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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 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.

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.

Indonesia’s position along the Pacific Ring of Fire makes it highly vulnerable to natural disasters, highlighting the urgent need to integrate disaster mitigation into school learning. Geography, as a discipline that examines Earth’s physical and human phenomena, holds strategic potential for strengthening students’ disaster awareness and preparedness, especially in high-risk regions such as Ambon. The Merdeka Curriculum provides instructional flexibility that enables the incorporation of disaster-related themes into learning processes. This study aims to design and develop a disaster-mitigation-based geography teaching module for senior high schools in Ambon City. A qualitative case study approach was employed, involving classroom observations, in-depth interviews, and document analysis to explore existing teaching practices and needs. The study producede a comprehensive design for a disaster-mitigation-integrated geography module. The findings demonstrate that integrating disaster mitigation into geography learning through a structured module enhances the relevance, applicability, and effectiveness of instruction. This research contributes to strengthening disaster-responsive geography education within the Merdeka Curriculum and supports efforts to improve student preparedness in disaster-prone areas.

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 examine the role of Islamic Religious Education (PAI) in shaping students’ character in the digital era at SMK Negeri 1 Binjai. The research employed a descriptive qualitative method with a phenomenological approach. Data were collected through classroom observations, religious activities, interviews with PAI teachers, and questionnaires distributed to 50 tenth-grade students. The findings reveal that PAI plays a crucial role in instilling key character values, including discipline, honesty, responsibility, religiosity, and digital ethics. PAI teachers utilized interactive media, educational videos, and digital Qur’an applications, which enhanced students’ enthusiasm and facilitated better understanding of the subject matter. Based on the questionnaire results, 83% of students stated that PAI improved their discipline, 77% reported being more cautious in using social media, and 87% acknowledged that PAI fostered a greater sense of responsibility toward themselves and others. However, 60% of students still struggled to control their gadget usage, particularly for entertainment and online games. This indicates the need for continuous guidance and supervision from both teachers and parents. Overall, the study emphasizes that the effectiveness of PAI in the digital era depends on teachers’ competence in integrating technology, the role of exemplary behavior, and strong collaboration between schools and families. Therefore, PAI not only serves as a medium for delivering religious values but also as a vital instrument for shaping Islamic character, enabling students to face moral and social challenges in the digital age.

This study aims to analyze the effective role of the Al-Qurtuby Islamic Boarding School in shaping the character of students. As one of the oldest Islamic educational institutions in Indonesia, the Islamic boarding school holds a very strategic position in developing the morals and ethics of the younger generation, especially amidst the increasing moral crisis that is occurring in the modern era. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation so as to be able to describe the reality of the character formation of students in depth. The results show that the Al-Qurtuby Islamic Boarding School has three main functions: as a transmission of Islamic knowledge, a preserver of Islamic traditions, and a center for the development of prospective ulama (Islamic scholars). These three functions contribute significantly to fostering a character of peace, tolerance, independence, and a sense of responsibility in students. The character formation process is carried out through various methods, including the exemplary behavior of kyai (Islamic clerics) and ustaz (Islamic teachers), habituation in daily activities, and the provision of educational advice and sanctions. Supporting factors for the formation of students' character at this boarding school include the students' high internal motivation to learn, maintained discipline, and a conducive Islamic boarding school environment full of religious values. However, this study also identified inhibiting factors, such as student boredom due to busy schedules, limited facilities, and the challenge of adapting to changing times that demand innovation in teaching methods. The implications of this research are that it provides information for Islamic boarding school administrators in designing more effective strategies for developing character education, while also serving as a reference for other Islamic educational institutions wishing to adopt a similar approach. Thus, Islamic boarding schools remain relevant in producing a generation with noble character capable of facing future social and moral challenges.

This study aims to determine the influence of several psychological factors and learning behavior on the English learning achievement of Madrasah students in Wonosobo Regency. In detail, the objectives of this study include: (1) to determine the influence of self-confidence on the English learning achievement of Madrasah students in Wonosobo; (2) to determine the influence of emotional intelligence on the English learning achievement of Madrasah students in Wonosobo Regency; (3) to determine the influence of learning discipline on the English learning achievement of Madrasah students in Wonosobo Regency; and (4) to determine the influence of self-confidence, emotional intelligence, and learning discipline together on the English learning achievement of Madrasah students in Wonosobo. The type of research used is quantitative with an explanatory research approach. The population of this study was all 161 class X students at MAN 1 Wonosobo. The research sample was determined as many as 164 students using simple random sampling techniques, so that each student has an equal opportunity to become a respondent. Data collection techniques were carried out through documentation and questionnaires. To test the first, second, and third hypotheses, product-moment correlation analysis was used, while for the fourth hypothesis, multiple linear regression analysis was used. The results of the study indicate that: (1) there is a positive and significant influence of self-confidence on English language learning achievement of students at MAN 1 Wonosobo in the 2024/2025 academic year; (2) there is a positive and significant influence of emotional intelligence on learning achievement; (3) there is a positive and significant influence of learning discipline on learning achievement; and (4) there is a simultaneous positive and significant influence between self-confidence, emotional intelligence, and learning discipline on students' English language learning achievement.

This research examines the vital role of pesantren education in embedding and sustaining moral values within the broader social context, with a particular focus on Pondok Pesantren Raudlatul Muta’allimin Kudus. As traditional Islamic institutions, pesantren not only function as centers for religious instruction but also act as moral guardians that shape the character, ethics, and social behavior of students and their surrounding communities. In the midst of rapid globalization and shifting cultural dynamics, pesantren face the challenge of preserving the relevance of Islamic values while adapting to contemporary realities. The purpose of this study is to investigate how pesantren education contributes to moral development and to identify strategies utilized to instill Islamic ethics. Using a qualitative case study approach, the research gathered data through interviews, direct observation, and documentation involving kyai, teachers, students, and community members. The findings show that pesantren foster moral growth through structured daily rituals, integration of moral teachings in curriculum, exemplary leadership (uswah), and active community-based programs. These practices build discipline, honesty, empathy, and social responsibility in students, which in turn positively affect the surrounding society. Furthermore, the leadership model demonstrated by kyai and teachers plays a central role in reinforcing values through example, rather than instruction alone. The study concludes that pesantren education continues to serve as a powerful moral force by blending religious instruction with practical community engagement, ensuring that values are not only taught but also lived. This underscores the relevance of pesantren as adaptive agents of moral transformation capable of addressing the ethical challenges of modern Muslim societies. It also highlights that the pesantren framework can serve as a replicable model for strengthening character education in diverse social and cultural contexts, making it both traditional and forward-looking.

This study aims to conduct an in-depth study of various effective classroom management strategies at the elementary school level. Classroom management plays a crucial role in supporting the smooth running of the teaching and learning process, as a successful learning process is greatly influenced by a conducive, orderly, and enjoyable classroom environment. Teachers serve not only as transmitters of material but also as classroom managers tasked with creating a learning climate that supports active student engagement. Good classroom management is believed to minimize disruptions, improve discipline, and foster student motivation. The research method used is library research, reviewing various academic sources such as books, scientific articles, research journals, and relevant previous studies. This approach was chosen to obtain a comprehensive overview of classroom management strategies that have been proven effective in educational practice in elementary schools. The results of the study indicate that effective classroom management strategies encompass several key aspects. First, the development of clear and mutually agreed-upon classroom rules so that students understand the boundaries of expected behavior. Second, the use of varied learning methods to accommodate different student learning styles. Third, the provision of positive reinforcement as a form of appreciation for student behavior and achievement. Fourth, establish good communication between teachers and students to build mutual trust and increase active participation. Implementing these strategies has been proven to improve discipline, reduce learning barriers, and create a classroom environment conducive to the optimal development of children's potential. These findings are expected to serve as a practical reference for teachers, schools, and related parties in designing more effective, innovative, and sustainable classroom management.

Schools are not only institutions for the transfer of knowledge but also environments that play a crucial role in shaping students’ behavior and instilling positive habits, one of which is environmental care. One form of environmental concern that can be cultivated from an early age is the discipline of disposing of waste properly. However, SD Negeri Jambewangi, located in Dusun Pesantren, has not yet fully implemented effective waste sorting practices. Waste disposal is still carried out without distinguishing between organic and inorganic waste, which may have negative impacts on the school environment. To address this issue, community service activities were carried out by KKN students from Universitas Tidar through outreach programs and the distribution of sorted waste bins. The socialization activity applied the Extend Parallel Process Model (EPPM) communication strategy using a Severity Model approach, which emphasized the dangers and consequences of improper waste management practices. During the sessions, students were encouraged to discuss and identify various types of waste, as well as the potential environmental and health impacts associated with them. Direct practice was also provided by encouraging students to actively participate in sorting waste before disposal into the designated bins. The implementation of this program showed a positive impact, as students demonstrated an increased understanding of waste management and began to practice sorting waste more consistently. The provision of separate bins for organic and inorganic waste further facilitated this new habit. It is expected that the discipline of sorting and properly disposing of waste will continue to be applied by students, teachers, and the entire school community. Such continuous practices can foster collective awareness, contribute to maintaining environmental cleanliness, and provide long-term benefits not only for the school but also for the surrounding community.

This study aims to examine and analyze the Islamic educational values ​​contained in the local tradition of Ada' Tuho Ulumanda and its implementation at the Darul Ulum Islamic Boarding School, Popenga Village, Ulumanda District, Majene Regency. The Ada' Tuho tradition is one of the cultural heritages of the Ulumanda community that is full of moral, social, and spiritual values ​​that are closely related to the principles of Islamic education, especially the values ​​of faith, morals, and society. In the context of Muslim society, local traditions are not only seen as cultural symbols, but also function as a medium for transmitting religious values ​​that strengthen Islamic identity while maintaining social harmony. The research method used is a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The data obtained are analyzed thematically to reveal the Islamic educational values ​​contained in the practice of Ada' Tuho and its form of implementation in the Islamic boarding school environment. The results of the study indicate that the Ada' Tuho tradition contains a number of important values, including: the value of monotheism that emphasizes faith and respect for God's power, moral values ​​that include honesty, responsibility, discipline, and respect for parents and others, and social values ​​in the form of solidarity, mutual cooperation, deliberation, and justice in community life. The implementation of these values ​​at the Darul Ulum Islamic Boarding School is carried out through a formal learning process, habituation of worship, exemplary behavior of the ustaz, and strengthening the character of students based on the integration of Islamic values ​​and local wisdom. Thus, the Islamic boarding school plays a role as an agent of preserving religious culture that is able to harmonize Islamic teachings with local traditions constructively, making it relevant to strengthening contextual Islamic education in the modern era.

The study aims to analyze the relationship between learning discipline and students' critical thinking abilities in math learning. A quantitative approach with correlational survey methods is used in this study. Sample of 44 junior high school students selected through simple random sampling technique. Instruments used as lamps to measure learning discipline and tests to measure critical thinking ability. Data analysis was performed through Liliefors normality testing, Pearson correlation testing, and simple linear regression. The normality test results show that discipline learning data is normally distributed (Lo = 0.0995 < Ltable = 0.133), whereas critical thinking data is not normally distributed (Lo = 0.2266 > Ltable = 0.133). The correlation test results show the value of r = 0.211 and thitung = 1.423 < ttable = 1.683, meaning there is no significant relationship between learning discipline and critical thinking ability. The regression results also show the value of Fhitung = 2.15 < Ftabel = 4.08, which means there is no significant influence between learning discipline on critical thinking ability. Thus, that learning discipline does not affect significantly on students' critical thinking ability in math learning. This results in a more comprehensive learning approach to develop critical thinking skills.