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The spiritual crisis among students in the digital age is increasingly evident through a decline in interest in worship, low moral awareness, and an increase in individualistic lifestyles that affect the formation of faith and moral competence. This condition requires the development of Islamic Religious Education (IRE) learning that is not only oriented towards cognitive understanding, but also fosters a deep spiritual awareness among students. This study aims to analyze the role of reflective-based PAI learning as a solution in strengthening students' faith and moral competence amid digital challenges. The method used is library research by examining books, curriculum policies, and relevant national and international journal articles over the last ten years. The results of the study show that the reflective approach, through activities such as muhasabah, personal journals, value dialogues, and tadabbur experiences, is able to increase self-awareness, faith appreciation, and strengthen social morals more effectively than conventional learning, which is one-way and teacher-centered. In addition, the integration of reflective values has been proven to support the achievement of basic PAI competencies as mandated in KMA No. 183/2019, especially in the spiritual and affective domains. These findings imply that PAI learning in the digital age needs to adopt a more participatory, contemplative, and experience-based design in order to foster character building.

This research aims to respond to the complex challenges of the digital era, where students are not only required to develop scientific thinking skills but also to strengthen ethics and character as the primary basis for filtering information and acting wisely in cyberspace. Rapid technological developments are often not directly proportional to the mastery of moral literacy, so the application of Islamic ethical values ​​is crucial to create a balance between intellectual intelligence and good morals. This research aims to examine how combining scientific thinking with Islamic ethics can strengthen students' character, while also identifying effective implementation approaches in contemporary learning environments. The method used is a literature study with descriptive qualitative analysis, involving the review of various literature sources related to scientific thinking, character education, and Islamic ethical principles. The results show that the collaboration between systematic, critical, and objective scientific thinking processes with Islamic ethical values ​​such as honesty, responsibility, and politeness can shape students' mindsets and behaviors that are more moderate, responsible, and ethical in the use of technology. This integration also improves students' ability to carefully assess digital information, make appropriate moral decisions, and avoid deviations in cyberspace. In terms of implications, this research emphasizes the need to develop a curriculum and teaching strategies that structuredly combine cognitive and affective aspects, so that schools can produce a generation that is not only academically superior, but also has a strong, adaptive character and noble morals amidst the unstoppable wave of digital technology development.

The low effectiveness of student organizational performance in designing and managing structured work programs presents a major challenge to strengthening the leadership culture at MTsN 1 Probolinggo. This community service program aims to enhance students’ managerial and leadership capacities through performance mentoring for the Intra-Madrasah Student Organization (OSIM), based on innovations in learning management. The methods employed include training sessions, workshops, and continuous mentoring, all designed collaboratively with school stakeholders. The activity stages began with a needs analysis and problem mapping, followed by the development of training modules, the implementation of organizational management training, and interactive workshops aimed at developing adaptive and applicable work programs. The proposed solutions encompass strengthening foundational understanding of organizational management, enhancing the role of members in program planning, and facilitating the implementation of OSIM activities that support the creation of an active learning environment. Evaluation was carried out through pre-tests and post-tests to measure comprehension improvement, field activity observations, and assessments of work program achievement. The results indicate significant improvements in participants’ cognitive and practical skills, particularly in the planning, execution, and evaluation of OSIM programs that are now more structured and goal-oriented. In conclusion, this community service activity successfully reinforced student leadership competencies through an innovative approach to managing student organizations, while also promoting the development of a sustainable culture of collaborative work. Based on the outcomes, it is recommended that this mentoring model be replicated in other madrasahs and that OSIM leadership development programs be systematically integrated into extracurricular curricula to ensure the continuity and expansion of the positive impacts achieved

This research was motivated by the findings of dishonest behavior among SMPN 2 Kalidawir students, such as cheating during exams and dishonesty in daily social interactions. This condition shows that the value of honesty has not developed optimally. Therefore, this study aims to analyze social studies teachers' strategies in instilling honesty in grade VIII students and identify supporting and inhibiting factors in the process. The focus of the research includes two things: (1) teachers' strategies in instilling honesty through social studies learning, especially materials related to social interaction and students' daily lives; and (2) factors that affect the success of teachers in shaping the character of students' honesty. The approach used is descriptive qualitative research with data collection through observation, interviews, and documentation. This method allows researchers to gain an in-depth understanding based on the interpretation of phenomena found in the field. The results of the study show that the strategy of instilling honesty values is carried out in an integrated manner through the example of teachers, habituating honest behavior, and providing positive motivation during the learning process. Teachers also integrate the value of honesty into relevant social studies materials and provide real examples in daily life. Supporting factors for the success of this strategy include consistent teacher examples, a conducive school environment, and targeted and collaborative student program support. However, there are inhibiting factors such as the influence of the environment outside the school, academic pressure, and diverse socioeconomic conditions of students. This research makes an important contribution to strengthening character education through social studies learning at the junior high school level.

Social studies learning as one of the progmatic components in the school curriculum is actually expected to support the achievement of the ideal goals of education. Through social studies education, students are fostered and developed their intellectual mental abilities to become citizens who are skilled and socially concerned and responsible in accordance with the values contained in Pancasila. Social studies learning contained in the educational curriculum is a simplification of learning materials from social science knowledge or concepts. The method in this study is research using a quantitative research approach. This research is descriptive. The sample in this study was 30 students of grade VIIIA (control) and VIIIB (experiment) of SMP Kristen Taaba District. Data collection techniques using test questions and documentation. Based on the results of research and discussion, and data analysis carried out, it can be concluded that the mind mapping learning model can affect the learning outcomes of social studies class VIII SMP Kristen Taaba District. Indicators of the assessment of learning outcomes can be seen from the students' posttest scores have increased. Based on the research objectives with the t-test hypothesis, an sg (2 – Tailed) value of < 0.05 is obtained which is 0.000 so that H0 is rejected meaning that there is an influence of the mind mapping learning model on the learning outcomes of social studies class VIII SMP Kristen Taaba District. In other words, the mind mapping learning model affects learning outcomes with categories that are quite effective.

The lack of interest of students in Fiqh learning is caused by the use of monotonous methods and media, which has an impact on the low activity of learning. To overcome this, interesting and interactive technology-based media innovations are needed. This research aims to develop a Quizlet-based learning media on the material of the Sacred Tools for class VII MTs Integrated Berkah Palangkan Raya to improve student learning activities. The research method uses the Researchand Development (R&D) approach with the ADDIE development model which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The subjects of the study were 36 students of grade VII A. Data were obtained through observation and questionnaire of student responses to the use of Quizlet media. The results showed that learning using Quizlet obtained an average percentage of 89% in the "very feasible" category. This proves that Quizlet media is influential in increasing students' activeness and involvement during the Fiqh learning process. It can be concluded that the use of Quizlet-based learning media is effective in creating a more interesting, interactive, and encouraging active participation of students. This research is useful for the development of digital learning media innovations in Islamic education and provides new alternatives for teachers in optimizing the teaching and learning process.  

Education has long been recognized as a primary determinant of economic progress and human development , yet in the context of a global economy characterized by rapid technological change and the sustainability imperative, the focus shifts from the mere quantity of investment to its effectiveness in fostering sustainable economic growth. Current education systems face significant challenges, including a persistent global "learning crisis" , governance inefficiencies , and a misalignment between curricula and the demands of the labor market, particularly the green and digital economies. Given that existing literature often treats education investment as a static input and fails to holistically integrate sustainability and governance into the optimization process , this conceptual article aims to bridge these theoretical and empirical gaps by proposing an integrated model for the optimization of education investment for sustainable economic growth. The method involves a conceptual analysis that synthesizes human capital theory , endogenous growth theory , and the economics of sustainability , emphasizing the roles of governance, innovation, and inclusivity as mediating factors. The key finding of the study indicates that optimization necessitates a paradigm shift from input-oriented budgeting toward an outcome-based investment framework that holistically balances three crucial dimensions: efficiency (maximizing learning outcomes) , equity (ensuring inclusive access) , and relevance (alignment with sustainability needs). The resulting policy implications are delineated across the Macro (fiscal integration and sustainability strategies through performance-based funding) , Meso (institutions transform into adaptive innovation centers) , and Micro (enhancement of reskilling, upskilling, and human capital capacity) levels; by achieving this alignment, education successfully transitions from a cost center to a strategic catalyst driving sustained prosperity.    

Accounting understanding is one of the essential competencies that accounting students must possess to support both academic and professional success. However, this level of understanding is not only affected by cognitive factors but also by non-cognitive factors such as emotional intelligence and learning interest toward the level of accounting understanding among students. This research employs a quantitative approach with a survey method involving students of the 2022 cohort from the undergraduate accounting study program, Faculty of Economics and Business, Udayana University. The population in this study consists of 2022 cohort students of the undergraduate accounting study program at Udayana University. The sample was determined using a random sampling method, and the total population was processed using the Slovin formula, resulting in 100 samples. Data analysis was conducted using SPSS. The results of this study indicate that emotional intelligence and learning interest have a positive effect on the level of accounting understanding. These findings provide empirical insights into the main factors that affect the level of accounting understanding among students.

This study aims to analyze learning motivation from an Islamic perspective through the integration of spiritual values, including intention (niyyah), sincerity (ikhlas), and divine reward (pahala). Unlike modern motivation theories that emphasize psychological aspects, Islam views learning as an act of worship that carries spiritual merit and divine blessing. This research employs a qualitative approach using the literature review method, conducted through the collection of scientific articles from Google Scholar and Publish or Perish databases published between 2020 and 2025. Five relevant articles were selected for in-depth analysis. The results reveal that learning motivation in Islam is not only influenced by cognitive and external factors but also by spiritual drives rooted in pure intentions, sincerity in action, and belief in divine reward. The integration of these three elements forms a holistic model of learning motivation that combines intellectual, moral, and spiritual dimensions. Therefore, Islamic education should embed the values of intention, sincerity, and reward as the foundation for fostering meaningful and spiritually oriented learning motivation among students.

This research is motivated by challenges in biology learning, including the lack of digital literacy assessment in schools and the use of conventional learning methods that tend to make students bored. Impractical printed teaching materials cannot be integrated into the form of videos. This research aims to develop an e-module based on Science, Technology, Engineering, and Mathematics (STEM) to analyze the feasibility, practicality, and effectiveness of e-modules in improving students' understanding of concepts and digital literacy on human respiratory system materials. This research uses the Development Research (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model.  The research was carried out at SMAN 1 Malinau. The implementation stage used a non-equivalent control group  design involving 34 students in the experimental class and the control class. Data collection instruments include validation sheets for media and material experts, practicality questionnaires for teachers and students, and pretest-posttest  tests to measure concept understanding and digital literacy.  Analysis of effectiveness data using N-gain test and hypothesis test (independent sample t-test for concept understanding and Mann-Whitney for digital literacy). The results of the research based on the validation of media experts and subject matter experts show that the STEM-based e-module is declared "Excellent". The e-module is also rated "Very Practical" by biology teachers and students. The e-module was shown to be effective in improving conceptual understanding, where the average N-gain value of the experimental class (58.63; Quite Effective category) was significantly higher (p=0.017) than that of the control class (40.62).

This study aims to examine in depth the relationship between parental support and early childhood learning motivation. The study used a quantitative method with a survey approach involving five sample families with early childhood children in a PAUD environment. Data collection was conducted through a questionnaire designed to measure the level of parental support, including emotional, cognitive, and material support, as well as the level of children's learning motivation. The results showed that parental support has a positive and significant relationship with early childhood learning motivation. Emotional support, such as attention, affection, and positive encouragement, helps children feel safe and confident in learning activities. Cognitive support in the form of learning assistance and intellectual stimulation encourages children to be more active and enthusiastic in the learning process. In addition, material support, such as the provision of adequate learning facilities, also contributes to increasing children's interest in learning. Overall, parental support has been shown to increase children's self-confidence, commitment, and enthusiasm for learning. The implications of this study emphasize the importance of active parental involvement in supporting children's learning processes from an early age to achieve optimal and sustainable learning outcomes.

This comparative study analyzes the models of character education by comparing the implementation of Social and Emotional Learning (SEL) in Finland and the Akhlak (Moral) Curriculum within Islamic Religious Education (PAI) in Indonesia. Modern education demands not only cognitive intelligence but also emotional and moral maturity, highlighted by rising issues like bullying and mental health problems in adolescents. Finland's success is attributed to the strong integration of SEL, a psychological method focusing on five core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) that fosters a positive school climate. In contrast, Indonesia's PAI Akhlak Curriculum aims to form character rooted in theological-spiritual values (piety and obedience). Using a descriptive qualitative comparative method through literature review and content analysis, the study found that despite sharing the core objective of cultivating moral character , their foundations differ: SEL is secular-humanistic for well-being, while Akhlak is theological-spiritual. Furthermore, Finland's system employs a low-pressure, integrated, formative evaluation, supported by teacher autonomy, while Indonesia's PAI implementation faces challenges from a dominant focus on quantitative cognitive assessment. The study recommends that PAI adopt the structured SEL framework as a methodological bridge to translate Akhlak values into concrete student behavior and promote active, affect-focused learning.

This study aims to analyze the principal's strategy in utilizing Education Report Card data as a basis for planning school quality improvement at the Sanrangan Elementary School Technical Implementation Unit (UPT SD Inpres), Pallangga District, Gowa Regency, and to describe the principal's strategy in implementing academic supervision and teacher mentoring to improve the achievement of Education Report Card indicators at the UPT SD Inpres Sanrangan , Pallangga District, Gowa Regency. This study uses a qualitative approach with descriptive methods. The research subjects include the principal, 3 lower grade teachers, and 3 upper grade teachers. Data collection techniques are carried out through in-depth interviews, observations, and documentation studies. Data analysis is carried out systematically through the stages of data reduction, data presentation, and drawing conclusions with data validity tests using source and technique triangulation. The results of the study indicate that the principal's strategy in utilizing Education Report Card data is carried out through collaborative analysis of school achievement indicators with teachers, setting improvement priorities based on the school's real needs, and integrating the analysis results into school quality improvement program planning. In addition, the principal's strategy in implementing academic supervision and teacher mentoring is implemented in a planned and sustainable manner by referring to Education Report Card indicators that still need to be improved. Coaching-based supervision, providing constructive feedback, and mentoring in improving learning planning and implementation have been proven to contribute positively to improving teacher competency and have an impact on improving the achievement of Education Report Card indicators at the UPT SD Inpres Sanrangan, Pallangga District, Gowa Regency.

This study examines the concept of repentance (taubah) as the foundation of moral pedagogy through a thematic interpretation approach to the Hadith Qudsi and classical and contemporary Islamic scholarly literature. The study employed a qualitative method based on literature review, examining the meaning, values, and educational implications of the teachings of repentance. The results of the study indicate that repentance is not merely understood as a spiritual act of seeking forgiveness, but as a holistic educational process. This process encompasses self-awareness (ma'rifah) of mistakes, deep regret (nadam), a strong determination not to repeat them ('azm), and concrete behavioral change ('amal). From an Islamic educational perspective, the values ​​of repentance play a crucial role in fostering moral responsibility, self-reflection, the habituation of good deeds, and a commitment to continuous self-improvement. The integration of repentance values ​​into learning can be realized through a character-based curriculum, reflective methods, strengthening worship practices, and moral development. Thus, repentance becomes an essential instrument in shaping a perfect human being who is faithful, has noble character, and possesses social awareness.     Kata kunci: Taubat, Hadis Qudsi, Pedagogi Moral, Pendidikan Islam, dan karakter.

This community service program was implemented to address the problem of the low quality of students' Quran reading at TPQ Al-Litfilah Nur, Situhiang Village, which was caused by the lack of implementation of a structured and sustainable tahsin learning method. This activity aims to improve students' Quran reading skills through training and mentoring using the Tilawati method combined with the Asset-Based Community Development (ABCD) approach, so that the potential and resources of the community can be optimized. The program was implemented in stages, including mapping the initial conditions of students' and teachers' abilities, training TPQ teachers on the principles and techniques of the Tilawati method, mentoring the learning process in a classical and individual manner, and evaluating the development of students' reading skills. The results of the activity showed a significant increase in the accuracy of makhraj, the application of basic tajwid, and the fluency of students' Quran reading. In addition, TPQ teachers experienced an increase in pedagogical competence and were able to apply the Tilawati method independently in teaching and learning activities. These findings indicate that strengthening community assets through targeted and participatory training can create meaningful and sustainable changes in improving the quality of Qur'an learning at the TPQ level.

Learning design is a fundamental component in the educational process, as it serves as a foundation for teachers in planning, implementing, and evaluating learning activities systematically and purposefully. In the context of Islamic Religious Education (PAI), learning design has a broader role, not only focusing on the delivery of religious knowledge, but also encompassing the formation of character, morals, and strengthening Islamic values ​​in students. This paper discusses the general concept and function of learning design in PAI through theoretical studies from various literature and expert views. The results of the discussion indicate that PAI learning design must be prepared comprehensively by considering the components of objectives, materials, methods, media, and evaluation that are aligned with Islamic values. In addition, learning design serves as a practical guideline for teachers to create effective, efficient, innovative learning that is able to respond to the challenges of modern developments. Good learning design also contributes to increased learning motivation, optimal achievement of competencies, and the formation of students who are faithful, pious, and have good morals. Thus, understanding the concept and function of learning design is crucial for educators in their efforts to improve the quality of PAI learning as a whole.

This study was motivated by the fact that teachers' learning strategies are very important for improving student motivation, understanding, and learning effectiveness. The purpose of this study was to identify the learning approaches used by teachers, the challenges faced, and how these approaches were applied to students in the 10th grade Geography class at SMAN 6 Malang. This study uses a descriptive qualitative methodology that collects data through interviews, observations, and documentation. Furthermore, the data were analyzed through the steps of reduction, presentation, and conclusion drawing. The research information consisted of geography teachers, 10th grade students, and other related parties. The results showed that expository and inquiry strategies were the most effective learning strategies used by teachers to help students learn. Unresponsive students, negative peer influence, and the habit of sleeping in class are some of the obstacles in the learning process. Students' ability to systematically and coherently organize and convey conclusions demonstrates the impact of applying learning strategies. According to this study, teachers must continue to improve their skills through learning training. Students are also expected to be more focused and active during the teaching and learning process.

Entrepreneurship training is crucial for enhancing students' understanding and motivation in facing the evolving business world. This community service activity aims to strengthen students' entrepreneurial knowledge and motivation through interactive discussions and business practice simulations. The methods used included pre- and post-tests to measure changes in knowledge and motivation among 30 participating students. The results showed a significant improvement in the cognitive aspect, with the average student knowledge score increasing from 3.5 to 8.3. Furthermore, the motivational aspect also experienced a significant increase, from an average of 25.43 to 43.36, indicating a positive impact of the applied learning model. Overall, this training proved effective in improving students' readiness to understand business concepts and fostering an internal drive for entrepreneurship. Therefore, the interactive discussion model is recommended as a strategy for strengthening entrepreneurship in higher education environments, to provide practical experience while simultaneously increasing students' motivation for entrepreneurship.

The purpose of this study is to create and assess the viability and usefulness of BERASA (Learning Synonyms and Antonyms in Indonesian), an interactive learning tool for third-grade elementary school students. Research and development using the ADDIE model—which comprises the phases of analysis, design, development, implementation, and evaluation—is the research methodology employed. Students from SDIT Al Kautsar Kudus in the third grade served as the study's subjects. While the practicality test was determined by teacher and student answers, the feasibility test was conducted by media and material specialists. According to the validation results, the BERASA media received a very feasible category feasibility rate of 91.6% from media experts and 88.8% from material experts. The results of the practicality test were 91.7% for teachers and 89.7% for students, both of which are classified as extremely appropriate. These findings indicate that the BERASA interactive learning materials are suitable and useful for teaching Indonesian, especially when it comes to synonyms and antonyms. They can also improve the comprehension and involvement of elementary school pupils.

This study aims to describe the implementation of Indonesian language development through the learning of standard words and the Enhanced Spelling System (EYD) at MTs Sambongjaya. The method used is a descriptive qualitative method, with data collection techniques consisting of observation and documentation. The development activities were carried out by applying the Team Games Tournament (TGT) learning model. The results of the study indicate that the implementation of the TGT model was able to improve students’ motivation and understanding of standard word usage and EYD. Students appeared enthusiastic during the learning process, although some still experienced difficulties in reading and applying correct spelling. The TGT model created a competitive yet collaborative environment that enhanced students’ engagement in learning. Despite the challenges, the model proved effective in fostering students’ awareness of the importance of using proper and correct language. It also encouraged them to be more careful in applying EYD rules, which contributed to their language proficiency. The study concludes that Indonesian language development activities through learning standard words and EYD, supported by the TGT model, can significantly enhance students’ language skills and understanding, thus improving their overall language use in educational settings. This approach can serve as a model for similar educational institutions aiming to enhance language proficiency.