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This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.

The development of technology in the digital era has brought significant changes to global education systems, including in Indonesia. Digital transformation encourages learning models that are more flexible, interactive, and focused on 21st-century competencies. However, this progress also presents various challenges, particularly related to moral degradation among youth, unequal access to technology, and low digital literacy among teachers and students. This study aims to analyze character education models from a global perspective and evaluate the challenges and strategies for their implementation in Indonesia in the digital era. Using a qualitative research method with a library research approach, data were obtained from credible sources such as scientific journals, books, official reports, and national and international educational documents. The findings indicate that developed countries have successfully integrated technology into their curricula, teacher training, and educational policies, resulting in well- established digital learning ecosystems. In Indonesia, digitalization in education has grown rapidly, especially since the pandemic, but still faces obstacles such as limited infrastructure, varied levels of digital competence among teachers, and a lack of integration of digital pedagogy. In addition, student readiness and access inequality in frontier, outermost, and disadvantaged regions (3T) present further challenges in applying global education models

This study aims to implement the Christian Religious Education and Character Education (PAK) teaching module in grade V of SDN 1 Sabaru, Palangka Raya, with a focus on the topic “Jesus Was Crucified, Died, and Risen for Me.” The learning process is designed to support students’ spiritual and character development through an interactive and project-based approach. Teaching methods include group discussions, the use of miniature media as visual learning aids, collaborative activities, and guided reflection on Christian values relevant to students’ daily experiences. The results of classroom observations show that most students are active, enthusiastic, and involved in the learning process, able to understand the theological meaning of the crucifixion, death, and resurrection of Jesus, and apply the values of love, gratitude, and responsibility in everyday life. Obstacles found include a lack of self-confidence in some students and less optimal group dynamics during activities. These findings serve as important evaluation materials for improving the effectiveness of future learning implementation

This article explores the concept of a “House of Faith” as a holistic educational framework designed to build students’ character based on religious values. The fundamental idea of the House of Faith is likened to a school environment that provides a comfortable and safe space for students to develop their faith and noble character through learning activities connected to religious teachings. A religious school environment is created through everyday atmospheres that encourage the practice of worship, the presence of religious symbols, and community activities that strengthen students’ spirituality. Programs to reinforce religious spirit include activities such as communal prayers, religious studies, and social projects designed to gradually enhance students’ spiritual awareness. Teachers and educational staff play a highly effective role, acting as role models and facilitators in the learning process. Their approach to instilling faith and moral values involves interactive methods such as group discussions, inspirational stories, and personal reflection, all adapted to students’ developmental stages. Collaboration between the school and parents becomes a key factor in ensuring consistent support. This is carried out through regular meetings, joint workshops, and open communication that reinforces family values. The impact of religious spirit on students can be seen in increased discipline, social empathy, emotional resilience, and stronger academic motivation. However, implementation faces challenges such as limited curriculum time, diversity of student backgrounds, and cultural resistance. These challenges are addressed through solutions, including regular teacher training, program evaluation, and the integration of technology for distance learning. Overall, the article emphasizes that a school functioning as a House of Faith can shape young generations who are not only intellectually capable but also strong in faith and morals, contributing to a more harmonious and meaningful society.

The Independent Curriculum aims to provide flexible, student-centered learning that is oriented toward strengthening character through the Pancasila Student Profile. However, a literature review indicates that its implementation in elementary schools still faces various obstacles. Teachers' understanding of differentiated learning, the P5 project, and authentic assessment is uneven, while limited infrastructure and the complexity of developing teaching materials also hamper its implementation. Furthermore, student readiness and a supportive learning environment also influence the curriculum's effectiveness. These findings emphasize the need to improve teacher competency, ensure equitable distribution of facilities, and collaborate among stakeholders for optimal implementation of the Independent Curriculum. Furthermore, the disparity in the quality of implementation across schools is also a major challenge, particularly in remote areas with limited facilities. Therefore, supportive policies and intensive mentoring for teachers are needed to ensure that this curriculum is effective and provides maximum benefits for students, optimizing character development and 21st-century skills. Overall, the success of the Independent Curriculum depends heavily on solid collaboration between all relevant parties, including teachers, schools, parents, and education policymakers.

The development of value-added corn-based beverages representation an emerging opportunity within the agribusiness sector, particularly for student-led entrepreneurial initiatives seeking to utilize local agricultural resources. This study examines consumer perceptions of Zeagrain corn milk, a sweet-corn-derived drink positioned as a healthy, practical, and affordable alternative within the ready-to-drink market segment. The research aims to identify key attributes influencing consumer interest, evaluate perceived product performance, and assess the potential competitiveness of Zeagrain as a new agribusiness product. Data were collected using an online quantitative survey targeting respondents aged 17–35 years who represent potential urban consumers. The questionnaire measured demographic characteristics, consumption patterns of similar beverages, perceived importance and performance of product attributes, and purchase intention. The findings are expected to provide insights into consumer expectations regarding taste, packaging, nutritional value, and price. The results further serve as empirical input for improving product development strategies and enhancing the market readiness of Zeagrain. Ultimately, this study contributes to strengthening the commercialization prospects of corn-based beverages and supports innovation efforts among young agripreneurs seeking to optimize local commodities.  

The diversity of Indonesian society, which consists of various ethnic groups, religions, cultures, and races, represents a great potential for the creation of a harmonious social life. However, the reality shows that intolerance and narrow fanaticism still often arise and even begin to influence students in the educational environment. This has the potential to create social conflicts and damage the nation's character in the future. This study aims to examine the role of education in shaping students to avoid fanatic behavior and social conflicts. The research method used is descriptive qualitative with data collection techniques through relevant literature studies. The results of the study show that schools have a strategic role in instilling values of tolerance, inclusive attitudes, and religious moderation through learning, teacher role models, and a school culture that respects diversity. In addition, synergy between schools, families, and communities is needed to create an educational environment that is conducive to the development of students' character. Through the implementation of multicultural education and the strengthening of national values on a sustainable basis, students are expected to become a generation with strong character, tolerant, and able to live peacefully alongside others in a pluralistic society.

This study explains the role of educator leaders in cultivating students' adab (moral discipline and etiquette) at two Cambodian Islamic boarding schools, Maahad Tahfiz Darul Ulum (MTDU) and Maahad Tahfiz Darul Hadith (MTDH), in a post-conflict Muslim-minority society. Drawing on classical Islamic theories of character formation, such as the works of Ibnu Miskawaih and Syed Muhammad Naquib Al-Attas, and underpinned by Hallinger's Instructional Leadership Model, this research explores the manner in which leaders act as moral role models and institutionalists in order to transform pupil behavior. In undertaking a qualitative multiple-case study, data were obtained through semi-structured interviews and non-participant observation of eight influential educational leaders. Thematic analysis yielded six prominent leadership roles, including moral modeling, disciplinary enforcement, spiritual mentorship, and institutional innovation through routines and rituals. Despite parental and external cultural pressure oppositional to their endeavor, the leaders demonstrated spiritual resilience in successfully ushering student transformation through relational engagement, moral accountability, and cultural reinforcement. This study contributes to the emerging debate on faith-based leadership and character education with the offer of a contextualized model of Islamic educational leadership for post-conflict and minority-Muslim settings. Practice and policy recommendations include training educational leaders as muaddibin, integrating value-based norms, and recognizing Tahfiz schools as important actors in integral education.

Background: Adolescence is a developmental period characterized by emotional instability and vulnerability to mental health problems such as anxiety, stress, and low self-esteem. The increasing prevalence of emotional and mental issues among adolescents in Pekalongan City highlights the need for effective and accessible relaxation interventions. Methods: This community service program aimed to introduce and implement mindful meditation as a relaxation medium to help adolescents manage emotional and mental problems. The activity was carried out at SMP Negeri 13 Pekalongan through health education, guided meditation sessions, and reflection activities involving 23 students. Results: Evaluation results showed an increase in participants’ understanding of mindfulness and their ability to practice relaxation independently. Participants also reported reduced emotional tension and improved mood after regular meditation sessions. Conclusion: The findings suggest that mindful meditation can serve as a simple, low-cost, and effective strategy to promote emotional well-being among adolescents. Further programs are recommended to integrate mindfulness-based practices into school health promotion activities

This study explores the major challenges faced by moral education in the modern era, particularly within Madrasah Ibtidaiyah, where rapid technological advancement, globalization, and shifting patterns of student interaction have significantly influenced the traditional process of moral development. The purpose of this research is to analyze teachers’ strategies in revitalizing moral education, identify the supporting and inhibiting factors in its implementation, and evaluate its impact on students’ discipline. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with the school principal, Islamic ethics teachers, and students, as well as observations of daily moral habituation practices within the school environment. The findings indicate that effective revitalization of moral education occurs through an integration of teacher role modeling, consistent habituation of moral practices, and value internalization supported by interactive learning methods. These strategies contribute to improved student discipline, greater independence, and more stable behavioral patterns. However, the effectiveness of these efforts is still influenced by external factors such as excessive gadget use and limited continuity of moral guidance at home. The study provides an integrative and adaptive model of moral education that aligns with the characteristics of the digital generation and emphasizes the essential collaboration between teachers, schools, and families. The results highlight the importance of a responsive, contextually relevant approach to moral development that meets the evolving needs and challenges of 21st-century learners.

Social care values ​​are moral principles that emphasize empathy, altruism, solidarity, mutual cooperation, justice, and tolerance in social life. These values ​​form the foundation for individuals to understand the feelings of others, help selflessly, cooperate, be fair, and respect differences. This study aims to describe the representation of social care values ​​in Wattpad short stories in the family drama genre, identify the most dominant values ​​and the context in which they emerge, and explain the relevance of these findings to learning and character development in students. The study used a descriptive qualitative method because it focuses on the meaning of the text, rather than quantitative measurement. Data were collected through listening and note-taking techniques by carefully and repeatedly reading the short stories to identify sections of the text that contain social care values. Data included words, phrases, sentences, dialogue, and narratives that depict character actions, conflicts, or interactions reflecting empathy, altruism, solidarity, mutual cooperation, justice, and tolerance. All quotations were recorded on a coding sheet to organize the data systematically. Data analysis was conducted using the Miles and Huberman technique, which includes data reduction, classification, and interpretation. In the reduction stage, relevant data was selected and then grouped according to social awareness value categories. Next, interpretation was conducted to explain the representation of these values ​​in the storyline and relationships between characters. 

Islamic boarding schools (pesantren) play a strategic role in shaping the character and noble character of the younger generation amidst the increasingly sophisticated currents of modernization and digital challenges. This study aims to examine the process of character formation of students' noble character through habituation of attitudes at the Muhammadiyah Ibnu Juraimi PPTQ, as well as to understand the strategies, challenges, and roles of various parties in supporting this character development. The research method used is a qualitative approach with a case study type, through participatory observation, in-depth interviews, and documentation. The results of the study indicate that habituation of attitudes is the main strategy, which is realized through teacher role models, enforcement of discipline, routine worship such as qiyamullail, sunnah fasting, recitation of the Qur'an, and social habits such as respect and the use of Islamic greetings. The main challenges in implementing guidance are differences in student backgrounds, the motivation of administrators who still lack awareness in guiding children, and the negative influence of gadgets. Efforts to resolve this are carried out by limiting gadget access, strengthening role models, and involving students' guardians in supporting children's development. The conclusion of this study confirms that the formation of noble character is a long process that requires consistent habituation, contributions between teachers, students, administrators, and guardians of students, as well as overcoming external challenges wisely.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

This study examines the role of teachers as influencers in 21st-century education, particularly in developing students’ intelligence and character through the use of digital media and technology. The digital transformation requires teachers to serve not only as transmitters of knowledge but also as public figures capable of providing positive influence through digital behavior and communication. The purpose of this study is to analyze how teachers perform their roles as educational influencers and how this impacts students’ intellectual and character development. This research employs a literature study method by reviewing scientific sources such as books, articles, journals, and relevant research reports. The analysis was conducted using a descriptive-analytical approach to identify patterns, ideas, and strategies used by teachers in integrating character values and digital literacy. The findings indicate that teachers with strong digital competence and personal integrity are able to create positive influence through educational content, digital role modeling, and ethical communication. The implications highlight the importance of strengthening teachers’ digital literacy, educational policy support, and continuous professional training to create a digital learning ecosystem that is character-based, adaptive, and responsive to contemporary challenges.

This community‑engagement study aimed to revitalize the Qur’anic ecosystem in Sempu Village (Ngancar District, Kediri Regency) by fostering inter‑generational synergy—among families, youth communities, and TPQ (Qur’an Study Groups)—using an asset‑based community development (ABCD) approach. The program identified and mobilised local assets such as TPQ students/alumni, active youth, community leaders, mosque/TPQ facilities, and locally established networks to strengthen Qur’an mentoring with a psycho‑spiritual dimension. The research employed a qualitative intervention method executed in three phases: asset mapping & diagnosis; design & implementation of the intervention; and program evaluation & reflection. Results indicated that youth attendance increased from 45 % to 78 %; the number of participating families rose from 18 to 32; and 90 % of TPQ administrators expressed the intention to continue the inter‑generational forum model on a regular basis. Discussion revealed that the intervention did more than improve attendance—it reinforced a sense of ownership, social connectedness, and internalization of Qur’anic values (spiritual well‑being). The psycho‑spiritual approach proved effective in strengthening youth identity and building a sustainable Qur’anic community culture. Limitations include the short duration of the intervention (12 weeks) and persistent communication barriers between generations related to time constraints and family workloads. Recommendations include conducting long‑term measurements, adapting the mentoring modules to accommodate family/youth time issues, and replicating the model in other villages with different characteristics.

This study aims to describe the characteristics of AIESEC Future Leaders (AFL) promotional content on the Instagram account @aiesecupnvy using a descriptive qualitative approach and Charles Sanders Peirce's semiotic analysis. Promotional content was chosen as the focus of the research because it plays a crucial role in building audience interest and understanding of the self-development programs offered. The research results indicate that AIESEC UPNVY utilizes several types of visual and verbal signs designed to attract attention and build emotional closeness with its target audience, namely students and young people. Content highlighting program benefits, testimonials from previous participants in the form of single words, expressions of delegates' happiness, and symbolic videos about togetherness proved effective in creating social proof and strengthening AFL's image as a program that provides valuable experiences. This strategy aligns with the AIDA principle, where each piece of content is designed to attract attention, generate interest, cultivate desire, and encourage registration action. Additionally, using a cutting-edge approach thru creative visuals, short narratives, and authentic content strengthens the promotional appeal on digital platforms. Overall, this study concludes that the AFL promotional content has been strategically and innovatively crafted, enabling it to enhance the effectiveness of marketing communication and help strengthen audience engagement with the program.

This study aims to analyze the integration of the Pancasila Student Profile (PSP) within Civics Education (PPKn) learning in elementary schools through a descriptive qualitative library research approach. The research draws on 15 national journal articles published between 2020 and 2025 that discuss strategies, challenges, and outcomes of implementing the PSP in learning practices. The findings show that PSP values—such as mutual cooperation, independence, critical thinking, creativity, and noble character—are primarily integrated through classroom activities, project-based learning, and habituation programs aligned with the Merdeka Curriculum. However, several challenges persist, including limited teacher understanding, inconsistent school support, inadequate learning media, and insufficient alignment between curriculum expectations and classroom practices. The analysis also reveals that effective implementation requires strong teacher leadership, contextual learning strategies, and sustained school commitment to character development. The study contributes theoretically by deepening understanding of value-based learning and practically by offering recommendations for teachers and schools to optimize character-based PPKn instruction. Overall, the integration of PSP values strengthens students’ character formation and supports the development of a holistic learning environment consistent with Pancasila principles.  

Indonesia, as a multicultural nation, demands that Christian Religious Education (PAK) practices focus not only on doctrinal teaching but also on character development for students, enabling them to live within cultural, ethnic, and religious diversity. Language is a crucial element in realizing inclusive education, as the use of impolite or offensive language can trigger prejudice, intolerance, and even bullying, as seen in the forced hijab case in Bantul. This study uses a literature review method to examine the role of language, politeness, and communication strategies in developing students who value pluralism and multiculturalism. The discussion demonstrates that politeness is the foundation of character development and reflects a person's moral values. Through strategies such as integrating Christian values ​​into the curriculum, inclusive teaching methods, creating a school environment that supports diversity, and a holistic communication approach, Christian Religious Education can be a means of transformation that fosters tolerance and harmony. The results confirm that the use of polite and non-offensive language is a key aspect in developing students with character, who are inclusive, and capable of becoming agents of peace in a pluralistic society.

The current practice of Islamic Religious Education (PAI) learning in schools still faces the challenge of the dominance of conventional methods that tend to be teacher-centered, so that the aspect of internalization of values by students is often not optimal . This article aims to describe the characteristics and conceptual relationships between the Social Interaction and Personal learning models in the context of PAI, while also examining the relationship between the two models with constructivist and humanistic learning theories . Through a literature study, the analysis shows that the Social Interaction model based on constructivist theory emphasizes the construction of knowledge through group dynamics, collaboration, and social interaction . Meanwhile, the Personal model based on humanistic theory is oriented towards the development of individual potential, self-awareness, and spiritual reflection . The results of the study conclude that the integration of these two models offers a holistic learning approach, where students not only understand PAI material cognitively, but are also able to actualize religious values through real social experiences and deep personal appreciation .

Civic Education (PPKn) serves as an essential foundation for cultivating students’ moral character and citizenship values at the elementary level. This study examines the role of PPKn in shaping the noble character of Grade 2 students at SD Negeri 2 Pereng, identifies existing challenges in its implementation, and proposes strategies for improvement. Using a descriptive qualitative approach, data were collected through classroom observations and interviews with the Grade 2 teacher. The findings show that PPKn contributes significantly to developing students’ discipline, responsibility, cooperation, politeness, and patriotism through structured routines such as daily prayers, class duties, simple deliberation activities, and flag ceremonies. The teacher’s modeling and guidance further reinforce value internalization. However, limited audiovisual media, uneven literacy skills, and classroom management issues hinder optimal implementation. Effective solutions include simplifying learning materials, utilizing accessible visual media, strengthening teacher facilitation, and enhancing collaboration between school and parents. Overall, PPKn remains vital in supporting character development when supported by adequate strategies and consistent habituation.