajemen Informasi Kesehatan. 

The management of nonformal education programs increasingly demands socially grounded approaches capable of fostering inclusivity, sustainability, and community empowerment. This study aims to analyze the concept and implementation of social-based management within nonformal education systems, emphasizing participatory governance, social capital, and collaborative learning as strategic components of effective program administration. Employing a qualitative narrative review methodology, this research synthesizes empirical and conceptual findings from peer-reviewed studies published between 2018 and 2025 to identify dominant themes, theoretical orientations, and emerging innovations in the field. The results reveal that social-based management strengthens institutional accountability,enhances program sustainability, and promotes shared ownership among community stakeholders. The integration of participatory management and social capital theories provides a conceptual foundation for improving nonformal education governance through collaboration, trust networks, and local knowledge mobilization. The study contributes theoretically by refining the framework of participatory educational management, and practically by offering guidance for policymakers and practitioners in designing community-driven education programs. These findings underscore the importance of socially embedded governance as a pathway toward inclusive, adaptive, and transformative nonformal education.

 This research addresses the growing tendency of contemporary education to prioritize cognitive achievement while marginalizing character formation and spiritual development, resulting in an imbalanced educational paradigm that affects the holistic growth of learners in various educational contexts. In response, the research critically examines the concept and principles of Christian education as articulated by Ignatius Loyola, particularly in relation to contemporary educational challenges and the need for meaningful transformation in learning processes today. The study employs a qualitative approach using a literature review method, drawing on relevant academic sources such as books, peer-reviewed journal articles, and theological writings to support systematic and critical analysis. The findings indicate that Ignatian educational thought emphasizes holistic human formation through the integration of intellectual, moral, and spiritual dimensions, grounded in the principles of Ad Majorem Dei Gloriam, Cura Personalis, and Find God in All Things, which together foster reflective, value-oriented learning. The study contributes to contemporary educational discourse by offering an alternative framework that promotes holistic development, strengthens character formation, and addresses the limitations of cognitively oriented educational models in diverse educational practices.

Irregular sleep patterns are a common issue experienced by university students and are often considered a normal part of academic life. However, such conditions can have negative effects on students’ learning concentration and cognitive function. Poor sleep patterns are generally influenced by various factors, including high academic workload, habitual late-night activities, poor time management, and excessive use of electronic devices at night. This study aims to examine the relationship between sleep patterns and students’ learning concentration, identify factors contributing to irregular sleep patterns, and analyze constraints as well as propose solutions to improve sleep quality in order to enhance learning concentration. The method used in this scientific paper is a literature review, which involves examining relevant scientific sources such as research journals and academic literature related to sleep patterns and students’ learning concentration. The results of the review indicate that students with poor sleep patterns tend to experience physical fatigue, decreased immune function, cognitive impairment, and difficulties in maintaining focus and concentration during the learning process. In the long term, these conditions have the potential to reduce academic achievement and learning motivation. Therefore, it can be concluded that effective time management, limiting the use of electronic devices before bedtime, creating a conducive sleep environment, and support from universities through health education play an important role in improving students’ sleep patterns. With regular and high-quality sleep, students’ learning concentration is expected to improve, allowing the learning process and academic achievement to proceed optimally.

This study aims to analyze the strategies employed by madrasah principals to enhance teacher professionalism through the implementation of managerial functions, academic supervision, entrepreneurship, and socio-spiritual leadership at MAN 1 Bandung and MAN 2 Bandung. The study employs a qualitative approach using a descriptive case study method. Data collection techniques included in-depth interviews, participatory observation, and document analysis, while data analysis was conducted using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that strategies for enhancing teacher professionalism begin with needs-based planning, followed by strengthening clinical academic supervision, fostering a collaborative and innovative work culture, and implementing continuous evaluation. The implementation of these strategies has a positive impact on improving teachers’ pedagogical and professional competencies, work discipline, and the quality of learning. The novelty of this research lies in the discovery of the “Resilient Professionalism” model a model of teacher professionalism that emphasizes resilience and adaptability to changes in curriculum, technology, and educational dynamics. This model is built through the synergy of the spiritual-managerial leadership of the madrasah principal and the collective efficacy of teachers to achieve sustainable quality in Islamic education.

This study aims to (1) describe the process of developing the Smart Box Aku Cinta Pancasila learning media for first-grade elementary school students, (2) describe the validity of the Smart Box Aku Cinta Pancasila learning media, and (3) describe students’ responses to the Smart Box Aku Cinta Pancasila learning media. This research is a developmental study using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The study was conducted at UPT SD Negeri 253 Gresik during the odd semester. The research subjects consisted of 25 students, comprising 10 male students and 15 female students. The data collection techniques included interviews, media expert validation questionnaires, material expert validation questionnaires, learning outcomes test and student response questionnaires. The results of the study indicate that the Smart Box Aku Cinta Pancasila learning media obtained a media expert validation score of 96,25% with a very valid category, a material expert validation score of 97,50% with a very valid category, and a student response score of 97,2% with a very good category. Based on these results, the Smart Box Aku Cinta Pancasila learning media is considered valid and get a positive response, and therefore suitable for use as a learning media for Pancasila Education for first-grade elementary school students.