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Schools are formal educational institutions that play a crucial role in transferring knowledge and shaping students' cognitive, psychomotor, and character development systematically and responsibly. While the "school of life" is often defined as a non-formal learning space, formal schools retain a strategic position because they provide a clear ontological, epistemological, and axiological framework, including in the formation of students' character and self-concept. However, the reality on the ground shows that labeling practices are still prevalent in the school environment, both by teachers and fellow students, which negatively impact students' psychological, emotional, social, and self-concept. Negative labels such as stupid, lazy, naughty, or physical and social labels have been shown to cause "invisible wounds" that affect students' self-esteem and functioning in the long term. This study uses qualitative methods through a literature review to examine the phenomenon of labeling and its impact on the formation of students' self-concept within the framework of Christian Character Education. The results of the study indicate that Christian Character Education, which is based on the values ​​of love, acceptance, and respect for human dignity as God's creation, has a strategic role in restoring the self-concept of students affected by labeling. Christian character education not only instills moral and ethical values, but also builds students' inner and spiritual resilience so that they are able to interpret themselves positively, regardless of the negative labels they receive.

Islamic boarding schools (Islamic boarding schools) are required to integrate classical scholarly traditions and modern education, one way of doing this is through the integration of the study of yellow books (tahfidzul Qur'an) and Qur'an memorization (tahfidzul Qur'an). The Baitul Abidin Darussalam Wonosobo Tahfidzul Qur'an Islamic Boarding School implements an integrative learning system to balance Qur'an memorization and understanding of Islamic law (shari'a). However, it still faces obstacles such as a tight schedule, different methods, and weak coordination and evaluation. This study examines the implementation patterns, challenges, and impacts of this system, with the hope of serving as a reference for developing a balanced and sustainable model of Islamic boarding school education. This research uses a qualitative approach with a case study design to understand in-depth the implementation of the integrative learning system between Qur'an memorization and the study of yellow books (tahfidzul Qur'an) at the Baitul Abidin Darussalam Wonosobo Islamic Boarding School (PPTQ). Subjects were selected purposively, including the boarding school administrator, tahfidz teachers, yellow book teachers, and students. Data were collected through in-depth interviews, participant observation, and documentation studies. Data analysis was conducted interactively using the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing and verification to obtain a holistic and contextual understanding. The discussion shows that the integrative learning system in Islamic boarding schools is implemented through a balanced daily schedule between Quran memorization and yellow book study, allowing memorization, understanding, and moral development to occur simultaneously within the students' daily routines. Integration is achieved structurally through scheduling, methodologically by linking verse memorization with book study, and culturally through the instillation of values, etiquette, and pesantren traditions. The success of integration is supported by the exemplary behavior of the kiai (Islamic teachers) and ustadz (Islamic teachers), the religious environment, and the motivation and discipline of the students, despite challenges such as busy schedules, physical exhaustion, differences in student abilities, and limited facilities. The impact of implementing this system is seen in the improved quality of contextual memorization, a more critical understanding of the scriptures, the formation of disciplined and moral character, and the holistic spiritual development of students.

This community service program aimed to strengthen national insight and soft skills among ADik scholarship students through a participatory and reflective mentoring approach. Many students come from underdeveloped, frontier, and outermost regions with diverse socio-cultural backgrounds, requiring contextual guidance to internalize national values and develop essential interpersonal competencies. The program combined interactive socialization, group discussions, and value reflection activities to encourage active participation and personal engagement. The method emphasized dialogic learning rather than one-way lectures, allowing students to relate national values to their lived experiences. The findings revealed noticeable behavioral changes, including increased confidence in expressing opinions, stronger participation in discussions, improved communication skills, and heightened awareness of ethical conduct and financial responsibility as scholarship recipients. The emergence of several students as informal local leaders during discussions indicated early signs of social transformation at the individual level. This program demonstrates that reflective and participatory mentoring can effectively foster character building, leadership, and contextual national awareness among university students. The implications suggest that similar approaches can be adopted in student development programs to promote sustainable character formation, especially for students from diverse and remote regions.

Character education faces significant challenges due to digital disruption and globalization that trigger moral degradation in adolescents. In Purwakarta Regency, the "7 Poe Atikan" policy through Regent Regulation No. 69 of 2015 was implemented as a transformative solution based on local wisdom. This study aims to analyze the implementation mechanism, the character values ​​formed, and the supporting and inhibiting factors of the "7 Poe Atikan" program for students of SMPN 1 Maniis. This study uses a qualitative approach with a descriptive literature method. Data are sourced from official documents, educational reports, and related scientific articles over the past seven years. The analysis shows that the implementation of "7 Poe Atikan" in Maniis District effectively internalizes the values ​​of nationalism and love of culture through concrete practices such as the use of Basa Indung (mother language) and traditional clothing. However, significant challenges were found in the Betah di Imah aspect which indicates the still weak synergy between schools and parents. The implementation of "7 Poe Atikan" at SMPN 1 Maniis has successfully created an educational ecosystem that adapts to local wisdom, although strengthening collaboration with the family environment remains a priority for the sustainability of students' holistic character.

This study is motivated by the importance of systematic evaluation in ensuring the quality and effectiveness of the implementation of educational programs, particularly the Al-Qur'an Halaqah Program as a means of developing the ability to read and memorize the Al-Qur'an and shaping the religious character of female students. This study aims to identify the gap between the established standards and the actual implementation of the program using the Discrepancy Evaluation Model (DEM). The approach used is qualitative evaluative with five stages of evaluation, namely design, installation, process, product, and comparison. Data was obtained through interviews, observations, and documentation studies, then analyzed through the stages of data collection, processing, presentation, and conclusion drawing using triangulation techniques. The results showed that the design and installation stages met the standards, while in the process stage, a gap was found in the consistency of female student attendance. In the product stage, the success rate reached 93.48%, but there was still an imbalance in memorization achievement. The implication is that the program should be continued with strengthened attendance monitoring and individual mentoring strategies to improve the equity of outcomes and the sustainability of the program.

This study examines Philippians 1:9-10 as a theological foundation for integrating emotional and spiritual intelligence in Christian Religious Education (CRE). The background reveals that CRE in Indonesia primarily focuses on cognitive knowledge transfer, often overlooking the development of emotional and spiritual intelligence. This study aims to explore how Philippians 1:9-10 can provide a biblical framework for combining these two dimensions of intelligence in CRE. The research method used is biblical exegesis with a qualitative approach, supported by a literature review. The findings suggest that Philippians 1:9-10 highlights three integrated dimensions: love (emotional-affective), knowledge (cognitive), and discernment (spiritual-reflective). These dimensions, when integrated, offer a holistic model for CRE that nurtures students comprehensively. The study’s implications call for a reformed CRE curriculum that systematically incorporates emotional and spiritual intelligence, with teaching practices that model Christ’s humility, love, and obedience. This holistic approach can enhance the formation of Christian character, promoting not only intellectual growth but also emotional maturity and spiritual depth in students.

Drug abuse among university students is a problem that needs serious attention because it can damage health, reduce academic achievement, and hinder the future of the younger generation. University students are in a phase of self-discovery, making them susceptible to unhealthy environments and social circles. Therefore, comprehensive drug prevention efforts are needed in higher education settings. This article discusses various forms of drug prevention among students through education, character building, and active student involvement in positive activities. The method used is a literature review from various relevant sources. The results of the discussion show that drug prevention can be effective if supported by cooperation between the campus, families, and students. Education about the dangers of drugs, strengthening moral values, and creating a safe and healthy campus environment are important steps in preventing drug abuse. With continuous prevention efforts, it is hoped that students will be able to protect themselves from the influence of drugs and play a role as a healthy, accomplished, and responsible young generation.

The dynamics of the development of Madrasah Tsanawiyah (MTs) Al Hikmah cannot be separated from the role of the principal’s communication. Analogous to the human body, communication functions as blood that must flow to all parts. This constitutes one of the foundations for quality development. The communication strategy of the principal of MTs Al Hikmah in quality development exhibits distinctive characteristics. The principal is able to establish highly effective communication despite not having an educational background in communication studies. The principal employs prophetic-based communication strategy to enhance institutional quality. This study is qualitative research employing a phenomenological approach. Data were collected through interviews with the principal, foundation caretakers or administrators, teachers, parents or students, and stakeholders. In addition, interview data were systematically dialogued with documents and observations. After data collection, the data were analyzed using prophetic and quality-based approaches. The analytical process involved data condensation and triangulation to ensure the scientific accountability of the findings. The communication implemented operates effectively according to its roles as persuasive, informative, collective-regulative, and integrative, with a linear pattern through channels of direction, instruction, and task assignment aligned with institutional objectives. (b) The direction of the communication strategy is predominantly top-down rather than bottom-up within formal school contexts, guided by ethics of liberation, humanization, and decentralization. Diagonal communication is conducted with several informants, such as vice principals for curriculum, student affairs, and facilities and infrastructure, through various communication platforms. Interpersonal communication is also well established, with a strong emphasis on motivating subordinates from multiple perspectives.

This study aims to 1). Observe and understand the stages of propagating F2 white oyster mushroom seedlings at Wairita Farm. 2). Compare the growth of F2 white oyster mushroom seedlings between corn cobs and a mixture of corn cobs and wood powder. 3). Improve the skills and add to the experience and knowledge of students so that they can apply the knowledge they have gained in the lecture hall. This study used a comparative descriptive experimental approach, which is to compare the growth of F2 white oyster mushroom (Pleurotus ostreatus) seedlings on two different types of seedling media. This research was conducted at the Wairita Farm in Wairbleler Village, Waigete District, Sikka Regency, East Nusa Tenggara Province, over a period of 7 days (Monday to Sunday) during working hours from 08:00 to 16:30 with a break from 11:30 to 14:00. This location was chosen because it is an agricultural business unit engaged in the cultivation of white oyster mushrooms (Pleurotus ostreatus). The study period was 3 months, from September 17 to November 17, 2025. Independent variables and dependent variables. Data were obtained through direct observation of mycelium growth, daily recording during the incubation period, and visual documentation. The results of this study indicate that the success of white oyster mushroom F2 seedling propagation is greatly influenced by the suitability of the medium to the physiological and ecological characteristics of the mushroom. A mixture of corn bran and wood powder proved to be more suitable and is recommended for use in the propagation of F2 white oyster mushroom seeds compared to pure corn bran media.

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

A student's learning success is largely determined by their academic evaluation. Estimating a student's final grade can assist educational institutions in conducting initial assessments of academic achievement. This study aims to analyze the performance of the Multiple Linear Regression (MLR) and Random Forest (RF) algorithms in predicting students' final grades using Google Colab. This research method uses a quantitative approach using secondary data that includes age, mid-term exam scores, final exam scores, and categorical variables as independent variables, with the final grade as the dependent variable. The research process is carried out through data preprocessing steps, dividing training and test data, model training, and performance evaluation using Mean Squared Error (MSE), Mean Absolute Error (MAE), and the coefficient of determination (R2). The results show that the Random Forest algorithm provides more accurate prediction accuracy compared to the Multiple Linear Regression algorithm, especially in identifying nonlinear relationships between variables. Therefore, the Random Forest algorithm is more recommended for predicting students' final grades with complex data characteristics.

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

Evaluation of Islamic Religious Education (PAI) learning plays a strategic role in assessing the achievement of educational goals while supporting the character development of students. The evaluation process not only considers cognitive aspects but also includes affective and psychomotor aspects, such as the appreciation of religious values, noble morals, and the ability to perform religious services. This study aims to describe the relationship between the scope of PAI evaluation and the process of character development of students. The method used is a descriptive qualitative approach, with the research location at SDN Ngebel, Kasihan, Bantul. The research subjects included PAI teachers, students in grades I, V, and VI, and several parents. Data were collected through interviews with teachers, students, and guardians, observations of learning activities and religious practices, and documentation, including records of grades and religious activity agendas. Using the Miles and Huberman interactive model, data analysis included the stages of presentation, reduction, and drawing conclusions. Triangulation methods and sources ensured the validity of the data. The results showed that the implementation of a comprehensive PAI evaluation, which included academic assessment, religious practices, and moral behavior, had a significant impact on the development of student character. This is especially true in terms of religiosity, discipline, and responsibility. Therefore, the broader and more integrated the scope of Islamic Religious Education (PAI) evaluation, the greater its contribution to the overall character formation of students.

A moral crisis occurs when a person loses the attitude, character, and behavior that are in accordance with goodness. Moral and ethical crises often occur among the younger generation in Indonesia due to various factors, such as the impact of globalization, the influence of social media, the lack of parental involvement, and the lack of character education in schools. This study aims to explore the relevance of character education values in M. Quraish Shihab's Tafsir Al-Mishbah to the problems faced by students in the contemporary era. The crisis of morality, bullying, and the threat of radicalism are the background to the urgency of internalizing contextual Qur'anic values. This research is qualitative in nature, using library research, a thematic approach, and content analysis. The results show that the concept of character education in Tafsir Al-Mishbah is rooted in the relationship between the meaning of Rabb and tarbiyah, which aims to shape Insan Kamil through intellectual and spiritual balance. Analysis of Q.S. Luqman: 12-13, Q.S. Al-Hujurat: 11-13, and Q.S. Al-Mujadilah: 11 reveals fundamental values such as monotheism, gratitude, tolerance, and manners in seeking knowledge. The relevance of the findings shows that Quraish Shihab's moderate (wasathiyah) thinking is very effective in protecting students from extreme ideas, building digital literacy ethics through the principle of tabayyun, and eliminating the culture of violence in schools through a humanistic approach. This study concludes that Tafsir Al-Mishbah offers a functional methodological framework for strengthening the character of 21st-century students.

The interactive learning video innovation "Human Blood Circulation" through Edpuzzle, with embedded questions, is designed to address the difficulties faced by fifth-grade elementary school students in understanding abstract biological concepts. Science education in elementary schools often encounters challenges in explaining invisible processes, such as the heart's working mechanism and blood circulation, leading students to struggle with comprehension or merely memorize the material. Conventional learning videos tend to make students passive, necessitating media that can transform the learning process into an active one. Edpuzzle, as an educational platform, allows teachers to insert questions at critical points in the video, requiring students to answer before continuing to watch. This innovation aligns with the cognitive development stage of fifth-grade students, who are in the concrete operational stage.The research objectives include product development, validity and feasibility testing, analysis of conceptual understanding improvement, influence on focus and learning independence, and student responses. Media development refers to Mayer's cognitive theory of multimedia and the characteristics of interactive videos according to Heinich et al. Additionally, media development models such as ADDIE and Dick and Carey are discussed. The main benefits of using Edpuzzle include increasing engagement, facilitating real-time formative assessment, and enhancing learning motivation. However, challenges exist such as technology access, teacher readiness, the risk of technology dependency, and long-term evaluation. The practical implications can support digital learning and the transformation of elementary science education.

Corruption is a serious problem that leads to declining public trust, weakened governance, and hindered national development. Beyond economic losses, corruption also erodes moral values, ethics, and social justice within society. Therefore, corruption prevention efforts must be carried out systematically and sustainably, one of which is through the internalization of anti-corruption values at an early stage, particularly among students as future generations. This community service activity aimed to instill values of integrity, honesty, responsibility, and public ethics among students through the Anti-Corruption Generation Interactive Seminar, conducted in commemoration of International Anti-Corruption Day 2025. The activity involved approximately 150 junior and senior high school students in Makassar. The method employed was an interactive seminar implemented through material presentations and discussions between speakers and participants. The seminar materials emphasized an understanding of the dangers of corruption, its impacts on national and social life, and the strategic role of students in fostering an anti-corruption culture within schools and the wider community. The evaluation of the activity was conducted through observation of participant engagement and responses during the seminar. The results indicated an increase in students’ understanding and awareness of anti-corruption values, as well as the importance of integrity-oriented behavior in everyday life. This activity demonstrates that interactive seminars can serve as an effective approach to supporting students’ character development and strengthening preventive efforts against corruption.

The Community Service Program (KKN) is a platform for student dedication to the community that not only focuses on health aspects but also on strengthening cultural values and character education. The KKN activities of Abdurrab University in Salo Timur Village, Salo District, Kampar Regency were carried out by integrating health socialization and the preservation of local culture. The main programs include socialization on bullying at UPT SD Negeri 001 Salo, Clean and Healthy Living Behavior (PHBS), and the utilization of Family Medicinal Plants (TOGA) at MTS Darul Falah Salo, as well as reproductive health socialization and higher education information at SMA Negeri 1 Salo. This program is enhanced with maghrib recitation activities and Malay cultural training (kompang and rebana) aimed at instilling religious values while preserving cultural heritage. The results of the activities show an increased understanding among students and the community regarding health issues, as well as a high enthusiasm for activities that combine education, religiosity, and culture. This integration proves that community service (KKN) not only plays a role in the transfer of knowledge but also in building collective awareness, strengthening character, and preserving local identity.transfer of knowledge but also in building collective awareness, strengthening character, and preserving local identity.

Islamic Religious Education (PAI) plays a crucial role in shaping students' personality and morals, not only by imparting religious knowledge but also by internalizing moral values for everyday life. The rapid development of technology, globalization, and social change presents challenges to moral development, requiring PAI learning to effectively integrate moral values in classroom dynamics. This study aims to examine the integration of moral values in PAI learning and its implications for strengthening character education. Using a qualitative approach with library research, data were gathered from books, journal articles, and previous studies on PAI and moral education. Data collection was through documentation, and content analysis was used to synthesize concepts, theories, and findings. The study finds that moral values in PAI learning are integrated through two approaches: explicit and implicit. Explicit integration involves teaching materials containing moral values, while implicit integration occurs through teacher role models, humanistic interactions, classroom management, and participatory and contextual learning methods. The integration of moral values enhances the meaning of PAI learning and contributes to students' attitudes and behavior. This study highlights that well-designed, value-oriented PAI learning plays a vital role in strengthening character education and continuously fostering students' morals.