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This study aims to analyze in depth the quality of Early Childhood Education (ECE) teachers in the learning process at schools and its implications for early childhood development. The quality of educators is viewed as one of the key factors determining the success of learning implementation and the achievement of educational objectives at the early childhood education level. This study employs a literature review method, which involves collecting various relevant scientific articles, books, and other academic sources related to the research topic, followed by systematic analysis to obtain a comprehensive understanding and conclude the findings. The results indicate that the quality of educators has a significant influence on teachers’ success in performing their roles as facilitators, mentors, and educators in supporting children’s cognitive, social, emotional, and motor development. Therefore, the quality of early childhood educators needs to be continuously developed and improved through education, training, and professional development to maintain and enhance the quality of learning activities in schools. In addition, support from various stakeholders, including the government, educational institutions, schools, and parents, plays a crucial role in efforts to improve the quality of early childhood educators in an optimal and sustainable manner.

Drug storage is not only carried out in health facilities but can also be done independently by the community that consumes drugs, either as an emergency supply or leftover medication from previous use. Drug storage is often done without paying attention to the condition after the packaging is opened or understanding the drug's usage limit/Beyond Use Date (BUD). The community generally only looks at the expiration date/Expired Date (ED) on the drug packaging as a reference for safe drug use, and does not understand the safe usage limit for drugs after the primary packaging is opened. The purpose of this community service is to evaluate the community's knowledge and practices regarding the implementation of BUD/ED, as well as to provide education. This community service was carried out with an educational approach involving 21 people in Rejosari Village. This activity was carried out by distributing questionnaires to the community about the knowledge and practice of BUD/ED daily, then continued with the delivery of education using posters. The results of this activity indicate that the community has good knowledge of ED and BUD, but has not yet implemented ED and BUD in the storage and use of drugs independently.

Islamic character education has become a central focus of madrasah education; however, its planning is often implemented normatively without adequate managerial and evaluative mechanisms. This study aims to analyz ethe planning of Islamic character educationatMTs Persis 23 by examining the alignment betweent he madrasah’s strategic direction, curriculum, instructional practices, habituation programs, and character evaluation. Using a qualitative case study approach, data were collected through document analysis, classroom and school observations, and in-depth interviews with the head of the madrasah, the vice principal for curriculum, and home room teachers. Data were analyzed thematically to identify patterns of planning, implementation, and evaluation. The findings reveal that the madrasah has established a strong strategic foundation for character education through its vision, mission, and religious school culture, positioning character development as a core educational objective. Character values are integrated in to the Madrasah Operational Curriculum, lessonplans, and daily habituation activities functioning as a hidden curriculum. Nevertheless, the planning of character education remains weak at the operational level, particularly due to the absence of m easurable behavioral indicators, standar dizede valuation instruments, and systematic documentation of students’ character development. This study highlightsthe gap between normativ estrategic intentions and managerial implementation. It recommends the development of simple behavioral indicators, baselineand longitudinal character assessments, ands trengthenedpe dagogical supervision to ensure that character education planning is implemented systematically and sustainably.    

Early Childhood Education (ECE) plays a crucial role in providing safe, comfortable, and child-friendly educational services for young children. However, as the second environment after the family, the potential for violence against children may still occur in ECE institutions if they are not managed optimally. Therefore, efforts to prevent violence against young children need to be implemented comprehensively through a holistic approach that integrates education, caregiving, and early prevention strategies. This study aims to analyze how ECE institutions, such as kindergartens and daycare centers, can function as the first line of defense in detecting, preventing, and addressing various forms of violence, including physical, emotional, and sexual abuse, among children aged 0–6 years. The research method employed is a literature review and policy analysis related to child protection and the implementation of Early Childhood Education. The findings indicate that capacity building through teacher training, the implementation of child protection–sensitive curricula, and strengthened collaboration among schools, families, and communities have proven effective in reducing the risk of violence by up to 40%, based on case studies in Indonesia. The conclusion emphasizes the importance of strengthening regulations, ensuring continuous supervision, and investing in human resource development to reinforce the role of ECE as a key agent in violence prevention and in creating a safe, healthy, and supportive environment for optimal early childhood development.

Usaha Mikro Kecil Menengah (UMKM) play a strategic role in Indonesia’s economy, serving as key drivers of inclusive economic growth and major contributors to employment creation. Despite their importance, many UMKM operators continue to face significant challenges in financial management, particularly due to the absence of structured and systematic financial record-keeping practices. This condition is also evident among UMKM in Kuning Gading Village, Unit XVIII Kuamang Kuning, where most businesses are still managed in a traditional manner with inadequate bookkeeping systems. This community service program aims to enhance financial literacy and strengthen the capacity of UMKM actors to implement simple bookkeeping as a foundation for effective business financial management. The methods employed include needs assessment through field observation, educational and practical training sessions, hands-on mentoring, and evaluation using pre-test and post-test instruments. The results indicate a significant improvement in participants’ understanding and skills related to transaction recording, separation of business and personal finances, and preparation of simple cash flow statements. Evaluation outcomes show an increase in competency scores from an initial range of 20%–40% to 75%–85% after the training. Furthermore, the program fostered a positive shift in participants’ mindset toward more professional and accountable business management practices. Therefore, the implementation of simple bookkeeping is proven to be an effective initial strategy for strengthening MSME financial governance and supporting sustainable business development at the local level.

Curriculum management is a strategic component of Islamic education because it plays an important role in achieving educational objectives and internalizing Islamic values within the learning process. Nevertheless, in practice, many schools continue to face managerial challenges in implementing the curriculum effectively. This study aims to evaluate curriculum management at MTs Persis 23 Cirengit based on the core functions of Islamic Educational Management, namely Planning, Organizing, Actuating, and Controlling (POAC). The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, direct observation, and document analysis, and were analyzed using an interactive analysis model. The findings reveal that the POAC functions have been formally applied but have not yet operated as an integrated managerial cycle oriented toward continuous quality improvement. Curriculum planning remains largely procedural, organizing is not sufficiently participatory, implementation depends heavily on individual teacher capacity, and supervision is mostly administrative with limited follow-up actions.

This article aims to describe the teaching methods and practices of the Philosophy of Islamic Education course at STAI Darussalam. This research uses a qualitative descriptive approach with a field study method that focuses on the learning process, the competencies to be achieved, teaching methods, assignment formats, evaluation systems, and obstacles encountered during the course. Data were obtained through observation and information gathering related to the implementation of the Philosophy of Islamic Education course. The results show that the teaching of the Philosophy of Islamic Education at STAI Darussalam focuses on understanding the nature of Islamic education, developing students' critical thinking patterns, improving educational literacy, and linking philosophical studies to social and political realities. The lecture method remains the dominant method used by lecturers, with an emphasis on students' ability to define and explain basic philosophical concepts accurately as an indicator of understanding. Learning success is measured by changes in students' thinking, which becomes increasingly critical, reflective, and contextual in responding to educational issues and social justice issues.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

The increasing incidence of violence against women and children requires an active and effective role of public organizations in providing sustainable protection. This study aims to analyze the role of the Population Control, Women’s Empowerment, and Child Protection Office (DP5A) of West Sumba Regency in handling cases of violence against women and children. The research employs a descriptive qualitative approach. Data were collected through interviews, observations, and document analysis from purposively selected informants and analyzed using data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation. The findings indicate that DP5A has performed its facilitative, educational, representative, and technical roles; however, their implementation has not been optimal. Major obstacles include limited facilities such as the absence of a permanent safe house, inadequate operational infrastructure, limited human resource capacity, underutilization of information technology and digital media, as well as cultural and administrative constraints. This study concludes that institutional strengthening, capacity building of personnel, optimization of technology utilization, and enhanced cross-sector collaboration are essential to improve the effectiveness of protection for women and children at the local level.

The development of social media has encouraged students to be more active in interacting, sharing information, and establishing relationships online. However, the high intensity of social media use also increases the risk of personal data leakage. This literature study aims to examine the relationship between privacy awareness and students' safe behavior in social media use. The research was conducted by examining various sources, including scientific journals, articles, research reports, books, and online references relevant to digital security issues. The results of the study show that privacy awareness has a significant role in shaping students' safe behavior. This awareness is reflected through the practice of using strong passwords, the implementation of two-factor authentication, and prudence in sharing personal information in the digital space. Although knowledge about digital threats is quite adequate, students' safe behavior is still influenced by the level of internalization of privacy awareness. Therefore, increasing privacy awareness requires not only information, but also educational strategies that emphasize the formation of consistent digital attitudes and habits. This study makes an important contribution to understanding the relationship between privacy awareness and safe behavior, as well as being the basis for the development of more effective digital literacy programs among students.

The national priority program of 12 years of compulsory education is a strategic effort by the government to improve the quality and equity of education, particularly at the secondary education level. This program is supported by the School Operational Assistance (BOS) and the Indonesia Smart Program (PIP). The PIP funds are used to meet the educational needs of students, such as purchasing books, stationery, uniforms, and transportation costs. The goal of providing PIP is to reduce the financial burden of education, decrease school dropout rates, and increase access to quality education. This study examines the effectiveness of PIP in promoting educational equity in Indonesia and evaluates the alignment of government policies related to beneficiaries, implementation, and monitoring of PIP. The method used is a literature review for public policy evaluation in the field of education. The findings show that PIP has successfully increased educational participation, as reflected in the improvement of the School Participation Rate (APS), Gross Participation Rate (APK), and Net Participation Rate (APM). PIP also expands educational access for children from low-income families. However, its implementation faces challenges such as bureaucratic obstacles, misidentification of recipients, low parental administrative literacy, and delays in the distribution of assistance in 3T regions (frontline, outermost, and underdeveloped).

The Ten Scholars per Village Scholarship Program (SESAR) is an initiative of the Bojonegoro Regency Government to expand access to higher education for rural communities. This study evaluates the implementation of the program using the CIPP model (Context, Input, Process, Product). The evaluation was conducted through interviews, document analysis, observations, and information from program implementers to assess policy relevance, resource readiness, process quality, and achieved outcomes. The results indicate that the program is relevant to the goal of educational equity; however, the distribution of beneficiaries has not been even due to differences in the number of applicants and socio-economic conditions among villages. In terms of context, the program aligns with the need for equitable access to higher education, although beneficiary distribution remains uneven. From the input perspective, regulations and funding are adequate, but administrative requirements and higher education accreditation criteria still limit potential applicants. Regarding the process, the selection mechanism follows the established guidelines; nevertheless, socialization remains insufficient, document verification poses challenges, and fund disbursement is often delayed. In the product aspect, the program provides tangible benefits by supporting the continuity of higher education for rural students, although its overall effectiveness still requires improvement.

This research aims to develop Zepp Quiz as a creative learning media to enhance students' understanding of Islamic Cultural History at Madrasah Aliyah. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The developed product consists of 10 multiple-choice questions about the Conquest of Mecca with varying difficulty levels, equipped with supporting illustrations, educational feedback, point systems, timers, and leaderboards. Data collection was conducted through quantitative methods using validation questionnaires from media experts and material experts with a Likert scale of 1-5. Data analysis was performed descriptively by calculating average scores and feasibility percentages. The results showed that media expert validation obtained an average score of 4.31 or 86% in the very feasible category, while material expert validation obtained an average score of 4.25 or 85% in the very feasible category. Based on expert validation results, Zepp Quiz learning media is declared very feasible to be used as a creative learning media in Islamic Cultural History learning at Madrasah Aliyah.

Drug abuse and risky social behavior remain significant social issues among adolescents, particularly in rural areas experiencing rapid information exposure and lifestyle changes. This community service program aimed to enhance adolescents’ awareness and resilience toward the dangers of drug abuse (NAPZA) while promoting a healthy lifestyle through the cultivation of family medicinal plants (TOGA) in Karangmalang Village, Ngawi Regency. The program employed a participatory descriptive approach, actively involving adolescents as the primary beneficiaries. The implementation consisted of two main stages: interactive socialization on drug abuse and risky behavior, and a workshop on cultivating medicinal plants as a form of community-based healthy living practice. The results indicated that the socialization activities improved adolescents’ understanding and awareness of drug abuse risks, as reflected in their active participation during discussions. Furthermore, the TOGA cultivation workshop provided practical benefits by introducing simple herbal remedies and offering positive, sustainable activities for the community. Overall, the integration of educational and practical approaches proved effective as a preventive and empowerment strategy to strengthen adolescent resilience and foster a healthier and more productive village environment.

Higher education in Indonesia has undergone significant transformation due to the implementation of a capitalist system that emphasizes profit orientation and business logic. The commercialization of educational institutions has resulted in limited access, particularly for low- and middle-income communities, and has led to social inequality and a shift in the educational paradigm toward commodification. This study uses qualitative methods with literature review to examine the impact of capitalism and commercialization in higher education. The findings reveal an increase in tuition fees, the commodification of knowledge, and the privatization of universities, which reduce access and lower the quality of education. Criticism of educational capitalism emphasizes the importance of social and spiritual values and equal access. Therefore, it is recommended that policy reforms balance the roles of the state and the private sector, strengthen regulations, and expand access to fair and quality education for the sake of higher education that is oriented towards social welfare and sustainability.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

This study aims to construct a comprehensive concept of Quranic Andragogy based on the profound educational interaction between Prophet Musa a.s. and Prophet Khidir a.s. as narrated in Surah Al-Kahfi. Employing systematic library research with a thematic exegesis approach and rigorous content analysis, this research synthesizes Malcolm Knowles’ andragogy theory with core Islamic values and principles. The findings reveal that Quranic Andragogy transcends conventional Western pragmatism by effectively integrating intellectual autonomy with deep spiritual humility (tawadhu). The narrative illustrates three fundamental pillars of this pedagogical model: the urgency of cultivating internal motivation (the need to know), which is driven by a conscious willingness to 'unlearn' ego and preconceptions; the careful management of cognitive conflict within experiential learning processes; and the consistent implementation of a disciplined, ethically guided learning contract. It is concluded that adult education in Islam requires a careful balance between critical reasoning, reflective practice, and spiritual obedience in order to achieve holistic self-transformation that extends beyond the mere transfer of knowledge and information, fostering both intellectual and moral development in learners.

Technological innovation in Christian Religious Education learning strategies aims to improve students' learning literacy comprehensively. In an era of globalization and rapid technological advancement, Christian Religious Education is required to adapt to digital learning media to ensure relevance and effectiveness. The use of various technologies, such as interactive learning videos, educational applications, and e-learning platforms, increases student motivation and active engagement in understanding Christian values ​​and integrating faith with knowledge. Learning strategies using attractive digital technology, a hybrid learning model that combines face-to-face and bold learning, and improving teacher competency are key to the successful implementation of this innovation. The research method used is descriptive qualitative based on a literature review that examines relevant scientific literature, books, and documents on technological innovation in religious education and improving learning literacy. Content analysis was conducted by grouping data based on themes such as technology type, learning strategy, and its impact on student literacy. The research results show that the integration of technology in Christian Religious Education learning provides a significant opportunity to create a technologically savvy young generation that is both mature in faith and character, and able to face the challenges of the times with steadfastness.

The rapid development of digital technology, particularly Artificial Intelligence (AI), has significantly influenced educational practices, including Islamic Religious Education (PAI). A major issue lies in how AI can be implemented effectively without undermining the spiritual, moral, and character-building values that are central to Islamic education. This study aims to examine the implementation of Artificial Intelligence in Islamic Religious Education learning in the era of school digitalization, focusing on its concepts, forms of application, teachers’ roles, benefits, as well as challenges and ethical considerations. This research employs a qualitative library research method. Data were collected from reputable academic journals, scholarly books, proceedings, and relevant official documents, and analyzed using content analysis techniques through data reduction, data display, and conclusion drawing. The findings indicate that AI has substantial potential to enhance PAI learning through personalized learning systems, adaptive learning media, and data-driven assessments. However, its implementation requires strong teacher supervision, adequate digital literacy, and alignment with Islamic values to prevent the marginalization of teachers’ moral and spiritual roles. In conclusion, Artificial Intelligence serves as a supportive tool in Islamic Religious Education and must be applied wisely, ethically, and in accordance with the fundamental objectives of Islamic education.

This community service program develops a pilot model of Pancasila Village based on Asta Cita in Paciran Village, Lamongan Regency through the integration of three intervention clusters: (1) national seminar to strengthen Pancasila values ​​and the agenda of “building from the village”, (2) training on downstreaming palm sap as a strengthening of the local economy and entrepreneurship based on village potential, and (3) coastal rehabilitation action through planting sea pine as an environmental adaptation in sandy coastal areas that are vulnerable to wind and erosion. The implementation method uses a participatory and asset-based approach (ABCD) that places residents as the main actors, with a series of activities including socialization, cross-party coordination, training on processing palm sap into value-added products (brown sugar and syrup), seminars with community leaders and academics, planting sea pine, and pre-post evaluation based on knowledge, skills observation, and participant satisfaction. The implementation results show the formation of a cross-generational commitment to make Paciran Village a pilot Pancasila Village, increased community capacity in palm sap processing, and the birth of collective coastal rehabilitation actions. The program also produced sustainability recommendations in the form of routine cross-generational agendas, utilization of village social media for educational content on Pancasila–nira–cemara laut, and the appointment of Pancasila students as environmental sustainability ambassadors in the village.